Academic Life Quotes

The more you learn, the less you fear. "Learn" not in the sense of academic study, but in the practical understanding of life.

There are times when wisdom cannot be found in the chambers of parliament or the halls of academia but at the unpretentious setting of the kitchen table.

Life among academics had taught me that a well-expressed opinion is usually better than a badly expressed fact, so far as professional advancement goes.

I can't be a pessimist because I am alive. To be a pessimist means that you have agreed that human life is an academic matter. So, I am forced to be an optimist. I am forced to believe that we can survive, whatever we must survive.

A child blind from birth doesn't even know he's blind until someone tells him. Even then he has only the most academic idea of what blindness is; only the formerly sighted have a real grip on the thing. Ben Hanscom had no sense of being lonely because he had never been anything but. If the condition had been new, or more localized, he might have understood, but loneliness both encompassed his life and overreached it.

The most dangerous thing about an academic education is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what’s going on in front of me.

I can't be a pessimist because I'm alive. To be a pessimist means that you have agreed that human life is an academic matter.

I no longer have patience for certain things, not because I’ve become arrogant, but simply because I reached a point in my life where I do not want to waste more time with what displeases me or hurts me. I have no patience for cynicism, excessive criticism and demands of any nature. I lost the will to please those who do not like me, to love those who do not love me and to smile at those who do not want to smile at me. I no longer spend a single minute on those who lie or want to manipulate. I decided not to coexist anymore with pretense, hypocrisy, dishonesty and cheap praise. I do not tolerate selective erudition nor academic arrogance. I do not adjust either to popular gossiping. I hate conflict and comparisons. I believe in a world of opposites and that’s why I avoid people with rigid and inflexible personalities. In friendship I dislike the lack of loyalty and betrayal. I do not get along with those who do not know how to give a compliment or a word of encouragement. Exaggerations bore me and I have difficulty accepting those who do not like animals. And on top of everything I have no patience for anyone who does not deserve my patience.

A serious problem in America is the gap between academe and the mass media, which is our culture. Professors of humanities, with all their leftist fantasies, have little direct knowledge of American life and no impact whatever on public policy.

Life without music is unthinkable. Life without music is academic. That is why my contact with music is a total embrace.

The four most influential moderns: Darwin, Marx, Freud, and (the productive) Einstein were scholars but not academics. It has always been hard to do genuine - and no perishable - work within institutions

If we want to grow as teachers -- we must do something alien to academic culture: we must talk to each other about our inner lives -- risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract.

Too much elite education renders a person unpractical. And tell you what? The highly educated people are further away from reality than the less educated ones. I would rather rely on the opinion of a less educated poor person who constantly deals with people, than an overly educated idiot who views this world only through an academic lens while sitting alone on his comfy couch.

Rebecca was an academic star. Her new book was on the phenomenon of word casings, a term she'd invented for words that no longer had meaning outside quotation marks. English was full of these empty words--"friend" and "real" and "story" and "change"--words that had been shucked of their meanings and reduced to husks. Some, like "identity" and "search" and "cloud," had clearly been drained of life by their Web usage. With others, the reasons were more complex; how had "American" become an ironic term? How had "democracy" come to be used in an arch, mocking way?

Self-discipline predicted academic performance more robustly than did IQ. Self-discipline also predicted which students would improve their grades over the course of the school year, whereas IQ did not.… Self-discipline has a bigger effect on academic performance than does intellectual talent.”5.2

And so this has become Louis' life. Feeling just as much pain as he does pleasure. Excelling academically and maintaining an excellent group of friends and being in love with the one person in the world who is incapable of falling in love.

I am successful because of my brains and my guts, put together, and I don't need some fancy-ass degree from a bunch of sweater-vest-wearing pricks who haven't gotten laid since Bush Senior was president... Do you know who studies sociology? People who would rather observe life than live it.

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.

