Robert Grudin
Robert Grudin
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Full Name and Common Aliases
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Robert Grudin is a renowned American psychologist, academic, and author. He is commonly referred to as Robert Grudin in his professional writings.
Birth and Death Dates
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Robert Grudin was born on August 25, 1939. Unfortunately, there is no publicly available information about his passing.
Nationality and Profession(s)
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Grudin holds American nationality and has worked as a psychologist, academic, and author throughout his career.
Early Life and Background
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Born in 1939, Grudin's childhood was marked by an interest in human behavior and psychology. He pursued higher education at Yale University, where he earned a Bachelor of Arts degree. Grudin continued his studies at Stanford University, earning a Master's degree and later a Ph.D. in Psychology.
Major Accomplishments
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Grudin has made significant contributions to the field of psychology. Some of his notable achievements include:
Authoring influential books: Grudin has written several critically acclaimed books on psychology, education, and human behavior. His works often explore the intersection of psychology and philosophy.
Academic career: He served as a professor at various institutions, including Yale University, Stanford University, and the University of California, San Diego.
Research contributions: Grudin's research has focused on topics such as cognitive development, education, and human learning.Notable Works or Actions
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Some of Robert Grudin's notable works include:
"Psychology and Social Policy in Contemporary France" (1988)
"The Neophiliacs: A Study of the Post-War Crisis" (1971)
"Education and Learning to Think" (1996)
Impact and Legacy
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Grudin's work has had a significant impact on various fields, including psychology, education, and philosophy. His writings have inspired new approaches to learning and teaching, emphasizing the importance of critical thinking and human development.
Why They Are Widely Quoted or Remembered
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Robert Grudin is widely quoted and remembered due to his thought-provoking writings on human behavior, education, and psychology. His contributions to these fields have made a lasting impact, shaping the way we understand and approach learning, teaching, and personal development.
As an influential figure in his field, Robert Grudin's quotes and ideas continue to resonate with readers seeking insights into human nature, education, and psychology. His legacy serves as a testament to the power of interdisciplinary research and its potential for transforming our understanding of the world around us.
Quotes by Robert Grudin
Few fallacies are more dangerous or easier to fall into than that by which, having read a given book, we assume that we will continue to know its contents permanently, or having mastered a discipline in the past, we assume that we control it in the present. Philosophically speaking, “to learn” is a verb with not legitimate tense.
Written truth is four-dimensional. If we consult it at the wrong time, or read it at the wrong place, it is as empty and shapeless as a dress on a hook.
On this subject it is striking to note how many individuals pursue, outside of their own professions and with a kind of rebellious delight, hobbies that are no more than personalized forms of work. This suggests that one of the hidden desires of humanity, provoked by the inward clamor of unused potentialities, is the dream of work in freedom.
Psychologically time is seldom homogenous but rather is as full of shapes as space.
Every home should have a room, or at least a nook with two chairs, where it is a sin punishable by immediate expulsion to speak of money, business, politics or the state of one’s teeth.
Individuals we consider happy commonly seem complete in the present and we see them constantly in their wholeness: attentive, cheerful, open rather than closed to events, integral in the moment rather than distended across time by regret or anxiety.
The extent to which we live from day to day, from week to week, intent on details and oblivious to larger presences, is a gauge of our impoverishment in time.
Like students of art who walk around a great statue, seeing parts and aspects of it from each position, but never the whole, we must walk mentally around time, using a variety of approaches, a pandemonium of metaphor.
Truth is rhythmical: if it implies stasis, it is platitude. Truth is syncopated: if it supplies all the terms, there is one term too many. Truth is barbed: if it comforts, it lies. Truth is an armed dancer.