Academic Achiever Quotes

If you want to find the real competition, just look in the mirror. After awhile you'll see your rivals scrambling for second place.

But today’s society is characterized by achievement orientation, and consequently it adores people who are successful and happy and, in particular, it adores the young. It virtually ignores the value of all those who are otherwise, and in so doing blurs the decisive difference between being valuable in the sense of dignity and being valuable in the sense of usefulness. If one is not cognizant of this difference and holds that an individual’s value stems only from his present usefulness, then, believe me, one owes it only to personal inconsistency not to plead for euthanasia along the lines of Hitler’s program, that is to say, ‘mercy’ killing of all those who have lost their social usefulness, be it because of old age, incurable illness, mental deterioration, or whatever handicap they may suffer. Confounding the dignity of man with mere usefulness arises from conceptual confusion that in turn may be traced back to the contemporary nihilism transmitted on many an academic campus and many an analytical couch.

My intellectual achievement was retarded when I went to high school. I sort of sank into a black hole because I had to go to the high-achieving, academic public high school.

my academic career was indifferent to the point of beauty- I was so unremarkable, in every way, that the unvarying precision of my mediocrity achieves a kind of loveliness

if you want to increase student academic achievement, give each student a friend.

What'll Geoffrey do when you pull off your First, my child?" demanded Miss Haydock. "Well, Eve -- it will be awkward if I do that. Poor lamb! I shall have to make him believe I only did it by looking fragile and pathetic at the viva.

It is the job of the creator to explode. It is the task of the academic to walk around the bomb site, gathering up the shrapnel, to figure out what kind of an explosion it was, who was killed, how much damage it was meant to do and how close it came to actually achieving that.

writing is not only for proclaiming opinions, but the main tool to achieve insight worth sharing.

If young people are exposed to images of African American academic achievement in their early years, they won’t have to define school achievement as something for Whites only. They will know that there is a long history of Black intellectual achievement.

So the grades I earned were the only objective signal I ever received about how I was doing in the world. The task of setting and achieving academic goals operated as a sort of adhesive; I needed it to hold myself together. Failing (or, at least in this case, failing my own expectations) tore that adhesive off and further splintered my fragile sense of self.

Unfortunately for Black teenagers, those cultural stereotypes do not usually include academic achievement.

Having spent all my life among academics, I can tell you that hearing how wrong they area is about as high on their priority list as finding a cockroach in their coffee. The typical scientist has made an interesting discovery early on in his or her career, followed by a lifetime of making sure that everyone else admires his or her contribution and that no one questions it. There is no poorer company than an aging scientist who has failed to achieve these objectives.

Rather than be encouraged to learn about ourselves and our interests, we are more often taught how to make decisions about what to do with our lives as early as possible so we won't waste time achieving our goals. Pick an academic major, choose a career, and start a family. Whether our interests are squelched isn't important. What's important is to "make something of yourself," "be able to support yourself," and "realize that life is more than just having fun.

There is no more important homework than reading. Research shows that the highest achieving students are those who devote leisure time to reading, even when the school day and year are only mid-length and homework isn’t excessive. Recently, the largest-ever international study of reading found that the single most important predictor of academic success is the amount of time children spend reading books, more important even than economic or social status. And one of the few predictors of high achievement in math and science is the amount of time children devote to pleasure reading.

The phenomenon of peer pressure and its impact on academic achievement has reached catastrophic proportions. It has now reached a point that to do well academically in school is to act white and risk being called a nerd or a brainiac. For males, the peer pressure is so great, you may be called a sissy.

There is good reason to believe that general intelligence is likely to be associated with better judgment. Intelligence is correlated with good performance in virtually all domains. All other things being equal, it is associated not only with higher academic achievement but also with higher job performance.

I've come to believe in my bones that children - especially children in poverty - are desperate for an education to help them discover a sense of meaning and purpose. Yet, we have decided to narrow our focus to academic achievement, which creates an unhealthy fixation on grades as a sole indicator of self-worth.

I don't like categorizing stuff, but women's roles all through history have been to act as hierophant or someone who's guarded the secrets or guarded the temple. I'm a girl doing what guys usually did, the way that I look, the goals and kinds of things I want to help achieve through rock. It's more heroic stuff and heroic stuff has been traditionally male. Like Hendrix and Jim Morrison and all those people. I mean, Jim Morrison was trying to elevate the word; he was the poet in rock & roll before me. He was an academic poet. Lou Reed -- another academic poet. I'm more like down-to-earth than them guys

Only when we pay equal attention to all aspects of a child, when we value his hands and heart equally with his head, will he achieve symettry. Then watch him fly.

School has clear rules. Life often doesn’t. When there’s no clear path to follow, academic high achievers break down.

A shift in mindset is required to thrive in the current era and this cannot be achieve at an academic level, social latitude or political sphere but at a personal level.

Academic achievement without application and experience in life is no more than intellectual masturbation.

A man is not made chivalrous by an extensive education. A college degree and advanced academic achievement are as often impediments to chivalry as they are inducements to it.

While bullying happens to both males and females on the spectrum, girls, particularly, can be judgmental. Dr. Grandin advocates that some gifted children with autism should be allowed to skip high school and go right to college and I couldn‘t agree with her more. We flourish much better in an environment where the emphasis is on academic achievement and not socializing. Of course we need to learn to socialize, but through shared interests with like-minded individuals, not by being thrown to the lions. Emotionally, we require an atmosphere of tolerance and non-judgment.

Meritocracy’s promise of equality—the theory that anyone can succeed simply by excelling, because meritocratic universities admit students based on academic achievement and employers hire workers based on skill—proves false in practice.

Any academic skill is quickly achievable if charged with clear purpose and an appeal to enthusiastic self-interest. Tarzan of the Apes only needed about twenty minutes to figure out how to read the beautiful Jane Porter’s cursive writing.

