Perhaps the most fundamental condition of creativity is that the source or locus of evaluative judgment is internal. The value of the product is, for the creative person, established not by the praise or criticism of others, but by himself. Have I created something satisfying to me? Does it express a part of me – my feeling or my thought, my pain or my ecstasy? These are the only questions which really matter to the creative person, or to any person who is being creative.
This does not mean that he is oblivious to, or unwilling to be aware of, the judgments of others. It is simply that the basis of evaluation lies within himself, in his own organismic reaction to and appraisal of his product. If to the person it has the “feel” of being “me in action,” of being an actualization of potentialities in himself which heretofore have not existed and are now emerging into existence, then it is satisfying and creative, and no outside evaluation can change that fundamental fact.
Carl Rogers, “Toward a Theory of Creativity,” in On Becoming a Person, p. 354.
Category Archives: Quotes
Rigid moralism is a compensatory mechanism by which the individual persuades himself to take over the external sanctions because he has no fundamental assurance that his own choices have any sanction of their own.
-Rollo May, The Discovery of Being, p. 102.
Huge congratulations to my friend and fellow UNC SILS library school alum Alex Carroll for his award from the Mid-Atlantic Chapter of the MLA
for Professional Excellence by a New Health Sciences Librarian. Couldn’t happen to a more deserving librarian or a better dude. Next Pappy on me when I see you brother.
Students of the game, we passed the classes. Nobody could read you dudes like we do.
The librarian doesn’t tell me what to read, doesn’t tell me what sequence of reading I have to follow, doesn’t grade my reading. The librarian trusts me to have a worthwhile purpose of my own. I appreciate that and trust the library in return.
Some other significant differences between libraries and schools: the librarian lets me ask my own questions and helps me when I want help, not when she decides I need it. If I feel like reading all day long, that’s okay with the librarian, who doesn’t compel me to stop at intervals by ringing a bell in my ear. The library keeps its nose out of my home. It doesn’t send letters to my family, nor does it issue orders on how I should use my reading time at home.
The library doesn’t play favorites; it’s a democratic place as seems proper in a democracy. If the books I want are available, I get them, even if that decision deprives someone more gifted and talented than I am. The library never humiliates me by posting ranked lists of good readers. It presumes good reading is its own reward and doesn’t need to be held up as an object lesson to bad readers….
The library never makes predictions about my future based on my past reading habits. It tolerates eccentric reading because it realizes free men and women are often very eccentric.From John Taylor Gatto’s The Underground History of American Education:
My awesome colleague George Thompson passed this along to me. I think it summarizes nicely what, to me, is probably the most fundamental thing to keep in mind as a librarian, educator, or human being more generally: that genuine connection with other human beings is at the core of everything we do.
There’s Just Some Stuff Students SHOULD Know: Some Thoughts on Dewey on Education with Reference to Library Instruction
I was having a passing conversation the other day with our new library dean and another librarian at my university that all of the sudden involved me pontificating (a rare occurrence, to be sure) on the nature of education. I’m leading a project at my university where we’re creating a formal information literacy curriculum with written outcomes, modules, and assessments, and several librarians are involved in the process.
At any rate, as I said, we were talking kind of in passing after the meeting about whether there are things, objectively speaking, that “students should know.” I think this is a common view in libraries and in education. Let’s call it:
The Objective Importance View: There’s just some things an educated person should know.
This is, I think, probably uncontroversial on the face of it. After all, what the hell are we doing here, if not educating students about stuff they should know?
But here’s the thing. I actually think The Objective Importance View is false. More colloquially, I probably think it’s controlling bullshit.