“School is largely a service for the parents.”

“It doesn’t surprise me that kids do well without school. School is largely a service for the parents. I remember as a kid being really pissed off that so much of my youth was wasted sitting in rooms with my hands folded, with my mind anywhere but in school, learning nothing and being bored out of my mind. I thought of school as very lazy, unimaginative, typical of adults. It wasn’t really until grad school that school started working for me, on the terms I wanted it to.”

— Dave Winer

Giving up on time

“He was used to the disappearance of large parts of his life. Sometimes, he passed out at ten o’clock in the morning, and when he woke up, it was nine o’clock in the morning — some other morning. At first, the time changes were disorienting, but over the course of a couple of years, he got used to it. He simply gave up on time — now life was daytime and nighttime, strung along like beads on a string, and the minute, hour, and date were irrelevant.”

— Wicked Prey (John Sandford)

“Don’t do anything”

An explanation of meditation by S. N. Goenka:

“Don’t try to control the breath or to breathe in any particular way. Just observe the reality of the present moment, whatever it may be. When the breath comes in, you are just aware — now the breath is coming in. When the breath goes out, you are just aware — now the breath is going out. And when you lose your focus and your mind starts wandering in memories and fantasies, just remain aware — now my mind has wandered away from the breath.”

Production-line Education

“The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour a different grown-up walks in and starts talking. The grown-ups are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt.”

21 Lessons for the 21st Century

“This is a bad orchard.”

“Stop saying the problem is just a few bad apples. It’s not an apple problem — it’s an orchard problem. If you went apple picking and the guy who ran the orchard said, “There are a few bad apples out there,” and you said, “How bad?” and they said, “Kill you bad,” you’d say, “This is a bad orchard.”

— Seth Meyers

“So what next?”

“The first step is to tone down the prophecies of doom and switch from panic mode to bewilderment. Panic is a form of hubris. It comes from the smug feeling that one knows exactly where the world is heading: down. Bewilderment is more humble and therefore more clearsighted. Do you feel like running down the street crying “The apocalypse is upon us”? Try tellng yourself, “No, it’s not that. Truth is, I just don’t understand what’s going on in the world.”

21 Lessons for the 21st Century (Yuval Noah Harari)

“ambulatory sacks of virus”

“Anyone else getting a bit … relaxed about all this? I say this as someone who washes his hands after reading about COVID-19, because all hypochondriacs know you can get something just by perusing a list of symptoms. But have we become, let’s say, slightly less alarmed? You keep your distance from the other ambulatory sacks of virus, previously known as “people,” and you don’t feel all that anxious.”

“Of course, that’s the last thing we should be. We should be determined to hunker as long as it takes.”

James Lileks

The same thing at the same time

“There’s never been a time in modern human history when every person is seriously worried about the same thing at the same time. And there’s never before been a ubiquitous threat that can be so instantly broadcast to a world of 7.8 billion people.”

— David Ropeik, consultant on risk management and former instructor in risk communication at the Harvard School of Public Health