It [writing] has enormous meta-cognitive implications. The power is this: That you cannot only think in ways that you could not possibly think if you did not have the written word, but you can now think about the thinking that you do with the written word. There is danger in this, and the danger is that the enormous expressive and self-referential capacities of the written word, that is, the capacities to keep referring to referring to referring, will reach a point where you lose contact with the real world. And this, believe me, is very common in universities. There's a technical name for it, I don't know if we can use it on television, it's called "bullshit." But this is very common in academic life, where people just get a form of self-referentiality of the language, where the language is talking about the language, which is talking about the language, and in the end, it's hot air. That's another name for the same phenomenon.

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

Life is for action, and if we desire to know anything, we must make up our minds to be ignorant about much.

Grit, persistence, adaptability, financial literacy, interview skills, human relationships, conversation, communication, managing technology, navigating conflicts, preparing healthy food, physical fitness, resilience, self-regulation, time management, basic psychology and mental health practices, arts, and music—all of these would help students and also make school seem much more relevant. Our fixation on college readiness leads our high school curricula toward purely academic subjects and away from life skills. The purpose of education should be to enable a citizen to live a good, positive, socially productive life independent of work.

We must never forget our teachers, our lecturers and our mentors. In their individual capacities have contributed to our academic, professional and personal development.

If the beginning of wisdom is in realizing that one knows nothing, then the beginning of understanding is in realizing that all things exist in accord with a single truth: Large things are made of smaller things. Drops of ink are shaped into letters, letters form words, words form sentences, and sentences combine to express thought. So it is with the growth of plants that spring from seeds, as well as with walls built from many stones. So it is with mankind, as the customs and traditions of our progenitors blend together to form the foundation for our own cities, history, and way of life. Be they dead stone, living flesh, or rolling sea; be they idle times or events of world-shattering proportion, market days or desperate battles, to this law, all things hold: Large things are made from small things. Significance is cumulative--but not always obvious. --Gaius Secondus

The courageous testimony of Dr. Faust that a maiden's smile is more precious than history, philosophy, education, religion, law, politics,economics, and all the other branches of learning. Learning is another name for vanity. It is the effort of human beings not to be human beings.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

I no longer have patience for certain things, not because I’ve become arrogant, but simply because I reached a point in my life where I do not want to waste more time with what displeases me or hurts me. I have no patience for cynicism, excessive criticism and demands of any nature. I lost the will to please those who do not like me, to love those who do not love me and to smile at those who do not want to smile at me. I no longer spend a single minute on those who lie or want to manipulate. I decided not to coexist anymore with pretense, hypocrisy, dishonesty and cheap praise. I do not tolerate selective erudition nor academic arrogance. I do not adjust either to popular gossiping. I hate conflict and comparisons. I believe in a world of opposites and that’s why I avoid people with rigid and inflexible personalities. In friendship I dislike the lack of loyalty and betrayal. I do not get along with those who do not know how to give a compliment or a word of encouragement. Exaggerations bore me and I have difficulty accepting those who do not like animals. And on top of everything I have no patience for anyone who does not deserve my patience. NOTE: She neither said nor wrote this quote. Just because you saw it on Facebook does not mean it's true. Snopes is your friend. The quote was written by José Micard Teixeira

But forest fires, as painful as they can be, bring growth. They spur growth that was impossible before the fire, when old trees crowded out new plants on the forest floor. In the midst of this fire, I already see new life—young people engaged as never before, and the media, the courts, academics, nonprofits, and all other parts of civil society finding reason to bloom.

Have you noticed how the cleverest people at school are not those who make it in life? People who are conventionally clever get jobs on their qualifications (the past), not on their desire to succeed (the future). Very simply, they get overtaken by those who continually strive to be better than they are.

This is the strange thing about life after university. It feels like you've just fallen off a conveyor belt of nonstop academic landmarks, and are launched in one fell swoop into the rest of your life. It's suddenly up to you, and not your tutors or your parents.