The word “coherence” literally means holding or sticking together, but it is usually used to refer to a system, an idea, or a worldview whose parts fit together in a consistent and efficient way. Coherent things work well: A coherent worldview can explain almost anything, while an incoherent worldview is hobbled by internal contradictions. … Whenever a system can be analyzed at multiple levels, a special kind of coherence occurs when the levels mesh and mutually interlock. We saw this cross-level coherence in the analysis of personality: If your lower-level traits match up with your coping mechanisms, which in turn are consistent with your life story, your personality is well integrated and you can get on with the business of living. When these levels do not cohere, you are likely to be torn by internal contradictions and neurotic conflicts. You might need adversity to knock yourself into alignment. And if you do achieve coherence, the moment when things come together may be one of the most profound of your life. … Finding coherence across levels feels like enlightenment, and it is crucial for answering the question of purpose within life. People are multilevel systems in another way: We are physical objects (bodies and brains) from which minds somehow emerge; and from our minds, somehow societies and cultures form. To understand ourselves fully we must study all three levels—physical, psychological, and sociocultural. There has long been a division of academic labor: Biologists studied the brain as a physical object, psychologists studied the mind, and sociologists and anthropologists studied the socially constructed environments within which minds develop and function. But a division of labor is productive only when the tasks are coherent—when all lines of work eventually combine to make something greater than the sum of its parts. For much of the twentieth century that didn’t happen — each field ignored the others and focused on its own questions. But nowadays cross-disciplinary work is flourishing, spreading out from the middle level (psychology) along bridges (or perhaps ladders) down to the physical level (for example, the field of cognitive neuroscience) and up to the sociocultural level (for example, cultural psychology). The sciences are linking up, generating cross-level coherence, and, like magic, big new ideas are beginning to emerge. Here is one of the most profound ideas to come from the ongoing synthesis: People gain a sense of meaning when their lives cohere across the three levels of their existence.

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible.

McWhorter claims that low black educational achievements are not the result of racism but of an attitude within the black community that academic achievement is a "white thing" and that blacks must reject such efforts in order to stay "culturally black.

The prevalence of anti-patriotic attitudes among liberal intellectuals led some of them to warn their fellow liberals of the consequences of such attitudes for the future not of America but of American liberalism. Most Americans, as the American public philosopher Richard Rorty has written, take pride in their country, but 'many of the exceptions to this rule are found in colleges and universities, in the academic departments that have become sanctuaries for left-wing political views.' These leftists have done 'a great deal of good for . . . women, African-Americans, gay men and lesbians. . . . But there is a problem with this Left: it is unpatriotic. It repudiates the idea of a national identity and the emotion of national pride.' If the Left is to retain influence, it must recognize that a 'sense of shared national identity . . . is an absolutely essential component of citizenship.' Without patriotism, the Left will be unable to achieve its goals for America. Liberals, in short, must use patriotism as a means to achieve liberal goals

One study showed that an individual in an open relationship tends to be "individualistic, an academic achiever, creative, nonconforming, stimulated by complexity and chaos, inventive, relatively unconventional and indifferent to what others said, concerned about his/her own personal values and ethical systems, and willing to take risks to explore possibilities." Because open relationships require well-developed relationship skills, people in them tend to have more self-awareness, better communication skills and a better sense of self.

As I traveled the country promoting my book, I was asked by many people, ‘What are you trying to prove here? Lyndon Johnson is dead. He can’t be prosecuted. What is the point of this other than an academic exercise?’ Here is the point: The government does not always tell us the truth. In fact, the government seldom tells us the truth. If ONE citizen understands by reading my book that everything the government says must be regarded with a healthy dose of skepticism, then I will have achieved my goal. Perhaps the best analysis comes from former federal prosecutor and US Attorney David Marston, who wrote to me, “You have viewed the JFK assassination through the prism of a murder investigator’s first question, cui bono (who benefits)? The shocking answer is that the primary suspect has been hiding in plain sight for fifty years: LBJ.

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

On 20 July an article appeared in the People's Daily about a 'blank exam paper." Unable to answer the questions in his university entrance papers, an applicant had handed in a blank sheet, along with a letter complaining that the exams were tantamount to a 'capitalist restoration."  His letter was seized on by Mao's nephew and personal aide.  Mme Mao and her cohorts condemned the emphasis on academic standards as 'bourgeois dictatorship." "What does it matter even if the whole country becomes illiterate?" they declared. "What matters is that the Cultural Revolution achieves the greatest triumph!" The exams I had taken were declared void.  Entrance to universities was now to be decided solely by 'political behavior.

high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.

There are several specific things that the church can do. First, it should try to get to the ideational roots of race hate, something that the law cannot accomplish. All race prejudice is based upon fears, suspicions, and misunderstandings, usually groundless. The church can be of immeasurable help in giving the popular mind direction here. Through its channels of religious education, the church can point out the irrationality of these beliefs. It can show that the idea of a superior or inferior race is a myth that has been completely refuted by anthropological evidence. It can show that Negroes are not innately inferior in academic, health, and moral standards. It can show that, when given equal opportunities, Negroes can demonstrate equal achievement.

a high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.

The Nobel Prize-winning economist James Heckman argues that investing in high-quality early learning will yield a rate of return of 6 to 10 percent per year per child—higher than historic stock market returns—in higher academic achievement, greater productivity in the workforce, and fewer drains on society.74

And he concluded that black culture, more than anything else, explained the academic achievement gap. The black kids readily admitted that they didn’t work as hard as whites, took easier classes, watched more TV, and read fewer books. “A kind of norm of minimum effort appeared to exist among Black students,” wrote Ogbu.

research shows that social and emotional readiness in a child produces better academic achievement in the future. In fact, a study conducted by the University of North Florida found that children who attended academically driven preschools had lower grades by the end of fourth grade than those who attended play-based preschools.2

Grit isn’t something you’re born with, Carter says. It’s something you can learn and exercise, like a muscle. If you’re a parent, you can teach grit. How? Let your children struggle. A little challenge, a little anguish, even, is good for them. When children learn to resolve their own conflicts, without Mom or Dad swooping in to the rescue, they build grit, self-confidence, and the creative problem-solving skills that lead to higher academic achievement.14 Teach them to try new things, she says, to take risks, follow inklings, see if they turn into passions, work hard, maybe master something, maybe make mistakes, but love the journey itself, not the reward.

