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1 " It is among the commonplaces of education that we often first cut off the living root and then try to replace its natural functions by artificial means. Thus we suppress the child's curiosity and then when he lacks a natural interest in learning he is offered special coaching for his scholastic coaching for his scholastic difficulties. "
― Alice Duer Miller
2 " In the words of a very famous dead person, 'A nation that does not know its history is doomed to do poorly on the Scholastic Aptitude Test. "
― Dave Barry , Dave Barry Slept Here: A Sort of History of the United States
3 " Many self-help teachers say that our schools only focus on “preparing today’s youths to get good jobs by developing scholastic skills.” They think that’s a bad thing. It’s probably the right thing. Not everyone is suited for entrepreneurship, as statistics seem to suggest. Even future entrepreneurs usuallyneed to begin as employees to get their starting capital and tolearn while they work. "
― Derric Yuh Ndim
4 " Such competence is not necessarily acquired by means of the 'scholastic' labours in which some 'cinephiles' or 'jazz-freaks' indulge. Most often it results from the unintentional learning made possible by a disposition acquired through domestic or scholastic inculcation of legitimate culture. This transposable disposition, armed with a set of perceptual and evaluative schemes that are available for general application, inclines its owner towards other cultural experiences and enables him to perceive, classify and memorize them differently. . . . In identifying what is worthy of being seen and the right way to see it, they are aided by their whole social group and by the whole corporation of critics mandated by the group to produce legitimate classifications and the discourse necessarily accompanying any artistic enjoyment worthy of the name. "
5 " Now I realize, of course, that many readers will acknowledge that we do in fact have these reactions, but would nevertheless write them off as mere reactions. “Our tendency to find something personally disgusting,” they will sniff, “doesn’t show that there is anything objectively wrong with it.” This is the sort of stupidity-masquerading-as-insight that absolutely pervades modern intellectual life, and it has the same source as so many other contemporary intellectual pathologies: the abandonment of the classical realism of the great Greek and Scholastic philosophers, and especially of Aristotle’s doctrine of the four causes. "
― Edward Feser , The Last Superstition: A Refutation of the New Atheism
6 " Philosophers in the scholastic tradition have usually defined intellectual certitude as a proposition in which we have no reasonable 'fear' of the opposite proposition turning out to be the truth. But this " fear" of which the medieval scholastics spoke does not convey their teaching to a mind trained in the proper formalities of the English language. A lack of fear, in this context, means that we cannot judge the opposite to be possible and that we are fully conscious of the reasons why we cannot. We have no reason permitting us to withhold assent to the proposition at hand. " lack of fear, " in this context, is something intellectual; it is not really a " lack of fear," in the emotional sense at all, and " fear" —in English - connotes the emotional. A man can possess intellectual certitude about a proposition and still fail to possess subjective or emotional certitude. He can emotionally fear the opposite, even though he cannot think the opposite to be a possibility. A man ca be absolutely certain that a God exists and still feel His absence. pg 172 "
7 " After the evil spirit of a narrow Scholastic orthodoxy has been driven out, in the end seven much more wicked spirits return in its place. "
― Benedict XVI , The Nature and Mission of Theology: Essays to Orient Theology in Today's Debates
8 " Novel ideas are unsettling, innovative concepts about important matters in human affairs is disruptive of the internal harmony that people prefer. There is a tendency even for the most logical and classically educated people steeped in rational scholastic traditions to assume that if any new hypothesis were correct, a scholar would already written it in a book. "
― , Dead Toad Scrolls
9 " I remember the very day, sometime during the first two weeks of my five-year amorous sojourn in Brutland, when I was made privy to one of the most arcane of their utterings. The time was ripe for that major epiphany, my initiation into the sacred knowledge—or should I say gnosis?—of that all-important, quintessentially Brutish slang term, the word that endless hours of scholastic education by renowned mentors, plus years of scrupulous scrutiny into scrofulous texts, had disappointingly failed to impart to me, leaving me with that deep sense of emptiness begotten by hemimathy; the time was finally ripe for me to be transported by the velvety feel of the unvoiced palato-alveolar fricative, the élan of the unpronounceable and masochistically hedonistic front open-rounded vowel, and, last but not least, the (admittedly short) ejaculatory quality of the voiced velar stop: all three of them combined together to form that miraculous lexical item, the word shag. "
10 " Creator of indifferences” is the motto I want for my spirit today. I'd like my life's activity to consist, above all, in educating others to feel more and more for themselves, and less and less according to the dynamic low of collectiveness. To educate people in that spiritual antisepsis which precludes contamination by commonness and vulgarity is the loftiest destiny I can imagine for the pedagogue of inner discipline that I aspire to be. If all who read me would learn – slowly, of course, as the subject matter requires – to be completely insensitive to the other people's opinions and even their glances, that would be enough of a garland to make up for my life's scholastic stagnation. "
― Fernando Pessoa
11 " The standard cosmological theory--an expanding universe--does not really solve the problem of God. It simply makes it more problematical. Once the creator-creation model is discarded as primitive mythology, we still have not touched the ancient conundrum, ex nihilo nihil fit: nothing comes from nothing, and the " axiom" that " Nothing is unstable' rivals in scholastic absurdity anything Aquinas may have said eight hundred years ago and can only be postulated given the reality of something, whereby it becomes a self-evident and unarguable tautology. "
12 " I daresay that the gradual “decomposition” of scripture, its dissolution in more and more specialized and negative criticism, is a result of its alienation from the eucharist – and practically from the Church herself – as an experience of a spiritual reality. And in its own turn, this same alienation deprived the sacrament of its evangelical content, converting it into a self-contained and self-sufficient “means of sanctification.” The scriptures and the Church are reduced here to the category of two formal *authorities*, two " sources of the faith" --as they are called in the scholastic treatises, for which the only question is which authority is the higher: which " interprets" which.As a matter of fact, by its own logic, this approach demands a further contraction, a further " reduction." For if we proclaim holy scripture to be the supreme authority for teaching the faith in the Church, then what is the “criterion” of scripture? Sooner or later it becomes “biblical science” – i.e., in the final analysis, naked reason. But if, on the other hand, we proclaim the Church to be the definitive, highest and inspired interpreter of scripture, then through whom, where and how is this interpretation brought about? And however we answer this question, this “organ” or “authority” in fact proves to be standing over the scriptures, as an *outside* authority. "
13 " All the scholastic scaffolding falls as a ruined edifice before a single word: faith. "
14 " Yes, I was a big math and computer geek, that's true. I was driven by the scholastic side of things. For me, it was all about what I could do with math and computers. "
15 " I loved the idea of making history interesting for kids! When Scholastic approached me about 'The 39 Clues', I immediately started going through the 'greatest hits' from my years as a social studies teacher, and picked the historical characters and eras that most appealed to my students. "
16 " When learning was monopolized by the monks in the Middle Ages, people specialized only in warfare and statecraft. And even these were not altogether free from the scholastic influence. "
