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“There are times when wisdom cannot be found in the chambers of parliament or the halls of academia but at the unpretentious setting of the kitchen table.”
― E.A. Bucchianeri

“But a progressive policy needs more than just a bigger break with the economic and moral assumptions of the past 30 years. It needs a return to the conviction that economic growth and the affluence it brings is a means and not an end. The end is what it does to the lives, life-chances and hopes of people. Look at London. Of course it matters to all of us that London's economy flourishes. But the test of the enormous wealth generated in patches of the capital is not that it contributed 20%-30% to Britain's GDP but how it affects the lives of the millions who live and work there. What kind of lives are available to them? Can they afford to live there? If they can't, it is not compensation that London is also a paradise for the ultra-rich. Can they get decently paid jobs or jobs at all? If they can't, don't brag about all those Michelin-starred restaurants and their self-dramatising chefs. Or schooling for children? Inadequate schools are not offset by the fact that London universities could field a football team of Nobel prize winners.”
― Eric Hobsbawm

“...Come on let’s see the degree.â€�

Katherine unrolled her scroll displaying a long declaration in Latin affixed with a red seal proclaiming her a Master of Art.

“Imagine working for years to obtain a piece of paper we can hardly read � Katherine joked.

“And to officially declare you have talent â€� Suzy returned.”
― E.A. Bucchianeri, Brushstrokes of a Gadfly

“Aujourd'hui, on cherche partout à répandre le savoir; qui sait si, dans quelques siècles, il n'y aura pas des universités pour rétablir l'ancienne ignorance?”
― Georg Christoph Lichtenberg, Dieses Und Jenes: Aufsätze Und Aphorismen

“Perhaps the greatest obstacle to systemic reform was that it required numerous stakeholders - textbook publishers, test publishers, schools of education, and so on - to change, which turned out to be an insurmountable political obstacle.”
― Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

“Extreme specialization has been the greatest disaster of the modern academic world. It has created narrow Mandarins, ignorant of the universal nature of reality, incapable of connecting concepts from different fields to bring everything together in one ultimate, unified subject. The AC is everything the academic world is not. It’s about connecting everything. It demands that people be generalists, not the most narrow, blinkered specialists.”
― David Sinclair

“Education should promote development. How well do we use knowledge for the development of the personal, private and public agendas?”
― Lailah Gifty Akita

“There is a willful lack of safety culture in the USA. It is in the Ivy League, research institutions, universities, utility companies, solar power companies, cell phone companies, manufacturing and the government!”
― Steven Magee

“Imagine if we natives went to the cemeteries in your cities and dug up your beloved relatives, pulled off rings, watches, and clothes, and called them "artifacts," then carried the bones over to the university for study so we could understand you. Consider that there are more bones of native people in universities and museums for study, than there are those of us living.”
― Joy Harjo, Conflict Resolution for Holy Beings: Poems

“Many parents, K-12 teachers, professors, and university administrators have been unknowingly teaching a generation of students to engage in the mental habits commonly seen in people who suffer from anxiety and depression... students were beginning to react to words, books, and visiting speakers with fear and anger because they had been taught to exaggerate danger, use dichotomous thinking, amplify their first emotional responses, and engage in a number of cognitive distortions. Such thought patterns directly harmed student' mental health and interfered with their intellectual development-- and sometimes the development of those around them.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“During my first days at Smith, I witnessed countless conversations that consisted of one person telling the other that their opinion was wrong. The word "offensive" was almost always included in the reasoning. Within a few short weeks, members of my freshman class had quickly assimilated to this new way of non-thinking. They could soon detect a politically incorrect view and call the person out on their "mistake." I began to voice my opinion less often to avoid being berated and judged by a community that claims to represent the free expression of ideas. I learned, along with every other student, to walk on eggshells for fear that I may say something "offensive." That is the social norm here.

Reports from around the country are remarkable similar: students at many colleges today are walking on eggshells, afraid of saying the wrong thing, liking the wrong post, or coming to the defense of someone whom they know to be innocent, out of fear that they themselves will be called out by a mob on social media.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“Call-out cultures and us-versus-them thinking are incompatible with the educational and research missions of universities, which require free inquiry, dissent, evidence-based argument, and intellectual honesty.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“If you keep the distinction between speech and violence clear in your mind, then many more options are available to you. As Marcus Aurelius advised, "Choose not to be harmed- and you won't feel harmed. Don't feel harmed- and you haven't been." The more ways your identity can be threatened by casual daily interactions, the more valuable it will be to cultivate the Stoic (and Buddhist, and CBT) ability to not be emotionally reactive, to not let others control your mind and your cortisol levels... words don't cause stress directly; they can only provoke stress and suffering in a person who has interpreted those words as posing a threat.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“The loss of political diversity among professor, particularly in fields that deal with politicized content, can undermine the quality and rigor of scholarly research... when a field lacks political diversity, researchers tend to congregate around questions and research methods that generally confirm their shared narrative, while ignoring questions and methods that don't offer such support.
The loss of political diversity among the faculty has negative consequences for students, too, in three ways. First, there's the problem that many college students have little or no exposure to professors from half of the political spectrum. Many students graduate with an inaccurate understanding of conservatives, politics, and much of the United States...
Second, the loss of viewpoint diversity among the faculty means that what students learn about politically controversial topics will often be "left shifted" from the truth.
[The third problem] is the risk that some academic communities- particularly those in the most progressive parts of the country- may attain such high levels of political homogeneity and solidarity that they undergo a phase change, taking on properties of a collective entity that are antithetical to the normal aims of a university... Politically homogenous communities are more susceptible to witch hunts”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“Turning Point USA created a Professor Watchlist in order to expose and document faculty members who discriminate against conservative students, promote anti-American values and advance leftist propaganda in the classroom.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“Efforts to protect students by creating bureaucratic means of resolving problems and conflicts can have the unintended consequence of fostering moral dependence, which may reduce students' ability to resolve conflicts independently both during and after college.”
― Greg Lukianoff & Jonathan Haidt