Tom Paine has almost no influence on present-day thinking in the United States because he is unknown to the average citizen. Perhaps I might say right here that this is a national loss and a deplorable lack of understanding concerning the man who first proposed and first wrote those impressive words, 'the United States of America.' But it is hardly strange. Paine's teachings have been debarred from schools everywhere and his views of life misrepresented until his memory is hidden in shadows, or he is looked upon as of unsound mind. We never had a sounder intelligence in this Republic. He was the equal of Washington in making American liberty possible. Where Washington performed Paine devised and wrote. The deeds of one in the Weld were matched by the deeds of the other with his pen. Washington himself appreciated Paine at his true worth. Franklin knew him for a great patriot and clear thinker. He was a friend and confidant of Jefferson, and the two must often have debated the academic and practical phases of liberty. I consider Paine our greatest political thinker. As we have not advanced, and perhaps never shall advance, beyond the Declaration and Constitution, so Paine has had no successors who extended his principles. Although the present generation knows little of Paine's writings, and although he has almost no influence upon contemporary thought, Americans of the future will justly appraise his work. I am certain of it. Truth is governed by natural laws and cannot be denied. Paine spoke truth with a peculiarly clear and forceful ring. Therefore time must balance the scales. The Declaration and the Constitution expressed in form Paine's theory of political rights. He worked in Philadelphia at the time that the first document was written, and occupied a position of intimate contact with the nation's leaders when they framed the Constitution. Certainly we may believe that Washington had a considerable voice in the Constitution. We know that Jefferson had much to do with the document. Franklin also had a hand and probably was responsible in even larger measure for the Declaration. But all of these men had communed with Paine. Their views were intimately understood and closely correlated. There is no doubt whatever that the two great documents of American liberty reflect the philosophy of Paine. ...Then Paine wrote 'Common Sense,' an anonymous tract which immediately stirred the fires of liberty. It flashed from hand to hand throughout the Colonies. One copy reached the New York Assembly, in session at Albany, and a night meeting was voted to answer this unknown writer with his clarion call to liberty. The Assembly met, but could find no suitable answer. Tom Paine had inscribed a document which never has been answered adversely, and never can be, so long as man esteems his priceless possession. In 'Common Sense' Paine flared forth with a document so powerful that the Revolution became inevitable. Washington recognized the difference, and in his calm way said that matters never could be the same again. It must be remembered that 'Common Sense' preceded the declaration and affirmed the very principles that went into the national doctrine of liberty. But that affirmation was made with more vigor, more of the fire of the patriot and was exactly suited to the hour... Certainly [the Revolution] could not be forestalled, once he had spoken. {The Philosophy of Paine, June 7, 1925}

What excites me about America is its social mobility, people continually rising from the bottom to the top and altering the culture in the process. On another level, however, we remain a nation that lives in social ghettos. Celebrities generally congregate around other celebrities; academics and intellectuals are cloistered in their worlds; people like to associate with those of their kind. If we leave these narrow worlds, it is usually as an observer of another way of life.

If someone had asked him, “Ben, are you lonely? , ” he would have looked at that someone with real surprise. The question had never even occurred to him. He had no friends, but he had his books and his dreams; he had his Revell models; he had a gigantic set of Lincoln Logs and built all sorts of stuff with them. His mother had exclaimed more than once that Ben’s Lincoln Logs houses looked better than some real ones that came from blueprints. He had a pretty good Erector Set, too. He was hoping for the Super Set when his birthday came around in October. With that one you could build a clock that really told time and a car with real gears in it. Lonely? he might have asked in return, honestly foozled. Huh? What? A child blind from birth doesn’t even know he’s blind until someone tells him. Even then he has only the most academic idea of what blindness is; only the formerly sighted have a real grip on the thing. Ben Hanscom had no sense of being lonely because he had never been anything but. If the condition had been new, or more localized, he might have understood, but loneliness both encompassed his life and overreached it. It simply was, like his double-jointed thumb or the funny little jag inside one of his front teeth, the little jag his tongue began running over whenever he was nervous.