Amateurs are fond of advising that all practical measures should be postponed pending carrying out detailed researches upon the habits of anophelines, the parasite rate of localities, the effect of minor works, and so on. In my opinion, this is a fundamental mistake. It implies the sacrifice of life and health on a large scale while researches which may have little real value and which may be continued indefinitely are being attempted… In practical life we observe that the best practical discoveries are obtained during the execution of practical work and that long academic discussions are apt to lead to nothing but academic profit. Action and investigation together do more than either of these alone.

Academically capable men and women almost never follow a single-minded interest from childhood into careers.

You can achieve the highest level of academic, financial, physical, emotional and spiritual success but you won’t achieve true harmony until you cook your own meal.

That is, ability, values, opportunities, gender, culture, and social class all affect the aspirations and achievements of academically talented students. So does chance.

I do know a boy and a girl who've benefitted from their parents' high regard for academic achievement. But they've suffered from it, too... They're not even familiar with the concept of unstructured play. When asked to play outside, they don't want to go. When booted outside anyway, they have nothing to do and hang out on the porch until they're allowed back in.

Raquel’s mother had driven her fiercely to do well in school, such that high academic prowess had been the only option. Others had come upon money by luck, or had relatives acting as patrons. Rob had had none of those things. All he’d had was a home, and a harried home at that, paired with his own drive. What he’d achieved, he’d achieved almost exclusively on his own.

The temporary alliance between the elite and the mob rested largely on this genuine delight with which the former watched the latter destroy respectability. This could be achieved when the German steel barons were forced to deal with and to receive socially Hitler's the housepainter and self-admitted former derelict, as it could be with the crude and vulgar forgeries perpetrated by the totalitarian movements in all fields of intellectual life, insofar as they gathered all the subterranean, nonrespectable elements of European history into one consistent picture. From this viewpoint it was rather gratifying to see that Bolshevism and Nazism began even to eliminate those sources of their own ideologies which had already won some recognition in academic or other official quarters. Not Marx's dialectical materialism, but the conspiracy of 300 families; not the pompous scientificality of Gobineau and Chamberlain, but the "Protocols of the Elders of Zion"; not the traceable influence of the Catholic Church and the role played by anti-clericalism in Latin countries, but the backstairs literature about the Jesuits and the Freemasons became the inspiration for the rewriters of history. The object of the most varied and variable constructions was always to reveal history as a joke, to demonstrate a sphere of secret influences of which the visible, traceable, and known historical reality was only the outward façade erected explicitly to fool the people. To this aversion of the intellectual elite for official historiography, to its conviction that history, which was a forgery anyway, might as well be the playground of crackpots, must be added the terrible, demoralizing fascination in the possibility that gigantic lies and monstrous falsehoods can eventually be established as unquestioned facts, that man may be free to change his own past at will, and that the difference between truth and falsehood may cease to be objective and become a mere matter of power and cleverness, of pressure and infinite repetition. Not Stalin’s and Hitler's skill in the art of lying but the fact that they were able to organize the masses into a collective unit to back up their lies with impressive magnificence, exerted the fascination. Simple forgeries from the viewpoint of scholarship appeared to receive the sanction of history itself when the whole marching reality of the movements stood behind them and pretended to draw from them the necessary inspiration for action.

Song-Mi Lee,...her life wholly dedicated to protecting the great man against the importunities of the academic world and soothing his despair at no longer being able to achieve an erection or an original thought.

There are always plenty of rivals to our work. We are always falling in love or quarreling, looking for jobs or fearing to lose them, getting ill and recovering, following public affairs. If we let ourselves, we shall always be waiting for some distraction or other to end before we can really get down to our work. The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavorable. Favorable conditions never come. There are, of course, moments when the pressure of the excitement is so great that only superhuman self-control could resist it. They come both in war and peace. We must do the best we can. The second enemy is frustration—the feeling that we shall not have time to finish. If I say to you that no one has time to finish, that the longest human life leaves a man, in any branch of learning, a beginner, I shall seem to you to be saying something quite academic and theoretical. You would be surprised if you knew how soon one begins to feel the shortness of the tether, of how many things, even in middle life, we have to say "No time for that," "Too late now," and "Not for me." But Nature herself forbids you to share that experience. A more Christian attitude, which can be attained at any age, is that of leaving futurity in God's hands. We may as well, for God will certainly retain it whether we leave it to Him or not. Never, in peace or war, commit your virtue or your happiness to the future. Happy work is best done by the man who takes his long-term plans somewhat lightly and works from moment to moment "as to the Lord." It is only our daily bread that we are encouraged to ask for. The present is the only time in which any duty can be done or any grace received.

Fortunately, new platforms and technology have made homeschooling manageable on many fronts. Parents can do everything from accessing first-rate courses online to finding support from other parents in the same situation. The best part is that they can completely tailor the experience to the learning style and interest of their children and give them the attention that they would never get in the classroom. The results are striking. Twenty-five percent of homeschooled children are at least one grade ahead of their traditionally schooled peers. The homeschooled population, as a whole, scores exceptionally higher on academic achievement tests.5 This shift is perhaps the best glimpse of the future of education—mass customization alongside personalized attention. Like banking, it will return to a human-scale model based on relationships and personal needs, and it will be where much of the disruption in the economy and labor market occurs in the next few decades.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

For academically talented women, in contrast, school success does not guarantee occupational success. Even the best female college students need people who will support them, encourage them, and – most important—who will connect them to opportunities.

Lay people are usually unaware that the scrupulous scholarly work achieved by modern biblical criticism … represented by scrupulous academic work over about 300 years, belongs among the greatest intellectual achievements of the human race. Has any of the great world religions outside of the Jewish-Christian tradition investigated its own foundations and its own history so thoroughly and impartially? None of them has remotely approached this. The Bible is far and away the most studied book in world literature.

The use of standardized tests to measure aptitude and intelligence is one of the most effective racist policies ever devised to degrade Black minds and legally exclude Black bodies. We degrade Black minds every time we speak of an “academic-achievement gap” based on these numbers.

