Academic Failure Quotes

Isana felt her throat tighten. "We failed." Serai lifted her chin and patted Isana's arm firmly. "We have not yet succeeded. There is a difference.

The failure of academic feminists to recognize difference as a crucial strength is a failure to reach beyond the first patriarchal lesson. In our world, divide and conquer must become define and empower.

You will probably find, in life, that successes and victories tend to overshadow the risks you took, while failure will amplify how idiotic they were.

My priority is not about grades. I seek yearn for knowledge, skills and wisdom.

The idea of building grit and building self-control is that you get that through failure,” Randolph told me. “And in most highly academic environments in the United States, no one fails anything.

Computer mistake in grade-giving resulted in academic failure of several brilliant students. After some years the mistake was discovered. Letter was sent to each student inviting him to resume his studies. Each replied he was getting along very well without education.

Hitler’s scholastic failure rankled in him in later life, when he heaped ridicule on the academic “gentry,” their degrees and diplomas and their pedagogical airs. Even

My priority is not about grades. I yearn for knowledge, skills and wisdom.

His academic failure forced him to develop unconventionally, free of the social straightjacket that might have constrained his progress to well-worn paths.

He barely scraped his PhD, as I recall. Not one college wanted him for post-doctoral work. Yet he wears that badge of academic failure as his name. Do you really feel the need to parade your ignorance, Doctor?

Although any help is genuinely welcomed, it is more important to be a supportive, proactive parent than it is to be a supportive parent after academic failure and negative behaviors occur.

Take joy in your digressions. Because that is where the unexpected arises. That is the experimental aspect. If you know where you will end up when you begin, nothing has happened in the meantime. You have to be willing to surprise yourself writing things you didn't think you thought. Letting examples burgeon requires using inattention as a writing tool. You have to let yourself get so caught up in the flow of your writing that it ceases at moments to be recognizable to you as your own. This means you have to be prepared for failure. For with inattention comes risk: of silliness or even outbreaks of stupidity. But perhaps in order to write experimentally, you have to be willing to 'affirm' even your own stupidity. Embracing one's own stupidity is not the prevailing academic posture (at least not in the way I mean it here).

Ever since Roberta Wohlstetter’s pathbreaking study of why the United States was taken by surprise at Pearl Harbor 50 years ago, both academics and members of the Intelligence Community (IC) have made significant progress in understanding intelligence failures. About how to correct these errors and do better we know much less, however, and it is to this subject that this volume makes a major contribution. --Foreword to Cases in Intelligence Analysis: Structured Analytic Techniques in Action

today’s overprotective, failure-avoidant parenting style has undermined the competence, independence, and academic potential of an entire generation.

The academic reflection of the massive social and economic changes that took place between 1970 and 1981 could be seen in the gradual marginalization of serious social theory and political philosophy, and particularly of “leftist” thought. The usual story that is told about the history of “political philosophy” since World War II holds that political philosophy was “dead” until it was revived by Rawls, whose Theory of Justice appeared in 1971. This seems to me seriously misleading. Rather than the publication of Theory of Justice being a renewal of political philosophy, it seems to me more fruitful to see it as part of a failure of nerve, and a turning away from the real world of institutions, politics and history toward the never-never land of purely normative theory.

Ironically, it is therefore often the highly gifted and talented students, who receive a lot of praise, who are more in danger of developing a fixed mindset and getting stuck. Having been praised for what they are (talented and gifted) rather than for what they do, they tend to focus on keeping this impression intact, rather than exposing themselves to new challenges and the possibility of learning from failure.

failure résumé. That is, to craft a résumé that summarizes all their biggest screwups—personal, professional, and academic. For every failure, each student must describe what he or she learned from that experience.

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.

Losses and other events—whether anticipated or actual—can lead to feelings of shame, humiliation, or despair and may serve as triggering events for suicidal behavior. Triggering events include losses, such as the breakup of a relationship or a death; academic failures; trouble with authorities, such as school suspensions or legal difficulties; bullying; or health problems. This is especially true for youth already vulnerable because of low self-esteem or a mental disorder, such as depression. Help is available and should be arranged. —American Association of Suicidology

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.

...beauty for me is a quiet girl with a brilliant mind, a debate team captain with a calm voice and textbooks covered in color coded annotations. Beauty for me is a girl with cold skin and a faraway gaze, a girl who loves children's books but rarely laughs. Beauty for me is sage green silk and soft white wool and forget me not eyes. My definition of beauty starts and ends with Theodora. And as for the value I give her, its immeasurable. She is worth dying for, living for. Killing for probably, or at least poisoning for. She is worth every academic failure, every restless night, all the suffering and yearning and hopelessness. She isn't worth everything. She is everything.

Who would believe that a teacher who withholds the information students need to pass a course merely permitted them to fail? What if that teacher said, "I didn't cause them to fail; they did it on their own"? Would anyone accept that explanation or would they accuse the teacher of not merely permitting the students to fail, but actually causing them to fail? And what if the teacher argued that he actually planned and rendered the students' failure certain for a good reason—to uphold academic standards and show what a great teacher he is by demonstrating how necessary his information is for students to pass? Would not these admissions only deepen everyone's conviction that the teacher is morally and professionally wrong?

Ava was blessed with amazing beauty but was academically challenged. Angelina tried to give her a quick introduction to computers but was horrified at Ava’s lack of knowledge and complete failure to understand. Ava called the CD drawer the cup holder and honestly thought it was her holding her coffee or drink when typing. She thought the monitor was the telly and the mouse was the roller. She kept exiting programmes instead of closing documents and kept deleting items and forgetting to save things. Things happened Angelina’s computers that never happened before: programs failed to respond and the computer kept crashing. She typed e-mails and then printed them and put them in an envelope to post them, Angelina was speechless. She even killed a machine by constant abuse for the week. It just died the screen went blank and a message came up of fundamental hard drive failure, the monitor went black and the keyboard and mouse went dead and could not be restored. It went to the computer scrap yard, RIP. Angelina ran her out of the IT dept in their firm terrified she’d cause any more mayhem. She was the absolute blonde bombshell when it came to computers

Middle school is prime time for failure, even among kids who have sailed through school up to that point. The combined stressors of puberty, heightened academic expectations, and increased workload are a setup for failure. How parents, teachers, and students work together to overcome those inevitable failures predicts so much about how children will fare in high school, college, and beyond.

