I don't agree with the sentiment 'write what you know.'... I think one should write what one doesn't know. The world is bigger and wider and more complex than our small subjective selves. One should prod, goad the imagination.
Cynthia OzickRead
An article can be timely, topical, engaged in the issues and personalities of the moment; it is likely to be stale within the month. In five years, it may have acquired the quaint aura of a rotary phone. An article is usually Siamese-twinned to its date of birth.
Interpretation
This quote emphasizes the fleeting nature of articles and written works in relation to time and relevance.
Cynthia Ozick reflects on how articles often capture the essence of their time but quickly lose their relevance. Within a short span, the topics and issues that once seemed urgent can become outdated, likening an article's life to that of fashion or technology, where something contemporary can turn quaint or obsolete in just a few years.
In practice
A professor might use this quote to discuss how news articles lose relevance over time in a journalism class.
I don't agree with the sentiment 'write what you know.'... I think one should write what one doesn't know. The world is bigger and wider and more complex than our small subjective selves. One should prod, goad the imagination.
I'm not afraid of facts, I welcome facts but a congeries of facts is not equivalent to an idea. This is the essential fallacy of the so-called "scientific" mind. People who mistake facts for ideas are incomplete thinkers; they are gossips.
Above all, a book is a riverbank for the river of language. Language without the riverbank is only television talk - a free fall, a loose splash, a spill.
A writer is dreamed and transfigured into being by spells, wishes, goldfish, silhouettes of trees, boxes of fairy tales dropped in the mud, uncles' and cousins' books, tablets and capsules and powders...and then one day you find yourself leaning here, writing on that round glass table salvaged from the Park View Pharmacy--writing this, an impossibility, a summary of who you came to be where you are now, and where, God knows, is that?
No one can teach writing, but classes may stimulate the urge to write. If you are born a writer, you will inevitably and helplessly write. A born writer has self-knowledge. Read, read, read. And if you are a fiction writer, don't confine yourself to reading fiction. Every writer is first a wide reader.
I don't like to read contemporary fiction while writing - I need a sense of isolation, a kind of silence, and I don't want a jumble of other people's voices or visions getting in my way. Nineteenth-century voices don't create static in that silence.
Education, for most people, means trying to lead the child to resemble the typical adult of his society . . . but for me and no one else, education means making creators. . . . You have to make inventors, innovators...not conformists
When I was growing up, my parents told me, 'Finish your dinner. People in China and India are starving.' I tell my daughters, 'Finish your homework. People in India and China are starving for your job.'
Education has for its object the formation of character.
Being incarcerated does not mean being devoid of the capacity to learn, grow, and think, and it's critical that prisons provide spaces where learning can be both cultivated and encouraged.
The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.
With school turning out more runners, jumpers, racers, tinkerers, grabbers, snatchers, fliers, and swimmers instead of examiners, critics, knowers, and imaginative creators, the word 'intellectual,' of course, became the swear word it deserved to be.
Subscribe for the occasional hand-picked quote. No noise.