Bryk and Schneider also found that relational trust—between teachers and administrators, teachers and teachers, and teachers and parents—has the power to offset external factors that are normally thought to be the primary determinants of a school’s capacity to serve students well: “Improvements in academic productivity were less likely in schools with high levels of poverty, racial isolation, and student mobility, but [the researchers] say that a strong correlation between [relational] trust and student achievement remains even after controlling for such factors.” 9

The three castes were “nucleus” (or “core”), “basic” (or “wavering”), and “hostile.” Three criteria determined your caste: your birth and background, your perceived loyalty to the party, and your connections. Academic achievements had nothing to do with it, no matter how excellent they were. Your whole life was determined by which caste you’d been consigned to. If you were deemed “core,” a rosy future awaited you. But if you were deemed “hostile,” you were the lowest of the low and would remain so for life. No career path. No chance of bettering yourself. No way out.

The idea of an achievement gap means there is a disparity in academic performance between groups of students; implicit in this idea is that academic achievement as measured by statistical instruments like test scores and dropout rates is the only form of academic “achievement.” There is an even more sinister implication in achievement-gap talk—that disparities in academic achievement accurately reflect disparities in intelligence among racial groups. Intellect is the linchpin of behavior, and the racist idea of the achievement gap is the linchpin of behavioral racism.

Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.

Conditional regard” is the psychological term for parental affection that depends on a child meeting certain expectations, whether academic, athletic, or behavioral. Researchers distinguish between two types of conditional regard: positive, like when children feel their parents provide more warmth and affection than usual when expectations are met, and negative, when affection is withheld after expectations aren’t met. Psychologists have shown that conditional regard undermines a child’s self-esteem. Instead of figuring out who they really are, adolescents fixate on pleasing others.

High academic achievers were 2.3 times as likely to be firstborn as lastborn. Rebels were twice as likely to be lastborn as firstborn. And when asked to write about the few most rebellious or unconventional things they had ever done in their lives, laterborns had longer responses and described more unconventional behaviors. Hundreds of studies point to the same conclusion: although firstborns tend to be more dominant, conscientious, and ambitious, laterborns are more open to taking risks and embracing original ideas. Firstborns tend to defend the status quo; laterborns are inclined to challenge it.

[LSSU] was the kind of school where students had a lot of pride. Not the raucous strain of sports pride... And not academic pride... It was more of a geographical pride. Kids were proud to live in that tough wilderness setting, and the best way to prove your mettle was through achievements in the wild.

Johnson's later life, from 1763, is among the best documented of all literary lives. James Boswell gave himself the enormous task, after Johnson's death in 1784, of producing what is now held to be a model of biography; rich in detail and anecdote, a complete picture of the man and his times, traced over a period of more than twenty years. Boswell's Life of Johnson, published in 1791, carries on Johnson's own contribution to the growing art of biography, and consolidates Johnson's position as a major literary figure, who, although a poet and a novelist, is remembered more for his academic and critical achievement than for his creative writings.

Yet as a storyteller and a non-academic, I was struck by the fact that the books focused on the legal and scientific aspects of the women’s story, and not on the compelling lives of the girls themselves. In fact, I soon discovered that no book existed that put the radium girls center stage and told the story from their perspective. The individual women who had fought and died for justice had been eclipsed by their historic achievements; they were now known only by the anonymous moniker of “the Radium Girls.” Their unique experiences—their losses and their loves; their triumphs and their terrors—had been forgotten, if ever charted in the first place.

In view of the possibility of finding meaning in suffering, life's meaning is an unconditional one, at least potentially. That unconditional meaning, however, is paralleled by the unconditional value of each and every person. It is that which warrants the indelible quality of the dignity of man. Just as life remains potentially meaningful under any conditions, even those which are most miserable, so too does the value of each and every person stay with him or her, and it does so because it is based on the values that he or she has realized in the past, and is not contingent on the usefulness that he or she may or may not retain in the present. More specifically, this usefulness is usually defined in terms of functioning for the benefit of society. But today's society is characterized by achievement orientation, and consequently it adores people who are successful and happy and, in particular, it adores the young. It virtually ignores the value of those who are otherwise, and in so doing blurs the decisive difference between being valuable in the sense of dignity and being valuable in the sense of usefulness. If one is not cognizant of this difference and holds that na individual's value stems only from his present usefulness, then, believe me, one owes it only to personal inconsistency not to plead for euthanasia along the lines of Hitler's program, that is to say, "mercy" killing of all those who have lost their social usefulness, be it because of old age, incurable illness, mental deterioration, or whatever handicap they may suffer. Confounding the dignity of man with mere usefulness arises from a conceptual confusion that in turn may be traced back to the contemporary nihilism transmitted on many an academic campus and many an analytical couch. Even in the setting of training analyses such an indoctrination may take place. Nihilism does not contend that there is nothing, but it states that everything is meaningless. And George A. Sargent was right when he promulgated the concept of "learned meaninglessness." He himself remembered a therapist who said, "George, you must realize that the world is a joke. There is no justice, everything is random. Only when you realize this will you understand how silly it is to take yourself seriously. There is no grand purpose in the universe. It just is. There's no particular meaning in what decision you make today about how to act." One must generalize such a criticism. In principle, training is indispensable, but if so, therapists should see their task in immunizing the trainee against nihilism rather than inoculating him with the cynicism that is a defense mechanism against their own nihilism.

Children who read are, yes, likely to excel academically, but there’s much more to the picture. The latest research shows that children who read at home are also better at self-regulation and executive function—those life skills that make us happier and well adjusted: controlling impulses, paying attention, setting goals and figuring out how to achieve them.

Contingent on what, though? Some bases for feeling good about oneself may be worse than others. Jennifer Crocker, a psychologist at Ohio State University, and her colleagues have shown that the prognosis is particularly bad when self-esteem hinges on outdoing others (competitive success), approval by others, physical appearance, or academic achievement.47 Consider the last of those. When children’s self-esteem rises or falls with how well they do at school, achievement can resemble an addiction, “requiring ever greater success to avoid feelings of worthlessness.” And if it looks as though success is unlikely, kids may “disengage from the task, deciding it doesn’t matter, rather than suffer the loss of self-esteem that accompanies failure.

The parents of high-reactive children are exceedingly lucky, Belsky told me. “The time and effort they invest will actually make a difference. Instead of seeing these kids as vulnerable to adversity, parents should see them as malleable—for worse, but also for better.” He describes eloquently a high-reactive child’s ideal parent: someone who “can read your cues and respect your individuality; is warm and firm in placing demands on you without being harsh or hostile; promotes curiosity, academic achievement, delayed gratification, and self-control; and is not harsh, neglectful, or inconsistent.” This advice is terrific for all parents, of course, but it’s crucial for raising a high-reactive child. (If you think your child might be high-reactive, you’re probably already asking yourself what else you can do to cultivate your son or daughter. Chapter 11 has some answers.)

