Academics From The United States

"I usually seem to finish a poem when I write it down. I may have been carrying the notion around in my head."

"I find free verse very, very difficult to write."

"Great poems are all fables about life."

"Ultimately poetic thought is interpretive."

"You can teach the writing of verse..like prose..an instrument..and the recognition of true poetry. The rest, writers must teach themselves."

"Metre is to rhythm as eye is to ear."

"English Prosody has tended to be a subject for cranks."

"The warfare between poetry and philosophy certainly started with Plato, who was both poet and philosopher."

"Major poetry not only 'employs' metaphor, irony and other tropes (and is of them) but always and explicitly or implicitly considers the nature of the trope itself."

"For the poet, the biblical sense of 'know' is as much part of nature as the heat of fire, and in the cognative sense as much a given phenomonen as the brightness itself."

"The large (in English) unphilosophical, 'poetic' or 'religious' questions are elicited from their precise and technical microcosms."

"One crosses the brink of literalness into poetry by desiring , noticing, fixing on something and wondering what to make of it."

"'Poetic form' is a very deep matter that covers much more than phonological or typological pattern."

"Poetic form, as we know it, is an abstraction from, or residue of musical form.... The ghost of oral poetry never vanishes...all poetry was originally oral."

"The blueprints of verse can be used to build things made of literal, or nonpoetic material, which is why most verse is not poetry."

"The building blocks of poetry itself are elements if fiction -fable, 'image', metaphor-all the material if the nonliteral."

"Very few writers of verse can read their work to keep their listeners aware of the beauty of sense, that sense of beauty from the powerful , delicate ways in which sense is made by poetry."

"We and the trees and the way Back from the fields of play Lasted as long as we could No more walks in the wood"

"Winter wields only the spades, Summer brandishes Hot, black clubs, Spring shower hearts about and Autumn shows A fall of diamonds in our climate of extremes"

"Hollander's poems span the full range of human emotions and must be counted among the most sophisticated productions of the human mind."

"Since he (Hollander) is a poet himself..he conveyed a passion for that knowledge as a source of current inspiration."

"The person who wrote the poem can tell you more about the poem than anyone else."

"Not every poet is a great reader of his own work."

"Language has an incantory power. The source qualities of language go to the very roots of our experience of poetry."

"As public discourses... cultural texts can be addressed in terms of how they are constituted as objects that gain their relevance through their relationship to other social institutions, resources, and non-discursive practices."

"To understand who we are as a species, and why we vary as we do, we must examine our genetic diversity in the context of a common African origin, followed by intra- and intercontinental diasporas that transpired over a period of tens of thousands of years, culminating in an era of major migrations that reshuffled the worldwide human genetic construction over the past several thousand years and is still underway. Last, we must recognize that today’s human population is far larger, more diverse, and more complex than it ever has been. We are all related, more than seven billion of us, recent cousins to one another, and, ultimately, everyone is African."

"A significant minority of people fully reject human evolution, opting instead for the belief that humans were specially created with no prior evolutionary ancestry less than ten thousand years ago. Such beliefs are often infused with a non-scientific perception of different races and how the supposedly originated. And, in spite of overwhelming scientific evidence and changing social norms, a relatively large proportion of people still cling to past traditions of white supremacy and racism."

"Unfortunately, many people find it difficult to accept what current science tells us about the myth of race. It runs counter to what seem to be obvious racial distinctions, mostly in parts of the world where immigration history has juxtaposed people with discontinuous ancestral backgrounds in the same place. The racial categorizations that many of us have experienced throughout our lives have likewise inculcated a sense of racial division that is not easy to abandon. Regardless of what the science shows, the perception of race and the associated racial discrimination are unlikely to disappear soon. Furthermore, a scientific understanding of human evolutionary history challenges commonly-held religious beliefs that are based on literal interpretations of biblical history."

"So-called racial differences in IQ scores are more a consequence of disparities in socioeconomic status and the quality of education than of any genetic differences between ethnic groups. Efforts to improve educational quality and opportunity can increase the economic benefits associated with increased educational achievement."

"The world's most prominent human population geneticists have publicly criticized the people who claim genetic research supports the notion of biological races, and the unfounded inferences derived from that notion."