The Portland school board's policy equated integration and racial assimilation. This policy, Rist explains, is a "means of socializing nonwhite students to act, speak, and believe very much like white students." It leaves dominant group values intact, does no damage to notions of white superiority, and helps to gain the support of those whites who view it as a means of helping "nonwhite peoples to become fully human by instilling in them `white' ways of thinking and feeling." In keeping with the assimilationist tone of the program, the principal assigned one or two black children to each classroom, and scheduled only a few special teacher-training sessions, which were poorly handled. The principal's desire was to treat the black students just like the whites. This approach was undermined by his failure to recognize and address fears and misconceptions of teachers about the black children's academic ability and behavior problems, the adequacy of their home backgrounds, and their moral turpitude.

We’re in a period right now where nobody asks any questions about psychology. No one has any feeling for human motivation. No one talks about sexuality in terms of emotional needs and symbolism and the legacy of childhood. Sexuality has been politicized--“Don’t ask any questions!” "No discussion!" “Gay is exactly equivalent to straight!” And thus in this period of psychological blindness or inertness, our art has become dull. There’s nothing interesting being written--in fiction or plays or movies. Everything is boring because of our failure to ask psychological questions. So I say there is a big parallel between Bill Cosby and Bill Clinton--aside from their initials! Young feminists need to understand that this abusive behavior by powerful men signifies their sense that female power is much bigger than they are! These two people, Clinton and Cosby, are emotionally infantile--they're engaged in a war with female power. It has something to do with their early sense of being smothered by female power--and this pathetic, abusive and criminal behavior is the result of their sense of inadequacy. Now, in order to understand that, people would have to read my first book, "Sexual Personae"--which of course is far too complex for the ordinary feminist or academic mind! It’s too complex because it requires a sense of the ambivalence of human life. Everything is not black and white, for heaven's sake! We are formed by all kinds of strange or vague memories from childhood. That kind of understanding is needed to see that Cosby was involved in a symbiotic, push-pull thing with his wife, where he went out and did these awful things to assert his own independence. But for that, he required the women to be inert. He needed them to be dead! Cosby is actually a necrophiliac--a style that was popular in the late Victorian period in the nineteenth-century. It's hard to believe now, but you had men digging up corpses from graveyards, stealing the bodies, hiding them under their beds, and then having sex with them. So that’s exactly what’s happening here: to give a woman a drug, to make her inert, to make her dead is the man saying that I need her to be dead for me to function. She’s too powerful for me as a living woman. And this is what is also going on in those barbaric fraternity orgies, where women are sexually assaulted while lying unconscious. And women don’t understand this! They have no idea why any men would find it arousing to have sex with a young woman who’s passed out at a fraternity house. But it’s necrophilia--this fear and envy of a woman’s power. And it’s the same thing with Bill Clinton: to find the answer, you have to look at his relationship to his flamboyant mother. He felt smothered by her in some way. But let's be clear--I’m not trying to blame the mother! What I’m saying is that male sexuality is extremely complicated, and the formation of male identity is very tentative and sensitive--but feminist rhetoric doesn’t allow for it. This is why women are having so much trouble dealing with men in the feminist era. They don’t understand men, and they demonize men.

Following this rejection, and Sagan’s failure to secure tenure at Harvard, scientists developed a new term: the Sagan effect. One’s popularity with the general public was considered inversely proportional to the quantity and quality of one’s scientific work, a perception that, in Sagan’s case at least, was false. He published, on average, once monthly in peer-reviewed publications over the course of his thirty-nine-year career—a total of five hundred scientific papers. More recent research suggests that scientists who engage the public tend to be better academic performers as well.

The term ‘political correctness’ has evolved out of the Marxist and Freudian philosophies of the 1930s to become a tool for multicultural-ism, multisexualism, multitheism, and multi-anythingism. It was created to discourage bias and prejudiced thinking that discriminates against an individual or group. It has become society’s way of not offending anyone, whether it is an individual, a group, or a nation. In many instances, however, it is a simple, disarming way of ignoring or deflecting the truth about a situation. Today, the use of political correctness has become so abused that anyone who voices his or her opinion contrary to ‘politically correct think’ is immediately tagged with some form of disparaging label, such as racist and bigot. This exploitation has gotten so out of control that this name-calling accusation is used as a simple and mindless means to manipulate academic, social, or political discussion. The result is a social paranoia which discourages free thought and expression. It’s like living in a totalitarian state in which you are afraid to say what you think. Now who wants to suffer that? So people keep quiet. Their opinions are held captive to fear. How handy for the Islamo-fascists, the American-hating, Jew-killing, Israel-destroying, women-abusing, multireligious-intolerant Muslims. Oh! Excuse me. Did I say something not quite PC? This social paranoia is similar to the attitude that developed in the late 1980s and 1990s, when people became so concerned about children’s self-esteem that failure could not be acknowledged or misbehavior corrected. ‘Now, let’s not hurt their feelings’ was the standard approach. This degree of concern led to teachers giving passing grades for poor performance and youth sport activities where no one kept score. And what has been the fallout of all that psychobabble? High school kids who can’t read their diploma or make change for a dollar, internationally embarrassing scholastic performance scores, and young adults ill equipped to face the competitive lifestyle the world has to offer. They are left watching the television show The Apprentice, not competing to be an apprentice. America got itself into a mess by not upholding the high standards and expectations it once had, instead giving in to mediocrity; and we’re getting into a mess now with political correctness.

It is strange when we expect all students to do well academically and ignore the fact that individuals' abilities vary. If a child/kid/teenager cannot do well in academics and shows signs of distraction, it is an indication that his mind isn't in the strict form and obligations of the school curriculum. His cleverness and creativeness could show in other aspects of life. It could be in arts, sports, photography, computer world, gardening, carpentry, or any other field in life. Judging students' based on their grades and accusing them of failure is an excuse for the limited space the educational system provides to students to succeed in life.

Dupont had a long history of analysing Australia’s position in the world. He was also a pioneer in the study of links between climate change and international security, an area that few defence experts had explored. In 2006 he asserted in an article, written with Graeme Pearman, that the security implications of climate change had been largely ignored by public policy experts, academics and journalists. ‘Climate change is fast emerging as the security issue of the 21st century,’ he wrote, ‘overshadowing terrorism and even the spread of weapons of mass destruction as the threat most likely to cause mega-death and contribute to state failure, forced population movements, food and water scarcity and the spread of infectious diseases.

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.

