All Quotes

"The student of culture is concerned with a characteristic which man displays more markedly than any other known creature — the ability to transmit what he has learned. In following the procedure I suggest, the learning of Homo sapiens would be treated as a further specialization of the concept of grades, with the recognition that in some species — possibly even in some orders — the ability to learn may represent not only an improvement, in an evolutionary sense, but also an increase in vulnerability. Man's unique, high ability to learn, coupled as it is with a small amount of built-in behavior, represents such a vulnerability."

"Cultural systems will be treated as extensions of the power to learn, store, and transmit information, and the evolution of culture as dependent upon the biological development of these abilities and the cultural developments that actualize them. Man's increasing mastery over the natural world, with its increments of available energy use, can be seen from this point of view as one consequence of his capacity to learn, invent, borrow, store, and transmit the necessary technological and political inventions for the changes of scale involved in increasing utilization of energy. Instead of focusing attention on discontinuities — the invention of tool-making tools, the invention of agriculture, the invention of writing, and the invention of invention as a conscious pursuit—this discussion will focus on the continuities involved and on the extent to which older forms of communication, energy use, and social organization also undergo transformation in the course of cultural evolution."

"The ability to learn is older — as it is also more widespread — than is the ability to teach."

"In 1946, a Macy Foundation interdisciplinary conference was organized to use the model provided by "feedback systems," honorifically referred to in earlier conferences as "teleological mechanisms," and later as "cybernetics," with the expectation that this model would provide a group of sciences with useful mathematical tools and, simultaneously, would serve as a form of cross-disciplinary communication. Out of the deliberations of this group came a whole series of fruitful developments of a very high order. Kurt Lewin (who died in 1947) took away from the first meeting the term "feedback". He suggested ways in which group processes, which he and his students were studying in a highly disciplined, rigorous way, could be improved by a "feedback process," as when, for example, a group was periodically given a report on the success or failure of its particular operations."

"In this very special form, feedback became part of the jargon of Group Dynamics, which has also assumed many of the characteristics of a cult in the efforts made to conserve some of the rigor of procedure with which Kurt Lewin and the experimentalist, Alex Bavelas, had attempted to imbue it. In this case, far from serving as a catalyzing, high-level theoretical tool, the term feedback has become a jargon-catchall for any kind of report back to government, management, the subjects of an experiment, subjects during an experiment, and so on. Stripped of its intellectual potential, the term knocks about the corridors of Unesco and for the most part those who use it have no idea that this bit of enjoined, Group Dynamic-recommended behavior is in any way related to the forbidding cross-disciplinary integration known as cybernetics."

"Today our approaches to children are fragmented and partial. Those who care for well children know little of children who are sick. The deep knowledge that comes from the intensive attempt to cure is separated from the knowledge of those whose main task is to teach."

"My material on Samoa was gathered during a nine-month field trip in 1925–26 as a Fellow in the Biological Sciences of the National Research Council, on a research project designated as the study of the adolescent girl. The Samoan Islands, with a population in 1926 of 40,229, are peopled by a Polynesian group, a people with light brown skin and wavy black hair who speak a Polynesian language. The islands were Christianized in the first half of the nineteenth century and were administratively divided between a League of Nations Mandate under New Zealand called Western Samoa, which comprised the islands of Upolu and Savaii, and American Samoa, which was governed by the United States Navy. All my detailed work was done in the remote islands of the Manua group, principally in the village of Tau on the island of Tau."

"Nobody has ever before asked the nuclear family to live all by itself in a box the way we do. With no relatives, no support, we've put it in an impossible situation."

"Instead of being presented with stereotypes by age, sex, color, class, or religion, children must have the opportunity to learn that within each range, some people are loathsome and some are delightful."

"No matter how many communes anybody invents, the family always creeps back. You can get rid of it if you live in an enclave and keep everybody else out, and bring the children up to be unfit to live anywhere else. They can go on ignoring the family for several generations. But such communities are not part of the main world."

"We are living beyond our means. As a people we have developed a life-style that is draining the earth of its priceless and irreplaceable resources without regard for the future of our children and people all around the world."

"The contempt for law and the contempt for the human consequences of lawbreaking go from the bottom to the top of American society."

"Our treatment of both older [people and children] reflects the value we place on independence and autonomy. We do our best to make our children independent from birth. We leave them all alone in rooms with the lights out and tell them, Go to sleep by yourselves. And the old people we respect most are the ones who will fight for their independence, who would sooner starve to death than ask for help."

"I do not believe in using women in combat, because females are too fierce."

"The United States has the power to destroy the world, but not the power to save it alone."

"If you associate enough with older people who do enjoy their lives, who are not stored away in any golden ghettos, you will gain a sense of continuity and of the possibility for a full life."

"Instead of needing lots of children, we need high-quality children."

"It has been a woman's task throughout history to go on believing in life when there was almost no hope. lf we are united, we may be able to produce a world in which our children and other people's children will be safe."

"It seems to me very important to continue to distinguish between two evils. It may be necessary temporarily to accept a lesser evil, but one must never label a necessary evil as good."

"Colin Firth – Jamie Bennett"

"Lúcia Moniz – Aurelia"

"Liam Neeson – Daniel"

"Thomas Sangster – Sam"

"Emma Thompson – Karen"

"Alan Rickman – Harry"

"Heike Makatsch – Mia"

"Chiwetel Ejiofor – Peter"

"Andrew Lincoln – Mark"

"Keira Knightley – Juliet"

"Nina Sosanya – Annie"

"Laura Linney – Sarah"

"Rodrigo Santoro – Karl"

"Kris Marshall – Colin Frissell"

"Martin Freeman – John"

"Joanna Page – Just Judy"

"Sienna Guillory – Jamie's Girlfriend"

"Billy Bob Thornton – The US President"

"Ivana Milicevic – Stacey, American Dreamgirl"

"January Jones – Jeannie, American Angel"

"Elisha Cuthbert – Carol-Anne, American Goddess"

"Shannon Elizabeth – Harriet, the sexy one"

"Denise Richards – Carla, the real friendly one"

"Rowan Atkinson – Rufus, jewellery salesman"

"Julia Davis – Nancy the caterer"

"Dee: (reading the underground newspaper) "Principal Bradley smells badly." You're gonna get in trouble from Mama."

"Roger: How is Mama gonna find out?"

"Dee: She knows me."

"Mama: I'm gonna be the oldest one there, and you know they're gonna laugh at me."

"Dee: Look, you're the oldest one here and you don't see us laughing."

"Roger: Mama, she's a good teacher."