"There are those who still believe that notions of racial purity are biologically and theologically sound, and therefore desirable, in spite of the fact that current genetic evidence has obliterated all justification for such notions."

"Under the guise of eugenic improvement and racial purity, and what the implementation of eugenic measures could supposedly do to improve human society, notions of racial superiority continued in popularity, but with a purported scientific foundation."

"Throughout the past several centuries, people have used the term race to describe groups of people in much the same way it was used in past centuries to describe groups of animals. People with ancestry from a particular region of tend to share certain inherited similar features, resembling their parents. However, the children of parents with substantially different ancestral backgrounds often have an appearance that is intermediate between that of their two parents, and in subsequent generations, the offspring may vary. In part because of the obvious similarities between animals and humans for how traits are inherited, and in part because of cultural, political, and religious traditions, notinos of racial purity and superiority have surged and ebbed yet persisted, crossing the boundaries of culture, geography, politics , and time. They are still with us today, and some of the most insidious actions based on notions of racial supremacy happened not long ago."

"Few features of humanity are as obvious as the wide array of inherited diversity visible in our outward features. It's also evident that people whose ancestry traces to a particular geographic region typically appear similar to one another and different from other geographic regions. Moreover, we as humans have an almost innate propensity to compartmentalize nearly everything into discrete categories, even when lines that distinguish those categories are complex, blurred, or nonexistent. As an inevitable consequence, people have been subjected to categorization into what we call human races throughout much of the past several centuries."

"A better understanding of what science tells us about human genetic diversity is of immense importance, particualrly because it dispels false notions of what race is."

"Classification is real, but it is based much more on a set of social definitions than on genetic distinctions. Legally defined categories for race differ from one country to another, and they change over time depending largely on the social and political realities of a particular society or nation. The notion of discrete racial categories arose mostly as an artifact of centuries-long immigration history coupled with overriding worldviews that white superiority was inherent, a purported genetic destiny that has no basis in modern science."

"Vibrant human diversity is now commonplace in major cities throughout the world. Some celebrate such a mix of human diversity. Others deplore it, preferring that so-called races be separated both geographically and reproductively. Even today, some people retain the once-popular belief that the 'white' race is superior in intellect, health, and other attributes. Although far more people reject the notion of white supremacy today than in the past, its legacy remains, as evidenced by economic stratification, ongoing segregation, and classification by racial categories. Even among those who reject the supposed superiority of a particular ethnicity over any other, the perception of distinct, genetically determined human races often persists."

"I have always felt a deep reverence for the intricacy and beauty of nature. While I was an undergraduate student at BYU, I fell in love with biology, especially with genetics. As I studied the biological and physical sciences, I came to view the creation of life in a much broader sense than before. I now view creation not as something that occurred long ago but as a process that continues today in which we are given the sacred privilege to participate. Through the study of biology we are able to gain a glimpse of how the earth and all of life was, and still is, created. Several scientists have shared this sense of wonder as they have spoken of the forest canopy as a great cathedral or of microbes, plants, and animals as God's creations with whom we share the earth. For example, Francis Collins, who is the director of the human genome project, one of the greatest scientific undertakings in history, said:"

"Some students at BYU perceive general education as an unfortunate burden that does little for them professionally. I was rudely awakened to this perception the first time that I taught Biology 100. Having loved biology my entire life, I assumed that all 250 students in my class would be as enthusiastic as I was to study biology. I quickly learned that most of my students dreaded having to take the course and had little interest in the sciences. My challenge was to help them learn to reverently admire the intricate wonders of God's creation that are evident when we study life. General education is especially important at BYU, for here a thoughtful study of the arts and sciences can be, in President Kimball's words, "bathed in the light and color of the restored gospel". Let me share with you a few of my own experiences."

"Trump does not just fan the flames of violence with his rhetoric, he also provides legitimation to a number of white nationalists and right-wing extremist groups who are emboldened by his words and actions and too often ready to translate their hatred into the desecration of synagogues, schools, and other public sites, as well as engage in violence against peaceful protesters, and in some cases commit heinous acts of violence."

"Fascism first begins with language, and then gains momentum as an organizing force for shaping a culture that legitimates indiscriminate violence against entire groups — Black people, immigrants, Jews, Muslims, and others considered “disposable.” In this vein, Trump portrays his critics as “villains,” describes immigrants as “losers” and “criminals,” and has become a national mouthpiece for violent nationalists and a myriad of extremists who trade in hate and violence. One recent example can be found in the Trump-like language used in the manifesto posted by the El Paso shooter."