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 ecosystem in which academic scientists work has created conditions that actually set them up for failure. There’s a constant scramble for research dollars. Promotions and tenure depend on their making splashy discoveries. There are big rewards for being first, even if the work ultimately fails the test of time. And there are few penalties for getting it wrong. In fact, given the scale of this problem, it’s evident that many scientists don’t even realize that they are making mistakes. Frequently scientists assume what they read in the literature is true and start research projects based on that assumption. Begley said one of the studies he couldn’t reproduce has been cited more than 2,000 times by other researchers, who have been building on or at least referring to it, without actually validating the underlying result.

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

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.

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.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

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 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.

A circle of trust is a group of people who know how to sit quietly "in the woods" with each other and wait for the shy soul to show up. The relationships in such a group are not pushy but patient; they are not confrontational but compassionate; they are filled not with expectations and demands but with abiding faith in the reality of the inner teacher and in each person's capacity to learn from it. The poet Rumi captures the essence of this way of being together: "A circle of lovely, quiet people / becomes the ring on my finger."6 Few of us have experienced large-scale communities that possess these qualities, but we may have had one-on-one relationships that do. By reflecting on the dynamics of these small-scale circles of trust, we can sharpen our sense of what a larger community of solitudes might look like-and remind ourselves that two people who create safe space for the soul can support each other's inner journey. Think, for example, about someone who helped you grow toward true self. When I think about such a person, it is my father who first comes to mind. Though he was himself a hardworking and successful businessman, he did not press me toward goals that were his rather than mine. Instead, he made space for me to grow into my own selfhood. Throughout high school, I got mediocre grades-every one of which I earned-although I always did quite well on standardized intelligence tests. I look back with amazement on the fact that not once did my father demand that I "live up to my potential." He trusted that if I had a gift for academic life, it would flower in its own time, as it did when I went to college. The people who help us grow toward true self offer unconditional love, neither judging us to be deficient nor trying to force us to change but accepting us exactly as we are. And yet this unconditional love does not lead us to rest on our laurels. Instead, it surrounds us with a charged force field that makes us want to grow from the inside out -a force field that is safe enough to take the risks and endure the failures that growth requires.

The fact that no one made demands on her knowledge in her special field was lucky for Simochka. Not only she but many of her girlfriends had graduated from the institute without any such knowledge. There were many reasons for this. The young girls had come from high schools with very little grounding in mathematics and physics. They had learned in the upper grades that at faculty council meetings the school director had scolded the teachers for giving out failing marks, and that even if a pupil didn't study at all he received a diploma. In the institute, when they found time to sit down to study, they made their way through the mathematics and radio-technology as through a dense pine forest. But more often there was no time at all. Every fall for a month or more the students were taken to collective farms to harvest potatoes. For this reason, they had to attend lectures for eight and ten hours a day all the rest of the year, leaving no time to study their course work. On Monday evenings there was political indoctrination. Once a week a meeting of some kind was obligatory. Then one had to do socially useful work, too: issue bulletins, organize concerts, and it was also necessary to help at home, to shop, to wash, to dress. And what about the movies? And the theater? And the club? If a girl didn't have some fun and dance a bit during her student years, when would she do so afterward? For their examinations Simochka and her girlfriends wrote many cribs, which they hid in those sections of female clothing denied to males, and at the exams they pulled out the one the needed, smoothed it out, and turned it in as a work sheet. The examiners, of course, could have easily discovered the women students' ignorance, but they themselves were overburdened with committee meetings, assemblies, a variety of plans and reports to the dean's office and to the rector. It was hard on them to have to give an examination a second time. Besides, when their students failed, the examiners were reprimanded as if the failures were spoiled goods in a production process—according to the well-known theory that there are no bad pupils, only bad teachers. Therefore the examiners did not try to trip the students up but, in fact, attempted to get them through the examination with as good results as possible.

Tolkien, then, was a philologist before he was a mythologist, and a mythologist, at least in intention, before he ever became a writer of fantasy fiction. His beliefs about language and about mythology were sometimes original and sometimes extreme, but never irrational, and he was able to express them perfectly clearly. In the end he decided to express them not through abstract argument, but by demonstration, and the success of the demonstration has gone a long way to showing that he did often have a point: especially in his belief, which I share, that a taste for philology, for the history of language in all its forms, names and place-names included, is much more widespread in the population at large than educators and arbiters of taste like to think. In his 1959 ‘Valedictory Address to the University of Oxford’ (reprinted in Essays, pp. 224-40), Tolkien concluded that the problem lay not with the philologists nor with those they taught but with what he called ‘misologists’ – haters of the word. There would be no harm in them if they simply concluded language study was not for them, out of dullness or ignorance. But what he felt, Tolkien said, was: "grievance that certain professional persons should suppose their dullness and ignorance to be a human norm; and anger when they have sought to impose the limitation of their minds upon younger minds, dissuading those with philological curiosity from their bent, encouraging those without this interest to believe that their lack marked them as minds of a superior order." Behind this grievance and this anger was, of course, failure and defeat. It is now very hard to pursue a course of philology of the kind Tolkien would have approved in any British or American university. The misologists won, in the academic world; as did the realists, the modernists, the post-modernists, the despisers of fantasy. But they lost outside the academic world. It is not long since I heard the commissioning editor of a major publishing house say, ‘Only fantasy is mass-market. Everything else is cult-fiction.’ (Reflective pause.) ‘That includes main-stream.’ He was defending his own buying strategy, and doubtless exaggerating, but there is a good deal of hard evidence to support him. Tolkien cried out to be heard, and we have still to find out what he was saying. There should be no doubt, though, that he found listeners, and that they found whatever he was saying worth their while.

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

Sardar was far better academically, and far wiser than Nehru. Like Nehru, Sardar Patel too had studied in England. But, while Nehru’s father financed all his education, Sardar financed his own education in England, through his own earnings! While Nehru could manage to scrape through in only a poor lower second-division in England, Sardar Patel topped in the first division! Professionally too, Sardar was a successful lawyer, while Nehru was a failure. Sardar had a roaring practice, and was the highest paid lawyer in Ahmedabad, before he left it all on a call by Gandhi; while Nehru was dependent upon his father for his own upkeep, and that of his family.

