rewards QUOTES

26 " The key to flow is to pursue an activity for its own sake, not for the rewards it brings. "

― Susan Cain , Quiet: The Power of Introverts in a World That Can't Stop Talking

28 " This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, " positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, " If we didn't make children do things, they wouldn't do anything." Even worse, they say, " If I weren't made to do things, I wouldn't do anything." It is the creed of a slave. "

30 " Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists -
although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'.
But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.
Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. "

― Carl Sagan , The Demon-Haunted World: Science as a Candle in the Dark

32 " Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term. "

― Steven Pinker , The Blank Slate: The Modern Denial of Human Nature

34 " Not too long ago thousands spent their lives as recluses to find spiritual vision in the solitude of nature. Modern man need not become a hermit to achieve this goal, for it is neither ecstasy nor world-estranged mysticism his era demands, but a balance between quantitative and qualitative reality. Modern man, with his reduced capacity for intuitive perception, is unlikely to benefit from the contemplative life of a hermit in the wilderness. But what he can do is to give undivided attention, at times, to a natural phenomenon, observing it in detail, and recalling all the scientific facts about it he may remember. Gradually, however, he must silence his thoughts and, for moments at least, forget all his personal cares and desires, until nothing remains in his soul but awe for the miracle before him. Such efforts are like journeys beyond the boundaries of narrow self-love and, although the process of intuitive awakening is laborious and slow, its rewards are noticeable from the very first. If pursued through the course of years, something will begin to stir in the human soul, a sense of kinship with the forces of life consciousness which rule the world of plants and animals, and with the powers which determine the laws of matter. While analytical intellect may well be called the most precious fruit of the Modern Age, it must not be allowed to rule supreme in matters of cognition. If science is to bring happiness and real progress to the world, it needs the warmth of man's heart just as much as the cold inquisitiveness of his brain. "

―