"Today freedom also means the freedom to hate, it means the freedom to say anything, it means the freedom to disparage people, to dehumanize people, to believe in the culture of cruelty, to believe that kindness is not a virtue but a liability. Freedom has been extended into a discourse of violence and hate, which is really part of a larger cultural apparatus that has so undermined the relationship between freedom and justice, freedom and equality, freedom and social responsibility that those terms drop out and freedom becomes in a sense a liability with respect to what a democratic socialist country might look like. The other side of this is that there is a really demonic notion of freedom that seems to suggest we’re all equal and we can all make all of the choices that we want — it’s up to us. In other words, it suggests that choice in this one-dimensional sense of market freedom is defined without constraints. So you are free to sleep under a bridge at night, or you’re free to sleep in the Ritz. Well, that’s just nonsense. It seems to me that choice only becomes meaningful when people have the capacity to make real choices. That’s what freedom really is about in an economic and political sense."

"Schools are increasingly either engaged in massive forms of pedagogical oppression and discipline or they’re basically disimagination machines — they kill the imagination of students and prepare them to work in utterly boring jobs without the slightest notion that they should resist because the implication seems to be that this is normal. They’re normalizing idiocy. They’re normalizing anti-intellectualism."

"[T]eachers have to be involved in the community and connected with parents and others who shape the lives of young people. They have to be involved with a whole range of people. They have to bring people together. They have to make sure that students in some way find that the work that they’re doing has something to do with their lives and matters."

"All pedagogy, when it matters, is contextual. Different kids come from different neighborhoods, they come from different experiences, they come from different classes, and they come from different backgrounds. Context always matters in an educational setting and matters of difference have to be addressed if you are going to connect with young people. In order for education to work, you have to make it meaningful, to make it critical, to make it transformative."

"Outside of that you have teachers who are increasingly deskilled through models of curricula that claim that objective assessments are all that matters, and that teachers just have to implement the assessments. So teachers are completely losing control over the conditions of their labor, they’re being abused, they’re not being paid properly, they’re losing their benefits, and their unions are being disseminated. This is a full-fledged attack. It’s an attack on one of the most important foundations of a democracy, it’s an attack on teachers, and it’s an attack on young people — particularly those who are marginalized by virtue of class, race, and ethnicity."

"The other side of this, this slow violence, is that increasingly the racism, the segregation, and the discrimination, has become intensified. We saw it particularly with the rise of ‘zero tolerance’ policies in schools, which are basically nothing more than racial codes. Schools have really become school-to-prison pipelines; they’ve become militarized and the behavior of young people — not just black and brown people, but poor white kids as well — becomes criminalized. The school becomes modeled after the prison. You have all of the accoutrements of the prison there: you have metal detectors that people have to walk through, you have security guards and police, and the school is defined in terms of the language of surveillance. This is a creeping form of punishment that is now imposed on kids and on schools through a machinery of pedagogical repression."

"People are waking up. The contradictions are becoming obvious. But the problem that plagues all of these groups is that they’re individualized. They tend to be autonomous, reduced to isolated issues, and they tend not to be part of a larger social movement in which each group can both articulate its own concerns but at the same time join with others in the call for a democratic socialist mode or a democratic mode of society."

"Social hope means that hope is not limited to simply individual aspirations, that hope becomes a collective affair and is compatible with the assumption that people can collectively organize and in doing so they can imagine a different future. But more importantly, collectively in the name of hope, they can address the problems that prevent that future from emerging, and they can organize and become active through a mass social movement to make that hope possible. When we talk about social hope versus individualistic hope, we’re talking about a collective consciousness that is able in a sense to think otherwise in order to act otherwise — that’s the basic key here. I think there are promising movements all over the world."

"[W]hen people can’t tell the difference between fact and fiction, they can’t tell the difference between good and evil. They can’t recognize a crime when they see one or what lawlessness looks like. All standards of truth go out the window. It’s a very dangerous moment because it means that people become more susceptible to demagogues, to people like Trump, and I think that the media has played an enormous role in creating a formative culture that at its worst legitimates and at its best enables what we see happening in the United States today."