Here’s a tip more academic authors could heed: don’t make “originality” your only goal. If there is one common failure in letters from first-time authors it’s the suggestion that nothing like this manuscript has ever been attempted. If you’ve found a dark corner of the field to mine as your own, you might have lucked into something valuable and overlooked

SOCIAL AND EMOTIONAL FUNCTIONING Another coexisting regulatory problem may be how the child feels about himself and relates to other people. • Poor adaptability: The child may resist meeting new people, trying new games or toys or tasting different foods. He may have difficulty making transitions from one situation to another. The child may seem stubborn and uncooperative when it is time to leave the house, come for dinner, get into or out of the bathtub, or change from a reading to a math activity. Minor changes in routine will readily upset this child who does not “go with the flow.” • Attachment problem: The child may have separation anxiety and be clingy and fearful when apart from one or two “significant olders.” Or, she may physically avoid her parents, teachers, and others in her circle. • Frustration: Struggling to accomplish tasks that peers do easily, the child may give up quickly. He may be a perfectionist and become upset when art projects, dramatic play, or homework assignments are not going as well as he expects. • Difficulty with friendships: The child may be hard to get along with and have problems making and keeping friends. Insisting on dictating all the rules and being the winner, the best, or the first, he may be a poor game-player. He may need to control his surrounding territory, be in the “driver’s seat,” and have trouble sharing toys. • Poor communication: The child may have difficulty verbally in the way she articulates her speech, “gets the words out,” and writes. She may have difficulty expressing her thoughts, feelings, and needs, not only through words but also nonverbally through gestures, body language, and facial expressions. • Other emotional problems: He may be inflexible, irrational, and overly sensitive to change, stress, and hurt feelings. Demanding and needy, he may seek attention in negative ways. He may be angry or panicky for no obvious reason. He may be unhappy, believing and saying that he is dumb, crazy, no good, a loser, and a failure. Low self-esteem is one of the most telling symptoms of Sensory Processing Disorder. • Academic problems: The child may have difficulty learning new skills and concepts. Although bright, the child may be perceived as an underachiever.

The Intellectual Vacuum of Current Moral Thought Toward the beginning of this chapter we made the statement that the centuries-long attempt to devise a morality from within merely human resources has now proven itself a failure. Now we want to return to this point in the light of Jesus’ exposition of the rightness of the kingdom heart. What is the basis of such a statement? Simply this: that, as noted in the opening of chapter 1, there is in fact no body of moral knowledge now operative in the institutions of knowledge in our culture. This is the outcome of the now centuries-long effort to develop a moral guide to life within the framework of human thought and experience alone, unassisted by revelation. By contrast, the Christian teaching about moral goodness that derives from the principles laid down by Jesus does have a historical, theoretical, and practical claim to constitute the true body of moral knowledge. This is not said to encourage blind acceptance but precisely the opposite. It is said to encourage the toughest of testing for those teachings in all areas of thought and real life. We saw in chapter 1 the young lady who went to Professor Coles on her way out of Harvard and said to him, “I’ve been taking all these philosophy courses, and we talk about what’s true, what’s important, what’s good. Well, how do you teach people to be good?” Then she added, “What’s the point of knowing good, if you don’t keep trying to become a good person?” But, as we pointed out, knowing good is not seriously proposed in college or university courses today. Any “knowing” in such matters is thought to be totally impossible. In fact, both knowing good and being good are for the most part treated with open scorn in the academic settings which determine so much of our lives. That is the outcome of the long effort to establish a secular ethic in the modern period. But the concern for becoming good and being good remains, as the words of both President Bok and Professor Coles show, for it is a real-life issue that will never go away. And it is with regard to this issue of what kind of people we are to be that the teachings of Jesus about the rightness of the kingdom heart show him to be the unrivaled master of human life. Any serious inquirer can validate those teachings in his or her own experience. But they cannot invalidate them by simply refusing to consider them and hiding behind the dogmas of modern intellect.

the best way for a young person to build character is for him to attempt something where there is a real and serious possibility of failure. In a high-risk endeavor, whether it’s in business or athletics or the arts, you are more likely to experience colossal defeat than in a low-risk one—but you’re also more likely to achieve real and original success. “The idea of building grit and building self-control is that you get that through failure,” Randolph explained. “And in most highly academic environments in the United States, no one fails anything.

culturally conscious school climate can make a significant difference between students’ academic success or failure.7

Kill Yourself Buddhism argues that your idea of who “you” are is an arbitrary mental construction and that you should let go of the idea that “you” exist at all; that the arbitrary metrics by which you define yourself actually trap you, and thus you’re better off letting go of everything. In a sense, you could say that Buddhism encourages you to not give a fuck. It sounds wonky, but there are some psychological benefits to this approach to life. When we let go of the stories we tell about ourselves, to ourselves, we free ourselves up to actually act (and fail) and grow. When someone admits to herself, “You know, maybe I’m not good at relationships,” then she is suddenly free to act and end her bad marriage. She has no identity to protect by staying in a miserable, crappy marriage just to prove something to herself. When the student admits to himself, “You know, maybe I’m not a rebel; maybe I’m just scared,” then he’s free to be ambitious again. He has no reason to feel threatened by pursuing his academic dreams and maybe failing. When the insurance adjuster admits to himself, “You know, maybe there’s nothing unique or special about my dreams or my job,” then he’s free to give that screenplay an honest go and see what happens. I have both some good news and some bad news for you: there is little that is unique or special about your problems. That’s why letting go is so liberating. There’s a kind of self-absorption that comes with fear based on an irrational certainty. When you assume that your plane is the one that’s going to crash, or that your project idea is the stupid one everyone is going to laugh at, or that you’re the one everyone is going to choose to mock or ignore, you’re implicitly telling yourself, “I’m the exception; I’m unlike everybody else; I’m different and special.” This is narcissism, pure and simple. You feel as though your problems deserve to be treated differently, that your problems have some unique math to them that doesn’t obey the laws of the physical universe. My recommendation: don’t be special; don’t be unique. Redefine your metrics in mundane and broad ways. Choose to measure yourself not as a rising star or an undiscovered genius. Choose to measure yourself not as some horrible victim or dismal failure. Instead, measure yourself by more mundane identities: a student, a partner, a friend, a creator. The narrower and rarer the identity you choose for yourself, the more everything will seem to threaten you. For that reason, define yourself in the simplest and most ordinary ways possible. This often means giving up some grandiose ideas about yourself: that you’re uniquely intelligent, or spectacularly talented, or intimidatingly attractive, or especially victimized in ways other people could never imagine.