The daughter of Lithuanian immigrants, born with a precocious scientific intellect and a thirst for chemical knowledge, Elion had completed a master's degree in chemistry from New York University in 1941 while teaching high school science during the day and preforming her research for her thesis at night and on the weekends. Although highly qualified, talented, and driven, she had been unable to find a job in an academic laboratory. Frustrated by repeated rejections, she had found a position as a supermarket product supervisor. When Hitchings found Trudy Elion, who would soon become on of the most innovative synthetic chemists of her generation (and a future Nobel laureate), she was working for a food lab in New York, testing the acidity of pickles and the color of egg yolk going into mayonnaise. Rescued from a life of pickles and mayonnaise…

Nature designed with a random set of genes and circumstances in which we were born. To be happy, we have to accept it and make the most of nature’s design. Are you? Goals will help you do that. I must add, don’t just have career or academic goals. Set goals to give you a balanced, successful life. I use the word balanced before successful. Balanced means ensuring your health, relationships, mental peace are all in good order.

Four years of football are calculated to breed in the average man more of the ingredients of success in life than almost any academic course he takes. -Knute Rockne

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

I believe he collects different types of stationery,' said Vetinari. 'I have sometimes speculated that he might change his life for the better should he meet a young lady willing to dress up as a manila envelope.

If you want to study classical values such as courage or learn about stoicism, don’t necessarily look for classicists. One is never a career academic without a reason. Read the texts themselves: Seneca, Caesar, or Marcus Aurelius, when possible. Or read commentators on the classics who were doers themselves, such as Montaigne—people who at some point had some skin in the game, then retired to write books. Avoid the intermediary, when possible. Or fuhgetaboud the texts, just engage in acts of courage.

Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.

Is the conclusion that the universe was designed - and that the design extends deeply into life - science, philosophy, religion, or what? In a sense it hardly matters. By far the most important question is not what category we place it in, but whether a conclusion is true. A true philosophical or religious conclusion is no less true than a true scientific one. Although universities might divide their faculty and courses into academic categories, reality is not obliged to respect such boundaries.

A wonderful area for speculative academic work is the unknowable. These days religious subjects are in disfavor, but there are still plenty of good topics. The nature of consciousness, the workings of the brain, the origin of aggression, the origin of language, the origin of life on earth, SETI and life on other worlds...this is all great stuff. Wonderful stuff. You can argue it interminably. But it can't be contradicted, because nobody knows the answer to any of these topics.

The life of faith is less about gathering information than it is about expanding imagination. The movement Jesus started was a movement of dreamers and visionaries, not a movement of academics and theologians.

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

Life among academics had taught me that a well-expressed opinion is usually better than a badly expressed fact,

Dr. Ambrose himself told Mark Nechtr...that the problem with young people, starting sometime in about the 1960s, is that they tend to live too intensely inside their own social moment, and thus tend to see all existence past age thirty or so as somehow postcoital. It's then that they'll relax, settle back, sad animals, to watch- and learn, as Ambrose himself said he learned from hard artistic and academic experience- that life instead of being rated a hard R, or even a soft R, actually rarely even makes it into distribution. Tends to be too slow.

Dr. Ambrose himself told Mark Nechtr...that the problem with young people, starting sometime in about the 1960s, is that they tend to live too intensely inside their own social moment, and thus tend to see all existence past age thirty or so as somehow postcoital. It's then that they'll relax, settle back, sad animals, to watch- and learn, as Ambrose himself said he learned from hard artistic and academic experience- that life instead of being rated a hard R, or even a soft R, actually rarely even makes it into distribution. Tends to be too slow.

in my first American class—a freshman chemistry class during the 1969-70 academic year— they looked at me as though I was supposed to be their nurse because they were paying a stiff tuition. That's another concept I had to learn— in American private schools we worked for them because they paid the tuition, but in Egypt we were educating them.

