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their turn  QUOTES

3 " To those who in their turn selectively handle Mormon history and discourage our probing it in a number of areas, one needs to say (or at least to ask): Haven’t we been, if anything, overly cautious, overly mistrustful, overly condescending to a membership and a public who are far more perceptive and discerning than we often give them credit for? Haven’t we, in our care not to offend a soul or cause anyone the least misunderstanding, too much deprived such individuals of needful occasions for personal growth and more in-depth life-probing experience? In our neurotic cautiousness, our fear of venturing, haven’t we often settled for an all-too-shallow and confining common denominator that insults the very Intelligence we presume to glorify and is also dishonest because, deep down, we all know better (to the extent that we do)? Isn’t our intervention often too arbitrary, reflecting the hasty, uninformed reaction of only one or a couple of influential objectors? Don’t we in the process too severely and needlessly test the loyalty and respect of and lose credibility with many more than we imagine? Isn’t there a tendency among us, bred by the fear of displeasing, to avoid healthy self-disclosure—public or private—and to pretend about ourselves to ourselves and others? Doesn’t this in turn breed loneliness and make us, more than it should, strangers to each other? And when we are too calculating, too self-conscious, too mistrustful, too prescriptive, and too regimental about our roots and about one another’s aesthetic, intellectual, and spiritual life, aren’t we self-defeating? "

4 " 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

16 " The ceremonial differentiation of the dietary is best seen in the use of intoxicating beverages and narcotics. If these articles of consumption are costly, they are felt to be noble and honorific. Therefore the base classes, primarily the women, practice an enforced continence with respect to these stimulants, except in countries where they are obtainable at a very low cost. From archaic times down through all the length of the patriarchal regime it has been the office of the women to prepare and administer these luxuries, and it has been the perquisite of the men of gentle birth and breeding to consume them. Drunkenness and the other pathological consequences of the free use of stimulants therefore tend in their turn to become honorific, as being a mark, at the second remove, of the superior status of those who are able to afford the indulgence. Infirmities induced by over-indulgence are among some peoples freely recognised as manly attributes. It has even happened that the name for certain diseased conditions of the body arising from such an origin has passed into everyday speech as a synonym for " noble" or " gentle" . It is only at a relatively early stage of culture that the symptoms of expensive vice are conventionally accepted as marks of a superior status, and so tend to become virtues and command the deference of the community; but the reputability that attaches to certain expensive vices long retains so much of its force as to appreciably lesson the disapprobation visited upon the men of the wealthy or noble class for any excessive indulgence. The same invidious distinction adds force to the current disapproval of any indulgence of this kind on the part of women, minors, and inferiors. This invidious traditional distinction has not lost its force even among the more advanced peoples of today. Where the example set by the leisure class retains its imperative force in the regulation of the conventionalities, it is observable that the women still in great measure practise the same traditional continence with regard to stimulants. "