Regardless of zip code, talent and IQ are evenly distributed, so we need to make sure that opportunity is evenly distributed, too.
Interpretation
Talent and intelligence are found across all demographics, but access to opportunities is not equally available.
Laurene Powell Jobs emphasizes the importance of providing equal opportunities to individuals regardless of their socio-economic background. She suggests that talent and intelligence are not confined to specific areas or groups, and thus it is crucial to ensure that everyone has a fair chance to succeed, which in turn can lead to a more equitable society.
In practice
Using this quote in a speech about educational reform.
It's not that our high school system was not designed well, but that it was designed in 1906 when the country was just out of the industrial era. There hasn't been a substantial systemic change the way we do high school since then.
As a parent, you have to be good coach and bad coach, and I think in the college-application process, I didn't want to be bad coach. 'This is amazing! I'm so proud of you!' That's the role I wanted with my kids.
There is a huge gap between what students want for their future and what their schools are offering.
Teachers have told us across the country that what's severely outdated is the teacher at the front of the classroom as the font of knowledge, because as we know, access to knowledge and information is now ubiquitous. So instead, teachers want to help students learn how to think so that they can be lifelong learners.
Business has to have a seat at the table. Infrastructure isn't going to be built properly if business doesn't have a seat at the table. A school is not going to happen if businesses don't work with schools about what kind of jobs they really need.
Max Weber was right in subscribing to the view that one need not be Caesar in order to understand Caesar. But there is a temptation for us theoretical sociologists to act sometimes as though it is not necessary even to study Caesar in order to understand him. Yet we know that the interplay of theory and research makes both for understanding of the specific case and expansion of the general rule.
What do we teach our children? . . . We should say to each of them: Do you know what you are? You are a marvel. You are unique . . . You may become a Shakespeare, a Michelangelo, a Beethoven. You have the capacity for anything.
There is no education like adversity.
No teaching could be more direct than just to sit down.
Young film makers should learn how to deal with the money and learn how to deal with the power structure. Because it is like a battle.
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