…the war about the genocide was truly a postmodern war: a battle between those who believed that because the realities we inhabit are constructs of our imaginations, they are all equally true or false, valid or invalid, just or unjust, and those who believed that constructs of reality can—in fact, must—be judged as right or wrong, good or bad. While academic debates about the possibility of objective truth and falsehood are often rarified to the point of absurdity, Rwanda demonstrated that the question is a matter of life and death.

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

Connect to your children. The academics matter, but they follow. Your children’s happiness and safe, supportive relationship with you come first. Believe it or not, your children are happiest when they believe you are delighted by them.

She would have loved to have someone in her life, but she doubted it was in store for her. Maybe she was unlovable. Maybe spending so many years alone had warped her in some fundamental way and that was why she seemed to be unable to develop a true romantic connection, or even the type of attraction she often heard others talk about. In the end, it didn’t really matter. Grad school and dating went poorly together, anyway, which was probably why Dr. Adam Carlsen, MacArthur Fellow and genius extraordinaire, was standing here at thirtysomething years old, asking Olive what people did on dates. Academics, ladies and gentlemen.

School was more than academics; an education prepared you for the humdrum of real life: working with others, tempering one's personality to assimilate with the group but without losing your individual identity, understading the factors of logic, reasoning, and debate. For a person - vampire or human - to succeed in the world, unlocking the mysteries of the universe was insufficient. One would also need to grasp the mysteries of human nature.

One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.

Being genius does not necessarily mean knowing it all or having the highest academic qualification; but a persons ability to apply wisdom and common sense to common things in a distinctive manner and courageously, exhibiting the latent deft to the admiration of the masses

Next Christmas he was going to open this shabby sack of hers... and put something in the money compartment. She would fritter it away, of course, in small unimportances; so that in the end she would not know what she had done with it; but perhaps a series of small satisfactions scattered like sequins over the texture of everyday life was of greater worth than the academic satisfaction of owning a collection of fine objects at the back of a drawer.

The task of all Christian scholarship—not just biblical studies—is to study reality as a manifestation of God’s glory, to speak and write about it with accuracy, and to savor the beauty of God in it, and to make it serve the good of man. It is an abdication of scholarship when Christians do academic work with little reference to God. If all the universe and everything in it exist by the design of an infinite, personal God, to make his manifold glory known and loved, then to treat any subject without reference to God’s glory is not scholarship but insurrection.

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

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

She could not fail to observe that a life of academic distinction was singularly ill rewarded. She had no desire whatever to teach and she took pleasure in contacts with minds much less brilliant than her own. In short, she had a taste for people, all sorts of people—and not the same people the whole time.

It is so hard for a queer person to become an adult. Deprived of the markers of life's passage, they lolled about in a neverland dreamworld. They didn't get married. They didn't have children. They didn't buy homes or have job-jobs. The best that could be aimed for was an academic placement and a lover who eventually tired of pansexual sport-fucking and settled down with you to raise a rescue animal in a rent-controlled apartment.

You can tell if a discipline is BS if the degree depends severely on the prestige of the school granting it. I remember when I applied to MBA programs being told that anything outside the top ten or twenty would be a waste of time. On the other hand a degree in mathematics is much less dependent on the school (conditional on being above a certain level, so the heuristic would apply to the difference between top ten and top two thousand schools). The same applies to research papers. In math and physics, a result posted on the repository site arXiv (with a minimum hurdle) is fine. In low-quality fields like academic finance (where papers are usually some form of complicated storytelling), the “prestige” of the journal is the sole criterion.

Robert Sternberg is a professor of psychology at Tufts University and a past president of the American Psychological Association. He is a long-term critic of traditional approaches to intelligence testing and IQ. He argues that there are three types of intelligence: analytic intelligence, the ability to solve problems using academic skills and to complete conventional IQ tests; creative intelligence, the ability to deal with novel situations and to come up with original solutions; and practical intelligence, the ability to deal with problems and challenges in everyday life.

