I felt like we had stories about family loyalty; I didn't feel like we had stories about what to do when you felt that loyalty to your family was in conflict with loyalty to yourself.
Tara WestoverRead
I was 17 the first time I set foot in a classroom, but 10 years later, I would graduate from Cambridge with a Ph.D. 'Educated' is the story of how I came by my education. It is also the story of how I lost my family.
Interpretation
The quote reflects on the transformational journey of education and its personal costs.
Tara Westover's quote encapsulates her profound journey from a childhood spent outside of conventional education to achieving a Ph.D. from Cambridge. It highlights not only the value of education in her life but also the personal sacrifices and estrangement from her family that accompanied her pursuit of knowledge, illustrating the complex relationship between education and personal ties.
In practice
Use this quote in a speech about the importance of education in overcoming personal challenges.
I felt like we had stories about family loyalty; I didn't feel like we had stories about what to do when you felt that loyalty to your family was in conflict with loyalty to yourself.
I had been educated in the rhythms of the mountain, rhythms in which change was never fundamental, only cyclical. The same sun appeared each morning, swept over the valley, and dropped behind the peak. The snows that fell in winter always melted in the spring.
We think love is noble, and in some ways, it is. But in some ways, it isn't. Love is just love. And sometimes people do terrible things because of it.
I think that when memoir goes wrong, it goes wrong from too much memory, too much detail. It's about clearing all that away and just getting to the story.
Although my family attended the same church as everyone in our town, our religion was not the same. I could stand with my family or with the gentiles... but there was no foothold in between.
We think about education as a stepping stone into a higher socio-economic class, into a better job. And it does do those things. But I don't think that's what it really is. I experienced it as getting access to different ideas and perspectives and using them to construct my own mind.
The extreme sophistication of modern technology - wonderful though its benefits are - is, ironically, an impediment to engaging young people with basics: with learning how things work.
I've noticed a fascinating phenomenon in my twenty-five years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders.
The worst readers are those who behave like plundering troops: they take away a few things they can use, dirty and confound the remainder, and revile the whole.
The difference between where you are today and where you'll be five years from now will be found in the quality of books you've read.
The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done-men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered.
Teachers need to be comfortable talking about feelings.
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