D school Quotes

“People have criticized me for seeming to step out of my professional role to become undignifiedly political. I'd say it was belated realization that day care, good schools, health insurance, and nuclear disarmament are even more important aspects of pediatrics than measles vaccine or vitamin D.”

“I can’t overstate how little I knew about myself at 22, or how little I’d thought about what I was doing. When I graduated from college I genuinely believed that the creative life was the apex of human existence, and that to work at an ordinary office job was a betrayal of that life, and I had to pursue that life at all costs. Management consulting, law school, med school, those were fine for other people — I didn’t judge! — but I was an artist. I was super special. I was sparkly. I would walk another path.And I would walk it alone. That was another thing I knew about being an artist: You didn’t need other people. Other people were a distraction. My little chrysalis of genius was going to seat one and one only.”

“They were worried about keeping military families strong. They were worried about the stress and strain of prolonged military service and how it would affect our military readiness the next time a Hitler-wannabe reared his ugly head. As they made a list of pros and cons for sending families overseas, they never imagined that DOD schools would be the best possible solution to nearly every problem they could envision. The most unpredictable phenomena occurred. The DOD literally created a culture of kids whose life experiences were so rich, yet so different from where they’d come from, that as they grew in years the people they most related to, the people they most wanted to be around, were other military kids who had the same shared experience. Military kids became military members—and they’ve kept us strong, our families, armed forces, our country, all of us.”

“Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.”

“Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself the product of schools because sound common sense tells us that only children can be taught in school. Only by segregating human beings in the category of childhood could we ever get them to submit to the authority of a schoolteacher.”

“Teachers who complain 'These kids have no work ethic' couldn't be farther off the mark. The problem is not that these kids lack a work ethic; the problem is that some of them see no connection between a work ethic and school. None of them would think, for example, to say to a customer at the MacDonald's drive-up window, 'Do you think I could get you those Chicken McNuggets some time tomorrow?' Yet we give sanction to that sort of request when it comes to school assignments.”

“To educate the peasantry, three things are needed: schools, schools and schools.”

“In addition to labeling kids who learn differently as problematic, sometimes defective, most schools classify, track, and categorize students from very early ages. As an abundance of research studies confirm, these classifications tend to become self-perpetuating and self-confirming. My interviewees illuminate the ways in which grades, tests, and opportunities to learn are often arbitrary or related to class, race, and gender. In the supposed meritocracy of schooling, these markers and estimations have profound impact, not just structuring how we fit into the learning hierarchy of an individual classroom, but who we are who whom we believe we will become.”

“I studied dance at a high school arts magnet program before moving on to Miami's New World School of the Arts, and from there, I went on to study at The Juilliard School.”