मेघदूत: "नीचैर्गच्छत्युपरि च दशा चक्रनेमिक्रमेण"
G C Lichtenberg: “It is as if our languages were confounded: when we want a thought, they bring us a word; when we ask for a word, they give us a dash; and when we expect a dash, there comes a piece of bawdy.”
Albert Einstein: “I am content in my later years. I have kept my good humor and take neither myself nor the next person seriously.” (To P. Moos, March 30, 1950. Einstein Archives 60-587)
Martin Amis: “Gogol is funny, Tolstoy in his merciless clarity is funny, and Dostoyevsky, funnily enough, is very funny indeed; moreover, the final generation of Russian literature, before it was destroyed by Lenin and Stalin, remained emphatically comic — Bunin, Bely, Bulgakov, Zamyatin. The novel is comic because life is comic (until the inevitable tragedy of the fifth act);...”
Werner Herzog: “We are surrounded by worn-out, banal, useless and exhausted images, limping and dragging themselves behind the rest of our cultural evolution.”
John Gray: "Unlike Schopenhauer, who lamented the human lot, Leopardi believed that the best response to life is laughter. What fascinated Schopenhauer, along with many later writers, was Leopardi’s insistence that illusion is necessary to human happiness."
Justin E.H. Smith: “One should of course take seriously serious efforts to improve society. But when these efforts fail, in whole or in part, it is only humor that offers redemption. So far, human expectations have always been strained, and have always come, give or take a bit, to nothing. In this respect reality itself has the form of a joke, and humor the force of truth.”
विलास सारंग: "… इ. स. 1000 नंतर ज्या प्रकारची संस्कृती रुढ झाली , त्यामध्ये साधारणत्व व विश्वात्मकता हे गुण प्राय: लुप्त झाले...आपली संस्कृती अकाली विश्वात्मक साधारणतेला मुकली आहे."
Wednesday, March 05, 2008
India’s Present-day Society Lacks the Desire to See Every Child at School
“….There is plenty of evidence to say that India’s present-day society lacks the desire to see every child at school…
… Education is a long-term investment. To make such an investment generously, one needs faith in the future and the hope that we will get there. For appropriate investments in education we also need socio-political imagination and a social consensus on certain basic ideas, such as the idea that every child matters. In our country such a consensus has yet to emerge. Far too many people still believe that only the so-called bright or smart children matter and deserve education of the best quality.
Also, a lot of people perceive education as a private concern, in the sense that they worry about their own children but don’t feel hurt or pained when they see others’ children exploited or treated badly. In such a social ethos, any government will have difficulty in pushing radical educational reforms…
… In every area, from science and maths to social science and language children must be given a space to reflect, ask questions, wonder, and probe sources of knowledge outside the textbook…
If progress in examination reform has been slow, the case of teacher education is worse. The sector is facing a grim situation, with rampant commercialisation on the one hand and a lifeless, uninspiring B.Ed. curriculum on the other…
… Teaching profession is in a deep crisis today and in certain parts of the country it is in a shambles, with unqualified, part-time para-teachers serving in place of professionally committed teachers…
… We live in a very divided society. People just defend themselves and their own interests in everything. [Points to bottled water on the table.] We even drink different kinds of water, and education is like that. It all depends on class, caste, gender. For at least two decades there has been a high value placed on education even by the poorest. But the system has not evolved to the point where their children get the attention they deserve.”
I, me, myself culture of India's non-poor.....
'Look, we've discussed all this. If it gets the kids into a decent school, it's worth it...'
The Spectator 2008