Our schools should be the same – environments for safe experimentation, viewing failure as an opportunity for learning rather than a mark of shame.
There are people who want awards because it changes the perception of the audience. But I’m not into all that.
Style is something very individual, very personal, and in their own unique way, I believe everyone is stylish.
Have you seen a duck gliding smoothly on water? Does it ever look like it is paddling furiously underneath the surface? I don’t have to show that I am working very hard.
Any film is about heroism: the triumph of good over evil. If you look back at my films, you will see that as a recurring theme.
The only person I have hurt is myself.
I don’t go out anywhere. I don’t go to nightclubs, so meeting somebody in the nightclub is out of question.
For me acting, comes straight from the heart. In that sense I don’t act at all. I think that to feel the character’s pain I have to be myself. Somewhere audiences see that.
I can get caught in many things but there is one thing I will never get caught in, and that is acting – because I don’t act. On screen I am like I am in real life.
What you have in most education software is that they’re catering to the decision-maker who makes the budget allocations, and that decision-maker has a lot of check boxes. Does it do this? Check. Does it do that? Check. They could care less about the end user experience.
All fashion brands are about looking good. Being Human is also about doing good. And you can do good by the simple act of slipping into a t-shirt or a pair of jeans.
Sometimes I feel I hope I am not taking advantage of my stardom.
If the film is a hit then everyone shares the success. If it is going to be a disaster then it might as well be because of me, not because of somebody else.
I am not born to just become an actor.
There are actors who can pull of a writer’s lines; I am not competent enough to do that.
Can you imagine if someone told Einstein, Okay, wrap up this relativity thing, we’re moving on to European history? Or said to Michelangelo, Time’s up for the ceiling, now go paint the walls. Yet versions of this snuffing out of creativity and boundary-stretching thought happen all the time in conventional schools.
In my view, no subject is ever finished. No concept is sealed off from other concepts. Knowledge is continuous; ideas flow.
In a traditional academic model, the time allotted to learn something is fixed while the comprehension of the concept is variable. Washburne was advocating the opposite. What should be fixed is a high level of comprehension and what should be variable is the amount of time students have to understand a concept.
On the one hand, our society now views a college education as a gateway to employment; on the other hand, academia has tended to maintain a bias against the vocational.
The world needs all the trained minds and bright futures it can get, and it needs them everywhere.