The Rebel’s bad attitude is a form of protection Take a look at J.D. Salinger’s The Catcher in the Rye. Holden Caulfield has just been expelled from his prep school for academic failure. Bright and sensitive, he narrates his story in a cynical, jaded voice. Holden longs for a beautiful and innocent world. He cannot bear the hypocrisy of the those around him; his attitude is an attempt to protect himself from pain and disappointment.

While the focus of this book is on the conceptual lines everyday utopias can generate, it also offers an account of recognition in some of its many different forms, for the book treats recognition as a relationship that cannot be assumed. Indeed it is the pervasive failure on the left, and specifically among critical academics, to recognize the conceptual life and promise of everyday utopias within the wider pursuit of a transformative politics, which drives this book.

In many ways, our whole university system has institutionalized this failure to stay true to our intentions. In most universities, teaching is barely given lip service. Faculty members are promoted on the basis of research and publications, and most university administrators have never taught. When academic administrators do not understand good teaching, their decisions are likely to weaken the teaching process instead of strengthening it. And yet, universities and their faculties still cling to the myth that they are bastions of learning and teaching. It would be far more honest to call them educational factories, designed to turn out thousands of graduates a year.

Lewis’s comments in Surprised by Joy about the impact of his mother’s death deserve close attention: “It was all sea and islands now; the great continent had sunk like Atlantis.”[222] Lewis’s rich language uses geographical imagery to describe his emotional loss of stability and security, inevitably leading to a longing for their future restoration. He was like someone doomed to sail the seas, unable to find a safe and permanent harbour. Lewis’s writings of the 1920s provide strong evidence that Mrs. Moore’s extended family came to provide that secure base for him. She offered him emotional support and encouragement as he explored career options, and coped with his early failure to secure them. However, she was no intellectual, and was unable to function as his academic soul mate—a point which helps us understand Lewis’s later attraction to intelligent women, capable of writing serious books. Yet Mrs. Moore arguably provided Lewis with vital elements of the context he needed at this formative stage of his scholarly career.

At Valencia, like many colleges, the highest student attrition occurs within the first fifteen credit hours of a student’s experience with college; most student failures (and institutional failures) are at the “front door” (Shugart, 2016).

This logic also explains why creative work is and ought to be hard, frustrating, and sometimes exhausting. Skilled creators find ways to be somewhat less inefficient, for example, by generating ideas faster, testing promising ideas rather than endlessly arguing about them, and killing bad ideas fast. But piles of academic studies confirm there is no quick and easy path to creativity. Psychologist Teresa Amabile has studied creativity for more than forty years. She says, if you want to kill creativity, insist that people standardize their work methods, spend as little time as possible on every task, have as few failures as possible, and explain and justify how they spend every minute and dollar. Imaginative people, because they live in a cognitive minefield, do poor work when they are forced to be fast and efficient and to avoid mistakes. If they aren’t constantly struggling, feeling confused, failing, and arguing, and trying, modifying, and rejecting new ideas, they are doing it wrong.

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

When my own personal grasp of the gospel was very weak, my self-view swung wildly between two poles. When I was performing up to my standards—in academic work, professional achievement, or relationships—I felt confident but not humble. I was likely to be proud and unsympathetic to failing people. When I was not living up to standards, I felt humble but not confident, a failure. I discovered, however, that the gospel contained the resources to build a unique identity. In Christ I could know I was accepted by grace not only despite my flaws, but because I was willing to admit them. The Christian gospel is that I am so flawed that Jesus had to die for me, yet I am so loved and valued and that Jesus was glad to die for me. This leads to deep humility and deep confidence at the same time. It undermines both swaggering and sniveling. I cannot feel superior to anyone, and yet I have nothing to prove to anyone. I do not think more of myself nor less of myself. Instead, I think of myself less. I don’t need to notice myself—how I’m doing, how I’m being regarded—so often.

Humans and their governments have effectively neutered the population to the point that they're just skinbags, mouth-breathers and pseudo-intellectuals repeating political, religious or academic rhetoric that they don't even understand!

The legend of our times, it has been suggested, might be "The Revenge of Failure". This is what Envy has done for us. If we cannot paint well, we will destroy the canons of painting and pass ourselves off as painters. If we will not take the trouble to write poetry, we will destroy the rules of prosody and pass ourselves off as poets. If we are not inclined to the rigors of an academic discipline, we will destroy the standards of that discipline and pass ourselves off as graduates. If we cannot or will not read, we will say that "linear thought" is now irrelevant and so dispense with reading. If we cannot make music, we will simply make a noise and persuade others that it is music. If we can do nothing at all, why! we will strum a guitar all day, and call it self-expression. As long as no talent is required, no apprenticeship to a skill, everyone can do it, and we are all magically made equal. Envy has at least momentarily been appeased,and failure has had its revenge.

I'm amused when financial planners and academics talk about methods that predict a 40-year success rate of, say, 95%. If you think about it, this implies that our political and financial institutions will remain intact for about the next millenium (40 years divided by a failure rate of 5% equals 800 years). Considering the history of human civilization, this is a pretty heroic assumption.

Creativity is a consequence of sheer productivity. If a creator wants to increase the production of hits, he or she must do it by risking a parallel increase in the production of misses. . . . The most successful creators tend to be those with the most failures!3 —Dean Keith Simonton, researcher, summarizing academic studies on individual creativity

From this story, I want you to take the message: Look at what moves you. And build a life around that. What moves you doesn’t have to be rage—you may be emotionally healthier than me (I hope you are)! But whatever it is, it emerges only when you dig down beneath the shame, the narrow judgments of value, and the debilitating sense of failure and loss, and begin to see the skills you have gained and the contributions you are poised to make. Not everything we throw at the wall sticks in the post-academic realm. But everything is meaningful.

The same researchers also wanted to know why red hampers academic performance. It turns out that the color red activates the right hemisphere of the frontal cortex, a pattern of brain activity that typically indicates avoidance motivation. Avoidance motivation is the technical term for a state in which you’re more concerned with avoiding failure than you are with achieving success. It’s a distracting state of mind that all but guarantees poorer performance when you’re trying to solve questions that require insight and mental effort. Psychologists have also shown that people literally recoil from the color red, leaning slightly farther backward in their seats when they’re about to begin a test with a red rather than green cover. None of these effects occurs consciously, but when they occur together it becomes clear why the color red can be so damaging in academic contexts.