“U.S. elite institutions draw substantial international enrollment, and seventeen of the top twenty-five universities in the world are in the United States.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“The fundamental cause of campus intolerance," [Eric Adler] suggests... is "a market-driven decision by universities... to treat students as consumers-- who pay up to $60,000 per year for courses, excellent cuisine, comfortable accommodations, and a lively campus life."... he explains:
Even at public universities, 18-year-olds are purchasing what is essentially a luxury product. Is it any wonder they feel entitled to control the experience?... Students, accustomed to authoring every facet of their college experience, now want their institutions to mirror their views. If the customers can determine the curriculum and select all their desired amenities, it stands to reason that they should also determine which speakers ought to be invited to campus and what opinions can be articulated in their midst.”
― Greg Lukianoff & Jonathan Haidt

“... campus administrators were modeling distorted thinking. Two categories of First Amendment cases on campus encourage this kind of thinking quite directly: overreaction and overregulation.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“In practice, the bar has been lowered; many universities use the concept of harassment to justify punishing one-time utterances that could be construed as offensive but don't really look anything like harassment”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“Some regulations promulgated by administrators restrict freedom of speech, often with highly subjective definitions of key concepts. These rules contribute to an attitude on campus that chills speech, in part by suggesting that freedom of speech can or should be restricted because of some students' emotional discomfort. This teaches catastrophizing and mind reading (among other cognitive distortions) and promotes the Untruth of Emotional Reasoning.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“IDENTIFYING A WISE UNIVERSITY

Five questions alumni, parents, college counselors, and prospective students should ask universities:

1. What steps do you take (if any) to teach incoming students about academic freedom and free inquiry before they take their first classes?
2. How would you handle a demand that a professor be fired because of an opinion he or she expressed in the article or interview, which other people found deeply offensive?
3. What would your institution do if a controversial speaker were scheduled to speak, and large protests that included credible threats of violence were planned?
4. How is your institution responding to the increase in students who suffer from anxiety and depression?
5. What does your university do to foster a sense of shared identity?

Look for answers that indicate that the institution has a high tolerance for vigorous disagreement but no tolerance for violence or intimidation.”
― Greg Lukianoff & Jonathan Haidt

“modified version of the Chicago Statement that can serve as a template for other schools...:

The [INSTITUTION]'s fundamental commitment is to the principle that debate or deliberation may not be suppressed because the ideas put forth are thought by some or even by most members of the [INSTITUTION] community to be offensive, unwise, immoral, or wrong-headed. It is for the individual members of the [INSTITUTION] community, not for the [INSTITUTION] as an institution, to make those judgements for themselves, and to act on those judgments not by seeking to suppress speech, but by openly and vigorously contesting the ideas that they oppose.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“Something is going badly wrong for American teenagers, as we can see in the statistics on depression, anxiety, and suicide. Something is going very wrong on many college campuses, as we can see in the growth of call-out culture, in the rise in efforts to disinvite or shout down visiting speakers, and in changing norms about speech, including a recent tendency to evaluate speech in terms of safety and danger. This new culture of safetyism and vindictive protectiveness is bad for students and bad for universities.”
― Greg Lukianoff & Jonathan Haidt, The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting up a Generation for Failure

“The unique epistemic role of the university in our culture was to set up conditions where students could learn how to bring arguments and evidence to a question, and to teach them not to project convictions derived from tribal loyalties onto the evaluation of evidence on testable questions. The rise of identity politics should have been recognized by university faculties as a threat to their ability to teach decoupled argumentation and evidence evaluation. As a monistic ideology (Tetlock 1986), where all values come from a single perspective, identity politics entangles many testable propositions with identity-based convictions. It fosters myside bias by reversing Kahan’s (2016) prescription—by transforming positions on policy-relevant facts into badges of group-based convictions. One of the most depressing social trends of the last few decades has been universities becoming proponents of identity politics—a doctrine that attacks the heart of their intellectual mission.”
― Keith E. Stanovich, The Bias That Divides Us: The Science and Politics of Myside Thinking

“Educational institutions that foster a culture of accessibility not only empower persons with disabilities to graduate and earn a livelihood, but also play a crucial role in enlightening other students about the significance of accessibility.”
― Dr. Kalyan C. Kankanala

“By prioritizing accessibility, educational institutions can do more than facilitating students with disabilities in achieving their academic and career goals; they can also play a role in spreading awareness and culture among all students.”
― Dr. Kalyan C. Kankanala

“Facilitating a culture of accessibility in education is not just about helping students with disabilities succeed; it's about shaping an informed student body that recognizes the value of accessibility in every aspect of life.”
― Dr. Kalyan C. Kankanala, Understanding Accessibility

“Educational Institutions that build and maintain an accessible environment do more than enable persons with disabilities to thrive academically and professionally; they also instill a sense of responsibility and awareness about accessibility in their entire community.”
― Dr. Kalyan C. Kankanala

“The role of educational institutions in promoting accessibility extends beyond education of students with disabilities; it creates a ripple effect of awareness and understanding of accessibility among the general public.”
― Dr. Kalyan C. Kankanala