Best 19 quotes of Robert D. Putnam on MyQuotes

A society that relies on generalized reciprocity is more efficient than a distrustful society, for the same reason that money is more efficient than barter. Trust lubricates social life. Networks of civic engagement also facilitate coordination and communication and amplify information about the trustworthiness of other individuals.

Busy people tend to forgo the one activity - TV watching _ that is most lethal to community involvement

Community connectedness is not just about warm fuzzy tales of civic triumph. In measurable and well-documented ways, social capital makes an enormous difference in our lives...Social capital makes us smarter, healthier, safer, richer, and better able to govern a just and stable democracy.

Look, we ought to do this for our kids... We ought to have a high school so that every kid who grows up here - they're all our kids - gets a good high school education.

None of the people watching 'Big Brother' will bring you chicken soup if you get sick.

Our national myths often exaggerate the role of the individual heroes and understate the importance of collective effort.

Positive people have more friends which is a key factor of happiness and longevity.

School performance, public health, crime rates, clinical depression, tax compliance, philanthropy, race relations, community development, census returns, teen suicide, economic productivity, campaign finance, even simple human happiness - all are demonstrably affected by how (and whether) we connect with our family and friends and neighbours and co-workers.

Social capital may turn out to be a prerequisite for, rather than a consequence of, effective computer-mediated communication.

Unequal Democracy is the sort of book to which every political scientist should aspire--it is methodologically rigorous, conceptually serious, and above all, it addresses urgent concerns of our fellow citizens. As Bartels shows, much of what we think we know about the politics of economic inequality is dead wrong. Bartels's perplexing and often unexpected discoveries should help refocus the gathering public debate about inequality and what to do about it.

What really matters from the point of view of social capital and civic engagement is not merely nominal membership, but active and involved membership.

Young Americans are dropping out of religion at an alarming rate of five to six times the historic rate.

In the quarter century between 1979 and 2005, average after-tax income (adjusted for inflation) grew by $900 a year for the bottom fifth of American households, by $8,700 a year for the middle fifth, and by $745,000 a year for the top 1 percent of households.

Poor kids, through no fault of their own, are less prepared by their families, their schools, and their communities to develop their God-given talents as fully as rich kids. For economic productivity and growth, our country needs as much talent as we can find, and we certainly can’t afford to waste it. The opportunity gap imposes on all of us both real costs and what economists term “opportunity costs.

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.

Slavery was, in fact, a social system designed to destroy social capital among slaves and between slaves and freemen.

Stressful conditions from outside school are much more likely to intrude into the classroom in high poverty schools. Every one of ten stressors is two to three times more common in high poverty schools-- Student hunger, unstable housing, lack of medical and dental care, caring for family members, immigration issues, community violence and safety issues.

The achievement gap between children from high income and low income families is roughly 30-40% larger among children born in 2001 than among those born 25 years ago. The class gap among students entering kindergarten was two to three times higher than the racial gap.

Upper-class parents enable their kids to form weak ties by exposing them more often to organized activities, professionals, and other adults. Working-class children, on the other hand, are more likely to interact regularly only with kin and neighborhood children, which limits their formation of valuable weak ties.