Teenagers have more intense reading experiences because they've had fewer of them. It's like the first time you fall in love. You have a connection to that first person you fell in love with because it was so intense and unprecedented.
Interpretation
Teenagers experience reading more intensely due to their limited past experiences, similar to the intense emotions of first love.
This quote by John Green suggests that the emotional intensity with which teenagers engage in reading can be attributed to their relatively few prior experiences. Just as a first love burns brightly in one's memory due to its novelty and depth of feeling, so too does a teenager's initial encounters with books leave a lasting impact, creating strong emotional connections that shape their perspectives.
In practice
During a workshop on adolescent literature, this quote could be used to highlight the deep connections teens form with stories.
Always' was a promise! How can you just break the promise?" "Sometimes people don't always understand the promises they're making when they make them," I said. Isaac shot me a look. "Right, of course. But you keep the promise anyway. That's what love is. Love is keeping the promise anyway. Don't you believe in true love?" I didn't answer. I didn't have an answer. But I thought that if true love did exist, that was a pretty good definition of it.
Augustus Waters was the great star-crossed love of my life. Ours was an epic love story, and I won’t be able to get more than a sentence into it without disappearing into a puddle of tears. Gus knew. Gus knows. I will not tell you our love story, because—like all real love stories—it will die with us, as it should.
I find it really offensive when people say that the emotional experiences of teenagers are less real or less important than those of adults. I am an adult, and I used to be a teenager, and so I can tell you with some authority that my feelings then were as real as my feelings are now.
I don't think pandemics make us afraid of death, I think they make us afraid of oblivion. They force us to grapple with the futility of effort. Also they make us barf which isn't fun either... Wash your hands, cover your coughs, and find a way to hold in balance the futility of effort with the necessity to struggle.
So often we try to make other people feel better by minimizing their pain, by telling them that it will get better (which it will) or that there are worse things in the world (which there are). But that's not what I actually needed. What I actually needed was for someone to tell me that it hurt because it mattered. I have found this very useful to think about over the years, and I find that it is a lot easier and more bearable to be sad when you aren't constantly berating yourself for being sad.
We kiss. Her hands are freezing on my face, and she tastes like coffee and the smell of the onion is still stuck in my nose, and my lips are all dry from the endless winter. And it's awesome.
The first task in teaching is to bring to consciousness what the students already believe by virtue of their personal experiences about themselves and society.
All the movements of our body are not merely those dictated by impulse or weariness; they are the correct expression of what we consider decorous. Without impulses, we could take no part in social life; on the other hand, without inhibitions, we could not correct, direct, and utilize our impulses.
Today's Little Leaguers, and there are millions of them each year, pick up how to hit and throw and field just by watching games on TV. By the time they're out of high school, the good ones are almost ready to play professional ball.
Free the child's potential, and you will transform him into the world.
If it is the duty of the State to educate, it is the duty of the State also to bear the burden of education, namely, the taxation out of which education is provided.
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think. Whereas, if the child is left to himself, he will think more and better, if less showily.
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