DISCUSSING FAILURE AND all its ripple effects is not merely an academic exercise. We face it because by seeking better understanding, we remove barriers to full creative engagement. One of the biggest barriers is fear, and while failure comes with the territory, fear shouldn’t have to. The goal, then, is to uncouple fear and failure—to create an environment in which making mistakes doesn’t strike terror into your employees’ hearts.

The operation would be in a week...I didn't know if I would survive. How I longed to go back to reading! There was nowhere I longed to be more than the university campus. I was preparing for a master's on fantasy literature. I was interested in why the country's literature did not include this distinctive genre. I had this great passion for studying and writing, which they explained in my household with the story of the umbilical cord. When I was born, and at my father's request, my elder sister buried my umbilical cord in the courtyard of her primary school. My father attributed my {brother's} academic failure to the fact that my mother buried his umbilical cord in the garden of our house.

Society seems to find it irresistible to characterise the “unworldliness” of the male intellectual and academic in terms of his failure to control the women in his life.

Academic failure contributes to poverty and poor health and undermines workforce productivity in ways that harm the entire society.

one of the many valuable recommendations in this book is that we academics should, collectively, talk to each other more about how we actually spend our time, with all the anxieties, displacements, and failures that involves, rather than presenting ourselves as the overachieving writing robots whom most systems of assessment seem designed to reward.

A plug for the quantitative sciences: The reality is, most humans manage to feed, clothe, and amuse themselves, and yet are not able to formulate a rational argument that stands up to informed scrutiny, derive the conclusion of a syllogistic argument, or understand a mathematical proof. Doing advanced studies in any quantitative field is like surviving Marine boot camp while the rest of the world is channel surfing and inhaling Oreos; you don’t exactly need to fear the push-up test. Even when the intellectual test is being doled out as filter to the elite ranks of a globe-spanning tech company, you won’t be out of your league if you understand the problem space. So if nothing else, aspiring physicist or mathematician, rest comfortable knowing you’ll come out of that long academic tunnel thinking circles around most people.

Learned helplessness is a psychological reaction to repeated frustration and failure. Research shows that continual exposure to academic failure contributes to withdrawal, unwillingness to approach new tasks, and a lack of persistence. In essence, the person simply gives up trying. The child who only experiences frustration and failure will quickly give up. She will begin to think of herself as inept and stupid and will become fearful of facing new challenges. But a child who feels capable of learning will, over time, become more and more willing to devote sustained effort to accomplishing her goals. She discovers through experience that her hard work can pay off, so she is willing to keep on trying.

She relived the frantic shopping and packing, the last teary gatherings with friends, the fear of a faceless roommate, the terror of academic failure. She also relived the excitement, because, in hindsight, going to college had been the single most pivotal point in her life.

plug for the quantitative sciences: The reality is, most humans manage to feed, clothe, and amuse themselves, and yet are not able to formulate a rational argument that stands up to informed scrutiny, derive the conclusion of a syllogistic argument, or understand a mathematical proof. Doing advanced studies in any quantitative field is like surviving Marine boot camp while the rest of the world is channel surfing and inhaling Oreos; you don’t exactly need to fear the push-up test. Even when the intellectual test is being doled out as filter to the elite ranks of a globe-spanning tech company, you won’t be out of your league if you understand the problem space. So if nothing else, aspiring physicist or mathematician, rest comfortable knowing you’ll come out of that long academic tunnel thinking circles around most people. For

In 1963, Clark Kerr, the president of the University of California system, called the resulting structure the “multiversity.” In a multiversity, different departments and power structures within a university pursue different goals in parallel—for example, research, education, fundraising, branding, and legal compliance.12 Kerr predicted that as faculty increasingly focused on their own departments, noninstructional employees would take over in leading the institution. As he anticipated, the number of administrators has climbed upward.13 At the same time, their responsibilities have crept outward.14 Some administrative growth is necessary and sensible, but when the rate of that expansion is several times higher than the rate of faculty hiring,15 there are significant downsides, most obviously the increase in the cost of a college degree.16 A less immediately obvious downside is that goals other than academic excellence begin to take priority as universities come to resemble large corporations—a trend often bemoaned as “corporatization.”17 Political scientist Benjamin Ginsberg, author of the 2011 book The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters, argues that over the decades, as the administration has grown, the faculty, who used to play a major role in university governance, have ceded much of that power to nonfaculty administrators.18 He notes that once the class of administrative specialists was established and became more distinct from the professor class, it was virtually certain to expand; administrators are more likely than professors to think that the way to solve a new campus problem is to create a new office to address the problem.19 (Meanwhile, professors have generally been happy to be released from administrative duties, even as they complain about corporatization

It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.

The loss of political diversity among professor, particularly in fields that deal with politicized content, can undermine the quality and rigor of scholarly research... when a field lacks political diversity, researchers tend to congregate around questions and research methods that generally confirm their shared narrative, while ignoring questions and methods that don't offer such support. The loss of political diversity among the faculty has negative consequences for students, too, in three ways. First, there's the problem that many college students have little or no exposure to professors from half of the political spectrum. Many students graduate with an inaccurate understanding of conservatives, politics, and much of the United States... Second, the loss of viewpoint diversity among the faculty means that what students learn about politically controversial topics will often be "left shifted" from the truth. [The third problem] is the risk that some academic communities- particularly those in the most progressive parts of the country- may attain such high levels of political homogeneity and solidarity that they undergo a phase change, taking on properties of a collective entity that are antithetical to the normal aims of a university... Politically homogenous communities are more susceptible to witch hunts

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Then there was the matter of Harry’s dismal academic performance. No match for his brother scholastically, Harry struggled with all his courses, failing two out of three. His D in geography was actually the lowest grade in his class. These failures, coupled with still-unaddressed feelings of grief and a newfound sense of shame, led Harry to believe he simply “didn’t measure up. I didn’t like school at all,” admitted Harry, who began to embrace the role in which Fleet Street had cast him. “I wanted to be the bad boy.” The

a superior IQ will neither help you to distinguish yourself nor protect you from failure

Expertise is no shield against failure to see ahead. Paul Erlich, a brilliant academic who has devoted his entire life to ecological issues, has been wrong in nearly all his major predictions. He was wrong about diminishing resources, he was wrong about the population explosion, and he was wrong that we would lose 50% of all species by the year 2000. His lifelong study of these issues did not prevent him from being wrong.