This clarification of the nature of intelligence predicts that there will be no relationship at all between personality and intelligence, but research in the last decade has shown that this is not quite true. There are no very strong relationships between personality and intelligence, but some relationships there are, though debate about their nature and significance goes on. Most strikingly, though, in a couple of studies where relationships between Conscientiousness and intelligence have been found, they are not, as you might imagine, positive, but weakly negative. The smarter people are, the less conscientious they are.13 The most likely explanation for this is that people who are very sharp soon learn that they can get away with not preparing things too much in advance, not being overly disciplined with their time, and so on, since their quick abilities will get them through whatever academic and professional challenges they meet. Conversely, people who are not quite so quick have to use organization and discipline to achieve what some others might achieve carelessly. Thus, a behavioural style is developed that compensates for the level of intelligence, and so ends up inversely related to it. This means that there is no intrinsic genetic connection between low Conscientiousness and high intelligence. Rather, the weak negative correlation is something that emerges through development.

Leigh smiled. For her thirty-five years of life she had worked her way through the system, gained academic honours and achieved a senior government role. She was a leading scientist on the most far-reaching scientific experiment ever undertaken in the eighty years of the Greater Germanic Reich, or arguably in the whole history of humanity. She had run a good race. If it ended now, well that was what God intended. If not, she would continue her work to undo everything; in His name.  

Society has traditionally reinforced the idea that girls are inferior to boys, that girls can't take care of themselves, and that women need men to take care of them. We've all seen men portrayed in the media as stronger, more competent, and smarter than women, while women are often portrayed as highly emotional, indecisive, scatterbrained, passive, illogical, manipulative, and even malevolent. Such stereotypes further damage a young girl's ability to see herself as a strong and worthwhile person. Coupled with these views is the disparity between the accomplishments for which boys are admired and those for which girls are admired. While girls may be praised for their manners and appearance, boys are often praised for academic achievements and physical strength. Girls may also be discouraged from exploring and mastering life and encouraged instead to develop skills to manipulate others to negotiate in the world for them. What these girls are getting are lessons in helplessness.

people (to quote the researchers) had achieved an astonishing amount (Kell et al., 2013). They had become high-ranking politicians, CEOs of companies, high-ups in government agencies, distinguished academics, journalists for well-known newspapers, artists and musical directors. They had been awarded patents, grant money and prizes, and had produced plays, novels, and a huge amount of economic value. They had, in other words, made incalculable contributions to society, for everyone’s benefit.

In 2017, Greg Duncan, the education economist, along with psychologist Drew Bailey and colleagues, reviewed sixty-seven early childhood education programs meant to boost academic achievement. Programs like Head Start did give a head start, but academically that was about it. The researchers found a pervasive “fadeout” effect, where a temporary academic advantage quickly diminished and often completely vanished. On a graph, it looks eerily like the kind that show future elite athletes catching up to their peers who got a head start in deliberate practice. A reason for this, the researchers concluded, is that early childhood education programs teach “closed” skills that can be acquired quickly with repetition of procedures, but that everyone will pick up at some point anyway. The fadeout was not a disappearance of skill so much as the rest of the world catching up. The motor-skill equivalent would be teaching a kid to walk a little early. Everyone is going to learn it anyway, and while it might be temporarily impressive, there is no evidence that rushing it matters.

According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.

In many life sciences, including psychology, discovery isn’t a black-and-white issue; it is matter of determining, from one experiment to the next, the theoretical contribution made by various shades of gray. When psychologists set arbitrary criteria (p<.05) on the precise shade of gray required to achieve publication—and hence career success—they also incentivize a host of conscious and unconscious strategies to cross that threshold. In the battle between science and storytelling, there is simply no competition: storytelling wins every time.

Originality is a fetish of the people who want to control the art market and the publishing industry. It’s also a fetich of academics, particularly the males and the old farts. What I was really interested in was the sweating workers in the Chinese villages. It was their lives, their anonymity, their way of looking at western classics, and their purely pragmatic attitude. I love being with those artisans and feeling their energy and their lack of self consciousness. They were not precise in any way about their works, or about their life, but they were full of heart. And at the same time they were not clinging to their achievements. They are part of the flow of life. I have come from the same culture, but I feel I cannot make this clear, or make westerners understand. The western language and mentality did not allow me to do it. I feel I could do that in England but not here in America, where I feel I’m second class citizen not because people don’t understand Chinese culture (there are so many of us), but even after they understood it, they still decided to think we are second class citizen.

The data emerging about the mental health of our kids only confirms the harm done by asking so little of our kids when it comes to life skills, yet so much of them when it comes to adhering to the academic plans we’ve made for them and achieving more, ever more academically. They are stressed out of their minds and have no resilience with which to cope with that stress, and we continue along our pressurizing path, as if this trauma is not happening, or as if somehow our kids’ struggles—this suffering—is, or will be, “worth it.” The guidance center bulletin from any

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

I try hard to give rhythm to the changes of pace in a film so that the directing is full of contrast: moments when the direction is reserved and academic, and then suddenly there’s a change in tone. Here’s what I dream of: that the viewer in the movie theater says to himself, ‘yeah, okay, it’s filmed theater,’ and then suddenly changes his mind: ‘yes, but in theater you can’t do that…’ And it goes back and forth from theater to film, and sometimes over to comic strips with Blutch‘s input. I’d like to try to achieve what Raymond Queneau called in  Saint-Glinglin  ‘la brouchecoutaille,’ a sort of ratatouille, by breaking down the walls between film and theater and thus ending up totally free.

Most significantly, the Middle Ages laid the foundation for the greatest achievement of western civilisation, modern science. It is simply untrue to say that there was no science before the ‘Renaissance’. Once medieval scholars got their hands on the work of the classical Greeks, they developed systems of thought that allowed science to travel far further than it had in the ancient world. Universities, where academic freedom was guarded from royal interference, were first founded in the twelfth century. These institutions have always provided scientific research with a safe home. Even Christian theology turned out to be uniquely suited to encouraging the study of the natural world, because this was believed to be God’s creation.

Here’s a deep paradox about learning: the more we embrace not-knowing and mistakes and struggles, the more we set the stage for growth, success, and achievement. This is true for adults and kids alike, and it’s a critical reminder about the importance of normalizing difficulties, embracing mistakes as an opportunity to learn, and building frustration tolerance. After all, the more a child can tolerate frustration, the longer they can stick with a hard puzzle, work on a tough math problem, or stay engaged while writing an essay. And, of course, these skills translate outside of academics as well, because tolerating frustration is key to managing disappointments, communicating effectively with people with different opinions, and sticking with personal goals.

FV: Hasn't all art, in a way, submitted to words - reduced itself to the literary...admitted its failure through all the catalogues and criticism, monographs and manifestos — ML: Explanations? FV: Exactly. All the artistry, now, seems expended in the rhetoric and sophistry used to differentiate, to justify its own existence now that so little is left to do. And who's to say how much of it ever needed doing in the first place? [...] Nothing's been done here but the re-writing of rules, in denial that the game was already won, long ago, by the likes of Duchamp, Arp, or Malevich. I mean, what's more, or, what's less to be said than a single black square? ML: Well, a triangle has fewer sides, I suppose. FV: Then a circle, a line, a dot. The rest is academic; obvious variations on an unnecessary theme, until you're left with just an empty canvas - which I'm sure has been done, too. ML: Franz Kline, wasn't it? Or, Yves Klein - didn't he once exhibit a completely empty gallery? No canvases at all. FV: I guess, from there, to not exhibit anything - to do absolutely nothing at all - would be the next "conceptual" act; the ultimate multimedia performance, where all artforms converge in negation and silence. And someone's probably already put their signature to that, as well. But even this should be too much, to involve an artist, a name. Surely nothing, done by no-one, is the greatest possible artistic achievement. Yet, that too has been done. Long, long ago. Before the very first artists ever walked the earth.

The trouble is that such categories do not take us much further. They are academic abstractions that do not do justice to the process-character of the observable social data to which they refer. Underlying them is the idea that the tidy division into epochs we usually find in history books best fits the actual course of social development. Each figure who is known through the magnitude of his or her achievement is then allocated to one epoch or the other as its high point. On closer examination, however, it not uncommonly emerges that outstanding achievements occur most frequently at times which could at most be called transitional phases if static concepts of epochs are used. In other words, such achievements arise from the dynamics of the conflict between the canons of older declining classes and newer rising ones.

High levels of female hormone seem to enhance coordination skills in women. From early on, girls are superior in tasks requiring rapid, skillful, fine movements as well as, of course, in everything requiring verbal fluency and articulation. However, girls with the highest oestrogen levels seem to be at an intellectual disadvantage, while boyish girls do particularly well in the field of spatial skills - the traditional area of male advantage. There is growing support for the belief that girls with male character traits such as aggression, independence, self-confidence and assertion tend to achieve higher academic success than the norm for their sex. Teenage girls whose mothers took male hormones during pregnancy have higher overall IQs, and are more likely to pass university extramce examsinations. They also seem to be disproportionately interested, for their sex, in science subjects.

Rather, part of the argument is that with so much graduate unemployment, juvenile delinquency and high-school absenteeism, there could be practical alternatives to what we have now. A case could be made for a return to apprenticeships in trades such as car mechanics. Another would be to rearrange our priorities during workplace hiring. Less dependency might be placed on easily-achieved academic certificates - and more public recognition be given to hard-won experience. Other possibilities include early entry into the armed forces or police - via military finishing schools or junior police academies, instead of book-obsessed senior high schools and colleges of the woolly-minded humanities. But, for sure, a campaign of objections to this broader model would be publicly raised by the very groups who stand to lose financially from the decrease in municipal funding. That is, well-heeled academics and comfortably-off teaching unions.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

Any class, no matter how able, will always have a bottom quarter. What are the effects of the psychology of feeling average, even in a very able group? Are there identifiable types with the psychological or what-not tolerance to be 'happy' or to make the most of education while in the bottom quarter?" He knew exactly how demoralizing the Big Pond was to everyone but the best. To Glimp's mind, his job was to find students who were tough enough and had enough achievements outside the classroom to be able to survive the stress of being Very Small Fish in Harvard's Very Large Pond. Thus did Harvard begin the practice (which continues to this day) of letting in substantial numbers of gifted athletes who have academic qualifications well below the rest of their classmates. If someone is going to be cannot fodder in the classroom, the theory goes, it's probably best if that person has an alternative avenue of fulfillment on the football field.

If we look at the way an industrial producer creates new products, we see a long list of trials and errors and eventually improvement in quality at a lower cost. Urban policies and strategies, by contrast, often do not follow this logic; they are often repeated even when it is well known that they failed. For instance, policies like rent control, greenbelts, new light rail transports, among others, are constantly repeated in spite of a near consensus on their failure to achieve their objectives. A quantitative evaluation of the failure of these policies is usually well documented through special reports or academic papers; it is seldom produced internally by cities, however, and the information does not seem to reach urban decision makers. Only a systematic analysis of data through indicators allows urban policies to be improved over time and failing policies to be abandoned. But as Angus Deaton wrote: 'without data, anyone who does anything is free to claim success.

Today’s society is characterized by achievement orientation, and consequently it adores people who are successful and happy and, in particular, it adores the young. It virtually ignores the value of all those who are otherwise, and in so doing blurs the decisive difference between being valuable in the sense of dignity and being valuable in the sense of usefulness. If one is not cognizant of this difference and holds that an individual’s value stems only from his present usefulness, then, believe me, one owes it only to personal inconsistency not to plead for euthanasia along the lines of Hitler’s program, that is to say, ‘mercy’ killing of all those who have lost their social usefulness, be it because of old age, incurable illness, mental deterioration, or whatever handicap they may suffer. Confounding the dignity of man with mere usefulness arises from conceptual confusion that in turn may be traced back to the contemporary nihilism transmitted on many an academic campus and many an analytical couch.

The current decline in educational achievement is, like most things, multiply determined. The evidence points, first, to about 50-100 years of genetic decline in ability. It doesn’t take much–perhaps a one-point decline every 30 years–to reduce substantially the percentage in the upper range of IQ. With our present mean IQ of 100, 1 person in 250 would exceed an IQ of 140. If, however, the average dropped to 85, you’d have only 1 in 8,000 who would exceed an IQ of 140. We must suppose that academic standards are much affected by the percentages of high IQ individuals, and that their becoming more scarce will lower academic performance. So part of the remedy for this problem definitely lies in eugenic practices. But there are some environmental factors as well, such as the failure to do “streaming” in schools, in which children of much the same ability level are put together. And I think something in the way of general idleness and slackness has gotten into the system since the 1960s which could account for a part of the decline, particularly in the more precise subjects like mathematics.

The book received a wider review in the business press than in academic journals. A few weeks after the U.S. publication I was invited to address the annual meeting of Drexel-Burnham to outline how the new Treasury bill standard of world finance had replaced the gold exchange standard. Herman Kahn was the meeting’s other invited speaker. When I had finished, he got up and said, “You’ve shown how the United States has run rings around Britain and every other empire-building nation in history. We’ve pulled off the greatest rip-off ever achieved.” He hired me on the spot to join him as the Hudson Institute’s economist. I was happy enough to leave my professorship in international economics at the New School for Social Research. My professional background had been on Wall Street as balance-of-payments economist for the Chase Manhattan Bank and Arthur Andersen. My research along these lines was too political to fit comfortably into the academic economics curriculum, but at the Hudson Institute I set to work tracing how America was turning its payments deficit into an unprecedented element of strength rather than weakness.

But M. de Charlus liked to show that he loved Morel and to persuade others, perhaps to persuade himself, that Morel loved him. He must always have him near him, in spite of the damage the boy might do to his reputation in society: it seemed to be a matter of pride. For (and we often see men who have achieved a good social position throw it away out of vanity in order to be seen everywhere with a mistress, a semi-whore or lady of tarnished reputation, who is not received anywhere, but with whom it seems to them flattering to be connected) he had reached the point where self-regard applies all its energy to destroying the ends it had previously attained, whether because, under the influence of love, one finds a new prestige, which one is alone in perceiving, in an ostentatious relationship with the object of one’s affection, or whether the ebbing of worldly ambitions, now satisfied, and the rising tide of curiosity about other forms of life, all the more absorbing the more academic it is, now make it seem that one’s social ascent has not only reached but passed the level where other people have difficulty in clinging on.

Achievement ceremonies are revealing about the need of the powerful to punish women through beauty, since the tension of having to repress alarm at female achievement is unusually formalized in them. Beauty myth insults tend to be blurted out at them like death jokes at a funeral. Memories of these achievement ceremonies are supposed to last like Polaroid snapshots that gel into permanent colors, souvenirs to keep of a hard race run; but for girls and young women, the myth keeps those colors always liquid so that, with a word, they can be smeared into the uniform shades of mud. At my college graduation, the commencement speaker, Dick Cavett—who had been a “brother” of the university president in an allmale secret society—was confronted by two thousand young female Yale graduates in mortarboards and academic gowns, and offered them this story: When he was at Yale there were no women. The women went to Vassar. There, they had nude photographs taken in gym class to check their posture. Some of the photos ended up in the pornography black market in New Haven. The punch line: The photos found no buyers. Whether or not the slur was deliberate, it was still effective: We may have been Elis but we would still not make pornography worth his buying. Today, three thousand men of the class of 1984 are sure they are graduates of that university, remembering commencement as they are meant to: proudly. But many of the two thousand women, when they can think of that day at all, recall the feelings of the powerless: exclusion and shame and impotent, complicit silence. We could not make a scene, as it was our parents’ great day for which they had traveled long distances; neither could they, out of the same concern for us. Beauty pornography makes an eating disease seem inevitable, even desirable, if a young woman is to consider herself sexual and valuable: Robin Lakoff and Raquel Scherr in Face Value found in 1984 that “among college women, ‘modern’ definitions of beauty—health, energy, self-confidence”—prevailed. “The bad news” is that they all had “only one overriding concern: the shape and weight of their bodies. They all wanted to lose 5–25 pounds, even though most [were] not remotely overweight. They went into great detail about every flaw in their anatomies, and told of the great disgust they felt every time they looked in the mirror.” The “great disgust” they feel comes from learning the rigid conventions of beauty pornography before they learn their own sexual value; in such an atmosphere, eating diseases make perfect sense.

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

The failure of Communism was consecrated in the fall of the Soviet Union. The remarkable thing is that, as in most cases when prophecy fails, the faith never faltered. Indeed, an alternative version had long been maturing, though cast into the shadows for a time by enthusiasm for the quick fix of revolution. It had, however, been maturing for at least a century and already had a notable repertoire of institutions available. We may call it Olympianism, because it is the project of an intellectual elite that believes that it enjoys superior enlightenment and that its business is to spread this benefit to those living on the lower slopes of human achievement. And just as Communism had been a political project passing itself off as the ultimate in scientific understanding, so Olympianism burrowed like a parasite into the most powerful institution of the emerging knowledge economy--the universities. We may define Olympianism as a vision of human betterment to be achieved on a global scale by forging the peoples of the world into a single community based on the universal enjoyment of appropriate human rights. Olympianism is the cast of mind dedicated to this end, which is believed to correspond to the triumph of reason and community over superstition and hatred. It is a politico-moral package in which the modern distinction between morals and politics disappears into the aspiration for a shared mode of life in which the communal transcends individual life. To be a moral agent is in these terms to affirm a faith in a multicultural humanity whose social and economic conditions will be free from the causes of current misery. Olympianism is thus a complex long-term vision, and contemporary Western Olympians partake of different fragments of it. To be an Olympian is to be entangled in a complex dialectic involving elitism and egalitarianism. The foundational elitism of the Olympian lies in self-ascribed rationality, generally picked up on an academic campus. Egalitarianism involves a formal adherence to democracy as a rejection of all forms of traditional authority, but with no commitment to taking any serious notice of what the people actually think. Olympians instruct mortals, they do not obey them. Ideally, Olympianism spreads by rational persuasion, as prejudice gives way to enlightenment. Equally ideally, democracy is the only tolerable mode of social coordination, but until the majority of people have become enlightened, it must be constrained within a framework of rights, to which Olympian legislation is constantly adding. Without these constraints, progress would be in danger from reactionary populism appealing to prejudice. The overriding passion of the Olympian is thus to educate the ignorant and everything is treated in educational terms. Laws for example are enacted not only to shape the conduct of the people, but also to send messages to them. A belief in the power of role models, public relations campaigns, and above all fierce restrictions on raising sensitive questions devant le peuple are all part of pedagogic Olympianism.

Jews and Asians are only 7 percent of the total population, and between them they dominate in fields like medicine and engineering, not to mention entrepreneurship and academics. They rarely end up in prison or gangs (this is especially true of Jews). And while they are historically poor and persecuted, they have not allowed themselves to stay in that position. Take their story and compare it to black Americans and how can we explain the canyon that separates them? I’m sure the Jesse Jacksons of the world would sooner become Holocaust deniers than admit to the real answer: Family. Education. Ambition. Family. Education. Ambition. Whenever the plight of the minority in America is discussed, you’ll notice that Jews and Asians are left out of the conversation. In fact, many school systems are now trying to figure out how to get LESS of them in advanced placement courses and prestigious colleges. They’ve become too successful, apparently. But it’s not just their success that the race mongers hate, it’s HOW they accomplished it. Their men don’t father dozens of out-of-wedlock babies with dozens of women. Their households insist on discipline and academic success. They work hard, they are driven. Asians may now be at the point where they actually enjoy preferential bias. If I’m an employer and an Asian walks in to apply for a job, I’m going to assume he’s an achiever. That’s not a stereotype, that’s called a reputation. And they’ve freaking earned it. Family. Education. Ambition. These three things really are a recipe for success. If you don’t believe me, ask the next Asian or Jew you meet. And then make sure to take care of your co-pay on the way out.

My identity as Jewish cannot be reduced to a religious affiliation. Professor Said quoted Gramsci, an author that I’m familiar with, that, and I quote, ‘to know thyself is to understand that we are a product of the historical process to date which has deposited an infinity of traces, without leaving an inventory’. Let’s apply this pithy observation to Jewish identity. While it is tempting to equate Judaism with Jewishness, I submit to you that my identity as someone who is Jewish is far more complex than my religious affiliation. The collective inventory of the Jewish people rests on my shoulders. This inventory shapes and defines my understanding of what it means to be Jewish. The narrative of my people is a story of extraordinary achievement as well as unimaginable horror. For millennia, the Jewish people have left their fate in the hands of others. Our history is filled with extraordinary achievements as well as unimaginable violence. Our centuries-long Diaspora defined our existential identity in ways that cannot be reduced to simple labels. It was the portability of our religion that bound us together as a people, but it was our struggle to fit in; to be accepted that identified us as unique. Despite the fact that we excelled academically, professionally, industrially, we were never looked upon as anything other than Jewish. Professor Said in his book, Orientalism, examined how Europe looked upon the Orient as a dehumanized sea of amorphous otherness. If we accept this point of view, then my question is: How do you explain Western attitudes towards the Jews? We have always been a convenient object of hatred and violent retribution whenever it became convenient. If Europe reduced the Orient to an essentialist other, to borrow Professor Said’s eloquent language, then how do we explain the dehumanizing treatment of Jews who lived in the heart of Europe? We did not live in a distant, exotic land where the West had discursive power over us. We thought of ourselves as assimilated. We studied Western philosophy, literature, music, and internalized the same culture as our dominant Christian brethren. Despite our contribution to every conceivable field of human endeavor, we were never fully accepted as equals. On the contrary, we were always the first to be blamed for the ills of Western Europe. Two hundred thousand Jews were forcibly removed from Spain in 1492 and thousands more were forcibly converted to Christianity in Portugal four years later. By the time we get to the Holocaust, our worst fears were realized. Jewish history and consciousness will be dominated by the traumatic memories of this unspeakable event. No people in history have undergone an experience of such violence and depth. Israel’s obsession with physical security; the sharp Jewish reaction to movements of discrimination and prejudice; an intoxicated awareness of life, not as something to be taken for granted but as a treasure to be fostered and nourished with eager vitality, a residual distrust of what lies beyond the Jewish wall, a mystical belief in the undying forces of Jewish history, which ensure survival when all appears lost; all these, together with the intimacy of more personal pains and agonies, are the legacy which the Holocaust transmits to the generation of Jews who have grown up under its shadow. -Fictional debate between Edward Said and Abba Eban.

Yet a much more fundamentally political dimension of the socially constructed nature of capital - nothing less than the specification of a parallel universe with its own natural laws and rules for the physical existence and subsistence of financial capital and its interaction with the other factors of production - has also often been overlooked in contemporary academic literature. Under the current monetary arrangements financial capital is a peculiar creature indeed. Money can be created ex nihilo at the stroke of a pen - or a keyboard - by a specific type of legal person entrusted with the task, not other legal or natural person. With the socially constructed ability to attract compound interest in a world where physical assets rot and break, it does not share the same physical reality with the mere mortal factors of production: even in cases where productive investments which enable the payment of interest in real terms can be identified, the compounding of interest on financial capital is not temporally limited to the period that the relevant physical assets can continue to produce exponential returns in real terms. Rather than representing accumulated wealth that could be "saved" to finance investment, the bulk of money disappears as soon as other factors of production are not willing to pay a tribute to induce its continuing circulation in the form of interest payments. In addition to the inherently political nature of specifications of money have been detached from virtually any substantive connection to the rules or the realities experienced by other factors of production in the physical world that is nonetheless supposed to achieve economic efficiency and a host of other objectives through monetary calculation and monetarily mediated social relationships deserves particular scrutiny.

the “10,000 hour rule.” The rule states that ten thousand hours of practice is required to achieve the level of world class mastery in anything. It seems that it takes the brain this long to assimilate all that it needs to know to achieve true mastery. Time on task is the number one predictor of academic success also. Those at the top of the success list spend the most time on task or goals. Those at the bottom spend the least amount of time on task. It’s that simple.  Again, persistence is the difference that makes a difference.