Adult Quotes (24 quotes)
“Progress” was synonymous with distance from nature. The adults, who set the pace of progress from nature, were so absorbed by their own ability to invent and to alter the existing world, that they hurried headlong, with no design for the ultimate structure. A man-made environment was the obvious goal, but who was the responsible architect? No one in my country. Not even the king of Great Britain or the president of America. Each inventor and producer who worked on building tomorrow’s world just threw in a brick or a cogwheel wherever he cared to, and it was up to us of the next generation to find out what the result would be.
[Reading a cartoon story,] the boy favored reading over reality. Adults might have characterized him in any number of negative ways—as uninquisitive, uninvolved, apathetic about the world around him and his place in it. I’ve often wondered: Are many adults much different when they read the scriptures of their respective faiths?
A child’s world is fresh and new and beautiful, full of wonder and excitement. It is our misfortune that for most of us that clear-eyed vision, that true instinct for what is beautiful and awe-inspiring, is dimmed and even lost before we reach adulthood.
An adult is one who has ceased to grow vertically but not horizontally.
At about the age of sixteen, I began to feel uneasy. My confidence in adults began to be shaken. They were not smarter than us kids. They just had fixed ideas and stuck to them even if they disagreed among themselves. They were dragging us along a road to an unknown destination; they had no goal, just something to escape from: nature. … It was better to begin to look for a safer, side track. I began to feel like a prisoner calmly preparing to jump off a train that was on a wrong track.
Blaming others, or outside conditions for one’s own misbehavior may be the child’s privilege; if an adult denies responsibility for his actions, it is another step towards personality disintegration.
Conformity-enforcing packs of vicious children and adults gradually shape the social complexes we know as religion, science, corporations, ethnic groups, and even nations. The tools of our cohesion include ridicule, rejection, snobbery, self-righteousness, assault, torture, and death by stoning, lethal injection, or the noose. A collective brain may sound warm and fuzzily New Age, but one force lashing it together is abuse.
Education, for most people, means trying to lead the child to resemble the typical adult of his society. … But for me, education means making creators. … You have to make inventors, innovators, not conformists.
I remember asking an adult, “What goes on inside a cocoon?” and he said, “The caterpillar is totally broken down into a kind of soup. And then it starts again.” And I remember saying, “That can’t be right.” As a procedure, you can’t imagine how it evolved.
I sometimes ask myself how it came about that I was the one to develop the theory of relativity. The reason, I think, is that a normal adult never stops to think about the problem of space and time. These are things which he has thought of as a child. But my intellectual development was retarded, as a result of which I began to wonder about space and time only when I had already grown up.
If you defend a behavior by arguing that people are programmed directly for it, then how do you continue to defend it if your speculation is wrong, for the behavior then becomes unnatural and worthy of condemnation. Better to stick resolutely to a philosophical position on human liberty: what free adults do with each other in their own private lives is their business alone. It need not be vindicated–and must not be condemned–by genetic speculation.
It is evident, therefore, that one of the most fundamental problems of psychology is that of investigating the laws of mental growth. When these laws are known, the door of the future will in a measure be opened; determination of the child's present status will enable us to forecast what manner of adult he will become.
Knowledge is like a knife. In the hands of a well-balanced adult it is an instrument for good of inestimable value; but in the hands of a child, an idiot, a criminal, a drunkard or an insane man, it may cause havoc, misery, suffering and crime. Science and religion have this in common, that their noble aims, their power for good, have often, with wrong men, deteriorated into a boomerang to the human race.
Men of science, fit to teach, hardly exist. There is no demand for such men. The sciences make up life; they are important to life. The highly educated man fails to understand the simplest things of science, and has no peculiar aptitude for grasping them. I find the grown-up mind coming back to me with the same questions over and over again.
Surely no child, and few adults, have ever watched a bird in flight without envy.
The anatomy of a little child, representing all parts thereof, is accounted a greater rarity than the skeleton of a man in full stature.
The figure of 2.2 children per adult female was felt to be in some respects absurd, and a Royal Commission suggested that the middle classes be paid money to increase the average to a rounder and more convenient number.
The solution, as all thoughtful people recognize, must lie in properly melding the themes of inborn predisposition and shaping through life’s experiences. This fruitful joining cannot take the false form of percentages adding to 100–as in ‘intelligence is 80 percent nature and 20 percent nurture,’ or ‘homosexuality is 50 percent inborn and 50 percent learned,’ and a hundred other harmful statements in this foolish format. When two ends of such a spectrum are commingled, the result is not a separable amalgam (like shuffling two decks of cards with different backs), but an entirely new and higher entity that cannot be decomposed (just as adults cannot be separated into maternal and paternal contributions to their totality).
Then I have more than an impression—it amounts to a certainty—that algebra is made repellent by the unwillingness or inability of teachers to explain why we suddenly start using a and b, what exponents mean apart from their handling, and how the paradoxical behavior of + and — came into being. There is no sense of history behind the teaching, so the feeling is given that the whole system dropped down readymade from the skies, to be used only by born jugglers. This is what paralyzes—with few exceptions—the infant, the adolescent, or the adult who is not a juggler himself.
There isn’t one, not one, instance where it’s known what pattern of neural connectivity realizes a certain cognitive content, inate or learned, in either the infant’s nervous system or the adult’s. To be sure, our brains must somehow register the contents of our mental states. The trouble is: Nobody knows how—by what neurological means—they do so. Nobody can look at the patterns of connectivity (or of anything else) in a brain and figure out whether it belongs to somebody who knows algebra, or who speaks English, or who believes that Washington was the Father of his country.
We must make practice in thinking, or, in other words, the strengthening of reasoning power, the constant object of all teaching from infancy to adult age, no matter what may be the subject of instruction. … Effective training of the reasoning powers cannot be secured simply by choosing this subject or that for study. The method of study and the aim in studying are the all-important things.
We should have positive expectations of what is in the universe, not fears and dreads. We are made with the realization that we’re not Earthbound, and that our acceptance of the universe offers us room to explore and extend outward. It’s like being in a dark room and imagining all sorts of terrors. But when we turn on the light – technology - suddenly it’s just a room where we can stretch out and explore. If the resources here on Earth are limited, they are not limited in the universe. We are not constrained by the limitations of our planet. As children have to leave the security of family and home life to insure growth into mature adults, so also must humankind leave the security and familiarity of Earth to reach maturity and obtain the highest attainment possible for the human race.
We should therefore, with grace and optimism, embrace NOMA’s tough-minded demand: Acknowledge the personal character of these human struggles about morals and meanings, and stop looking for definite answers in nature’s construction. But many people cannot bear to surrender nature as a ‘transitional object’–a baby’s warm blanket for our adult comfort. But when we do (for we must) , nature can finally emerge in her true form: not as a distorted mirror of our needs, but as our most fascinating companion. Only then can we unite the patches built by our separate magisteria into a beautiful and coherent quilt called wisdom.
When I call to mind my earliest impressions, I wonder whether the process ordinarily referred to as growing up is not actually a process of growing down; whether experience, so much touted among adults as the thing children lack, is not actually a progressive dilution of the essentials by the trivialities of living.