There is a prevalent narrative tradition that marks Scottish colonial activities between 1603 and 1707 as failures. The main aim of this chapter is to address the ambiguous message inherent in this narrative, which is poised between discharging Scotland from an active colonising role prior to the Union of Parliaments and simultaneously naturalising the history of European expansion as an overall success story. A growing body of literature has investigated and questioned these links between normative conceptions of failure and colonialism. My aim is to use this body of literature to address why and how narratives of Scotland's alleged failure continue to frame both popular and academic accounts of seventeenth-century Scottish colonialism. Scottish Colonial Literature seeks to open up a debate about normative conceptions of colonialism in Scottish studies and to address how these interact with contemporary debates about Western modernity, conceptions of Scottishness, and Scotland's position in colonial and postcolonial studies.

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

Biology, like any high-stakes academic field, is demanding. Because of this it has a reputation for turning young professors into curmudgeons who adopt a masochistic brand of workaholism, in which relaxation becomes a sign of failure and the accomplishments of peers become tragedies.

Abhijit The Useless (A Sonnet) At school I didn't even know the term neuroscience, Yet today I'm a symbol of neuroscience and psychology. As a kid I never even dreamed of becoming a scientist, I just wanted to observe the underpinnings of reality. After high school I failed my medical entrance exam, Yet to the world I am a vessel of ethics in medicine. I chose CS Engineering instead but soon dropped out, Yet today I am the epitome of responsible engineering. Failure and success are eternally entangled, Masses fear them while legends feast on failure. I never felt the urge for academic validation, Yet today I'm regularly cited in Springer. I never studied science in the pursuit of grades, I accidentally became a scientist by doing science. Grades and degrees are shortcut to social validation, But when you are a pioneer pushing the frontiers, all mortal validation turns null and void.

On any long journey, detours are to be expected. However, the higher-level the goal, the more it makes sense to be stubborn. Personally, I try not to get too hung up on a particular rejected grant application, academic paper, or failed experiment. The pain of those failures is real, but I don’t dwell on them for long before moving on. In contrast, I don’t give up as easily on mid-level goals, and frankly, I can’t imagine anything that would change my ultimate aim, my life philosophy, as Pete might say. My compass, once I found all the parts and put it together, keeps pointing me in the same direction, week after month after year.

Indeed, quite sweeping disparagements of the claims of ‘‘conceptual authority’’ have invaded the academic humanities in recent years, to generally deleterious effect (we shall examine a case in point in 2,v). Within this strain of self-styled post-modernist critique, most appeals to ‘‘conceptual content’’ are dismissed as rigorist shams, representing scarcely more than polite variants upon schoolyard bullying. Run-of-the-mill appeals to ‘‘conceptual authority’’ tacitly masquerade prejudiced predilection in the form of falsely constructed universals which, in turn, covertly shelter the most oppressive codes of Western society. But such sweeping doubts, if rigorously implemented, would render daily life patently unworkable, for we steer our way through the humblest affairs by making conceptual evaluations as we go. In what alternative vocabulary, for example, might we appraise our teenager’s failings with respect to his calculus homeworks? Forced to chose between exaggerated mistrust and blind acceptance of every passing claim of conceptual authority (even those issuing from transparent charlatans), we should plainly select gullibility as the wiser course, for the naïve explorer who trusts her somewhat inadequate map generally fares better than the doubter who accepts nothing. We will have told the story of concepts wrongly if it doesn’t turn out to be one where our usual forms of conceptual evaluation emerge as appropriate and well founded most of the time. Of a milder, but allied, nature are the presumptions of the school of Thomas Kuhn, which contends that scientists under the unavoidable spell of different paradigms often ‘‘talk past one another’’ through their failure to share common conceptual resources, in a manner that renders scientific argumentation more a matter of brute conversion than discourse. We shall discuss these views later as well. Although their various generating origins can prove quite complex, most popular academic movements that promote radical conceptual debunking of these types draw deeply upon inadequate philosophies of ‘‘concepts and attributes.’’ Such doctrines often sin against the cardinal rule of philosophy: first, do no harm, for such self-appointed critics of ‘‘ideological tyranny’’ rarely prove paragons of intellectual toleration themselves.

If you have a chronic problem in any area. Like sports failure, or unrequited love, or academic failure which is stuck in your mind. Please don’t provide attention to such thoughts. Every time, you worry, or feel inadequate, these thoughts gain more and failure becomes big. Ignorance is best to remove such thoughts. Ignore them, and they lose their power over you and slowly vanish it out.

the Democratic Party, and decades of Democratic control of Congress, the schools have continued to fail minority children? Big-city schools have become increasingly segregated by race and class in the last thirty years. Their academic performance has declined. In addition, the black middle class has joined whites in moving out to the suburbs to get their children away from those schools.

The problem with academia is that it is about being good at remembering things like chemical formulae and theories, because that is what you have to regurgitate. But children are not allowed to learn through experimenting and experience. This is a great pity. You need both.” One of the most powerful aspects of the Dyson story is that it evokes a point that was made in chapter 7; namely, that technological change is often driven by the synergy between practical and theoretical knowledge. One of the first things Dyson did when he had the insight for a cyclone cleaner was to buy two books on the mathematical theory of how cyclones work. He also went to visit the author of one of those books, an academic named R. G. Dorman.22 This was hugely helpful to Dyson. It allowed him to understand cyclone dynamics more fully. It played a role in directing his research and gave him a powerful background on the mathematics of separation efficiency. But it was by no means sufficient. The theory was too abstract to lead him directly to the precise dimensions that would deliver a functional vacuum cleaner. Moreover, as Dyson iterated his device, he discovered that the theory had flaws. Dorman’s equation predicted that cyclones would only be able to remove fine dust down to a lower limit of 20 microns. But Dyson quickly broke through this theoretical limit. By the end, his cyclone could separate dust smaller than 0.3 micron (this is approximately the size of the particles in cigarette smoke). Dyson’s practical engagement with the problem had forced a change in the theory. And this is invariably how progress happens. It is an interplay between the practical and the theoretical, between top-down and bottom-up, between creativity and discipline, between the small picture and the big picture. The crucial point—and the one that is most dramatically overlooked in our culture—is that in all these things, failure is a blessing, not a curse. It is the jolt that inspires creativity and the selection test that drives evolution.

