When I was born in 1942, World War II was still going. And I began to realize when I became a young adult that if we don't teach our kids a better way of relating to their fellow human beings, the very future of humanity on the planet is in jeopardy.

I think I'm always subconsciously trying to write the ideal school play. Lots of parts for everybody, great parts for women - don't forget, more girls try out than boys in the school play; everyone gets to be in the school play.

I have no interest in teaching writers how to sell. I want to teach them how to write. If the process is sound, the product will take care of itself, and sales are likely to follow.

Furnish an example, stop preaching, stop shielding, don't prevent self-reliance and initiative, allow your children to develop along thier own lines.

A professor can never better distinguish himself in his work than by encouraging a clever pupil, for the true discovers are among them, as comets amongst the stars.

An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that 'content' is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading.