81
" To satisfy our doubts . . . it is necessary that a method should be found by which our beliefs may be determined by nothing human, but by some external permanency -- by something upon which our thinking has no effect. . . . Our external permanency would not be external, in our sense, if it was restricted in its influence to one individual. It must be something which affects, or might affect, every man. And, though these affections are necessarily as various as are individual conditions, yet the method must be such that the ultimate conclusion of every man shall be the same. Such is the method of science. Its fundamental hypothesis, restated in more familiar language, is this: There are Real things, whose characters are entirely independent of our opinions about them; those Reals affect our senses according to regular laws, and, though our sensations are as different as are our relations to the objects, yet, by taking advantage of the laws of perception, we can ascertain by reasoning how things really and truly are; and any man, if he have sufficient experience and he reason enough about it, will be led to the one True conclusion. The new conception here involved is that of Reality. "
94
" Though his public teaching lasted only three years, it has been scrutinized by scholars in every science—among them theology, philosophy, psychology, and sociology to name a few. Jesus’ influence has founded universities like Oxford, Cambridge, Yale, Princeton, and Harvard. Now spanning the entire globe, Jesus’ followers have been inspired throughout the centuries to set up educational institutions to teach what he taught. "
― , Clear Minds & Dirty Feet: A Reason to Hope, a Message to Share
95
" Teachers greatly influence how students perceive and approach struggle in the mathematics classroom. Even young students can learn to value struggle as an expected and natural part of learning, as demonstrated by the class motto of one first-grade math class: If you are not struggling, you are not learning. Teachers must accept that struggle is important to students' learning of mathematics, convey this message to students, and provide time for them to try to work through their uncertainties. Unfortunately, this may not be enough, since some students will still simply shut down in the face of frustration, proclaim, 'I don't know,' and give up. Dweck (2006) has shown that students with a fixed mindset--that is, those who believe that intelligence (especially math ability) is an innate trait--are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset--that is, those who believe that intelligence can be developed through effort--are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow. "
97
" Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?...Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side?...And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?...Is not the great defect of our education today---a defect traceable through all the disquieting symptoms of trouble that I have mentioned---that although we often succeed in teaching our pupils " subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning. "