I would like for us to dwell on the notion of “dictators killing their own people,” which is quite problematic and misleading. First, the notion presumes that killing one’s own people is only done by directly using weapons and prisons, as commonly cited when referring to Arab dictators, but it overlooks the many other indirect ways through which a state can kill its own people, like denying them decent, livable wages; healthy, chemical-free, non-cancerous foods; access to decent basic healthcare and good education; and many other basic human rights that are a privilege not a right in the US. Never mind that the US doesn’t even come close in providing these basic needs whose lack can easily make any state responsible for “killing its own people”, I am not disclosing a secret when I say that the US equally fails in the test of not directly killing its own people through imprisoning and shooting blacks, immigrants, and Muslims. The second serious problem with the statement of dictators “killing their own people” is the failure of many so-called academics and intellectuals who contribute to knowledge production in interrogating it in an honest manner, which, to me means that the starting point is always to look at how the US kills its own people. Once that is determined and confirmed, it would be hard to make the case that the US is in a position to go around the world hunting other authoritarian regimes who do kill their own people. This fact makes many academics and intellectuals—unless willing to pay a high price for speaking the truth—complicit with the agendas of the warmongers who have been exterminating the people of the Middle East for many decades now. As a result, one can’t help wondering whether the real job of many feeble and co-opted intellectuals and academics in America is to simply aid the establishment in promoting itself as a “free democracy”, and consequently aiding it with its false mission of “democratizing” other nations.

I don't have a college degree, I don't come from money or from an academic family, I didn't have any resourceful acquaintance to speak of, yet today I am at the forefront of humankind's struggle for inclusion, justice and equality. All I had was a vision and an unending persistence. Each failure made me even more stubborn towards my vision - each failure gave me an inexplicable bliss that carried me further.

Disagreement is rarely tolerated, now that the postmodernist assumptions have been reified. This can be seen in the fact that disagreement is often regarded as, at best, a failure to have engaged with the scholarship correctly, as though engagement must imply acceptance, and, at worst, a profound moral failure. This kind of claim is more familiar from religious ideology—if you don’t believe, you haven’t read the holy text properly or you just want to sin—but applied to what is supposed to be rigorous academic scholarship.

These changes have been steadily eroding the barrier between scholarship and activism. It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. The teacher or scholar was expected to set aside her own biases and beliefs in order to approach her subject as objectively as possible. Academics were incentivized to do so by knowing that other scholars could—and would—point out evidence of bias or motivated reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were. This is not how Social Justice scholarship works or is applied to education. Teaching is now supposed to be a political act, and only one type of politics is acceptable—identity politics, as defined by Social Justice and Theory. In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical or ideological position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.38 One particularly infamous 2016 paper in Géneros: Multidisciplinary Journal of Gender Studies even favorably likened women’s studies to HIV and Ebola, advocating that it spread its version of feminism like an immune-suppressing virus, using students-turned-activists as carriers.39

Too often, we think of a student’s academic mindset as a personal choice or an extension of his family’s failure to value education. In reality, schools do a lot more to influence a negative academic mindset than we’d like to admit sometimes.

Blacks in upscale Shaker Heights are convinced they are victims. They are professionals who moved to the Cleveland suburb because of its good schools, but found that black children had an average grade point average of 1.9 compared to a white average of 3.45. John Ogbu, a Nigerian immigrant who is an expert at UC Berkeley on race differences in school performance, moved to Shaker Heights for nine months and researched the schools. He concluded that most of the problem was that black students were not interested in studying—they considered it “acting white”—and that their parents did not push them. Blacks were outraged. One parent called him “an academic Clarence Thomas,” and the National Urban League said his conclusions were an effort to “blame the victims of racism.” One reporter could not find a single black person in Shaker Heights who had anything good to say about Prof. Ogbu’s conclusions. For blacks, there was only one explanation for black failure: white racism.

All too often, people and organizations that are confronted with change find themselves struggling and don’t know why. They’ve applied every practical solution, quantitative method, and technical approach to managing change, and they’re at a loss for why it’s not working. And then they learn about the Bridges transition model and realize that change and transition are very different animals. They finally come to grips with the fact that the human element, the wonderfully unpredictable part of business and leadership and life that academics and experts so often overlook, is the difference between success and failure, between transformational growth and painful decline.

American law schools are accredited by the American Bar Association (ABA), which uses its power to promote diversity. In 2000, the ABA discovered that 93.5 percent of first-year students at George Mason University law school in northern Virginia were white. The ABA recognized that GMU had made a “very active effort to recruit minorities,” but said it had not done enough. With its accreditation at stake, GMU law school lowered standards for non-white applicants and admitted more: 10.98 percent in 2001 and 16.16 percent in 2002. That was still not enough. In 2003, the ABA summoned GMU’s president and law school dean and threatened them to their faces with disaccreditation unless they admitted more non-whites. GMU lowered standards even further, and managed to raise its non-white admissions to 17.3 percent in 2003, and 19 percent in 2004. This was still not good enough. “Of the 99 minority students in 2003,” the ABA complained, “only 23 were African American; of 111 minority students in 2004, the number of African Americans held at 23.” True diversity required more blacks, but what of the blacks GMU did admit? From 2003 to 2005, fully 45 percent had grade-point averages below 2.15, which was defined as “academic failure.” For non-black students, the figure was 4 percent. GMU officials pointed out that the ABA’s own Standard 501(b) says that “a law school shall not admit applicants who do not appear capable of satisfactorily completing its educational program and being admitted to the bar.” Law school dean Dan Polsby explained that this requirement was the greatest obstacle to increased diversity.

* Titled Social Influence in Social Advertising: Evidence from Field Experiments, the paper would eventually appear at an Association for Computing Machinery e-commerce conference, with Eytan Bakshy, Dean Eckles, Rong Yan, and Itamar Rosenn as its authors. Facebook’s data-science team was absolutely top-notch and boasted both already-prominent academics and young, up-and-coming PhDs who were ecstatic to get their busy hands on Facebook’s vast store of proprietary data. The team’s papers, such as this one, were always carefully executed experiments that often called bullshit on some social media truism—often one that originated with Facebook itself.

Only a few blacks have publicly attacked this dangerous and patronizing view. Joe Clark, the black high-school principal who won notoriety by disciplining his students with bullhorn and baseball bat, put it this way: The white liberal philosophy cheats them [blacks and Hispanics] by making allowances for their deviant behavior, as though normal behavior patterns were alien to them. It fosters a concept of indolence that keeps them on welfare, keeps them emotionally, academically, and economically disenfranchised. It’s the antithesis of what this country is about: The door of opportunity is open to all. But you have to be willing to work hard.1029

Don't split. Sticking it out can mean the difference between a rough time and an utter failure.