Vicki Myron Quotes

“Dewey sent him, I thought, when I saw those eyes.”

“Dewey sent him, I thought, when I saw those eyes.”

“Dr. Beall gave him the first shot, followed closely by the second.He said, "I'll check for a heartbeat."I said, "You don't need to. I can see it in his eyes."Dewey was gone.”

“He wished he was with his mom in her library, where everything was safe and numbered and organized by the Dewey decimal system. Ben wished the world was organized by the Dewey decimal system. That way you'd be able to find whatever you were looking for, like the meaning of your dream, or your dad.”

“Sorrow and profound fatigue are at the heart of Dewey's silence. It had been his ambition to learn "exactly what happened in that house that night." Twice now he'd been told, and the two versions were very much alike, the only serious discrepancy being that Hickock attributed all four deaths to Smith, while Smith contended that Hickock had killed the two women. But the confessions, though they answered questions of how and why, failed to satisfy his sense of meaningful design. The crime was a psychological accident, virtually an impersonal act; the victims might as well have been killed by lightning. Except for one thing: they had experienced prolonged terror, they had suffered. And Dewey could not forget their sufferings. Nonetheless, he found it possible to look at the man beside him without anger - with, rather, a measure of sympathy - for Perry Smith's life had been no bed of roses but pitiful, an ugly and lonely progress toward one mirage and then another. Dewey's sympathy, however, was not deep enough to accommodate either forgiveness or mercy. He hoped to see Perry and his partner hanged - hanged back to back.”

“In my card catalogue, the Dewey Decimal System had placed him firmly under Ancient History.”

“A basic flaw in contemporary American educational philosophy as much as it is under the influence of the late John Dewey, is it s failure to grasp the essentially artistic character of teaching. Due to an inflated opinion of "science" and all things supposedly "scientific," educators have been loathe to admit that teaching is an art, not a science. The art of teaching is a mingling of the liberal and the dramatic arts. Above and beyond the subject matter, the teacher actually needs but two assets: (a) a grasp of the liberal arts of grammar, rhetoric,and logic; (b) a mastery of the dramatic art of presentation." — pg 126 footnote 1.”

“Hence the great irony: Hayek, one of the greatest champions of individual liberty and economic freedom the world has ever known, believed that knowledge was communal. Dewey, the champion of socialism and collectivism, believed that knowledge was individual. Hayek's is a philosophy that treats individuals as the best judges of their own self-interests, which in turn yield staggering communal cooperation. Dewey's was the philosophy of a giant, Monty Pythonesque crowd shouting on cue: "We're All Individuals!”

“Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”

“Dynamic equivalence is a central concept in the translation theory, developed by Eugene A. Nida, which has been widely adopted by the United Bible Societies...Purporting to be an academically linguistic concept, it is in fact a sociocultural concept of communication. Its definition is essentially behavourist: determined by external forces, such as society--with strong pragmatist overtones--focusing on the reader rather than the writer. [M]ost twentieth-century American philosophical endeavours are predominantly pragmatist, dwelling in the shadows cast by William James and John Dewey.”

“We need not be afraid of the future, for the future will be in our own hands.”