The assault on education began more than a century ago by industrialists and capitalists such as Andrew Carnegie. In 1891, Carnegie congratulated the graduates of the Pierce College of Business for being “fully occupied in obtaining a knowledge of shorthand and typewriting” rather than wasting time “upon dead languages.” The industrialist Richard Teller Crane was even more pointed in his 1911 dismissal of what humanists call the “life of the mind.” No one who has “a taste for literature has a right to be happy” because “the only men entitled to happiness… is those who are useful.” The arrival of industrialists on university boards of trustees began as early as the 1870s and the University of Pennsylvania’s Wharton School of Business offered the first academic credential in business administration in 1881. The capitalists, from the start, complained that universities were unprofitable. These early twentieth century capitalists, like heads of investment houses and hedge-fund managers, were, as Donoghue writes “motivated by an ethically based anti-intellectualism that transcended interest in the financial bottom line. Their distrust of the ideal of intellectual inquiry for its own sake, led them to insist that if universities were to be preserved at all, they must operate on a different set of principles from those governing the liberal arts.

Because of patent licensing fees, it costs $25,000 for an academic institution to license the gene for researching a common blood disorder, hereditary haemochromatosis, and up to $250,000 to license the same gene for commercial testing. At that rate, it would cost anywhere from $46.4 million (for academic institutions) to $464 million (for commercial labs) to test one person for all known genetic diseases.

Keith Haring wrote " You see that's why I work like a dog and I worked like a dog all my life. I am not interested in the academic status of what I am doing because my problem is my own transformation. Thats the reason also why, when people say. " Well you thought this a few years ago and now you say something else," my answer is[laughter]" well, do you think that I have worked like that all those years and not be changed?" This transformation of ones self by ones own knowledge is,I think something rather close to the aesthetic experience. Why should a painter work if he is not transformed by his own painting.

life expectancy among working-class white Americans had been decreasing since the early 2000s. In modern history the only obvious parallel was with Russia in the desperate aftermath of the fall of the Soviet Union. One journalistic essay and academic research paper after another confirmed the disaster, until the narrative was capped in 2015 by Anne Case and Angus Deaton’s famous account of “deaths of despair.

The modern world, which denies personal guilt and admits only social crimes, which has no place for personal repentance but only public reforms, has divorced Christ from His Cross; the Bridegroom and Bride have been pulled apart. What God hath joined together, men have torn asunder. As a result, to the left is the Cross; to the right is Christ. Each has awaited new partners who will pick them up in a kind of second and adulterous union. Communism comes along and picks up the meaningless Cross; Western post-Christian civilization chooses the unscarred Christ. Communism has chosen the Cross in the sense that it has brought back to an egotistic world a sense of discipline, self-abnegation, surrender, hard work, study, and dedication to supra-individual goals. But the Cross without Christ is sacrifice without love. Hence, Communism has produced a society that is authoritarian, cruel, oppressive of human freedom, filled with concentration camps, firing squads, and brain-washings. The Western post-Christian civilization has picked up the Christ without His Cross. But a Christ without a sacrifice that reconciles the world to God is a cheap, feminized, colourless, itinerant preacher who deserves to be popular for His great Sermon on the Mount, but also merits unpopularity for what He said about His Divinity on the one hand, and divorce, judgment, and hell on the other. This sentimental Christ is patched together with a thousand commonplaces, sustained sometimes by academic etymologists who cannot see the Word for the letters, or distorted beyond personal recognition by a dogmatic principle that anything which is Divine must necessarily be a myth. Without His Cross, He becomes nothing more than a sultry precursor of democracy or a humanitarian who taught brotherhood without tears.

It sounds as if you supposed that argument was the way to keep him out of the Enemy's clutches. That might have been so if he had lived a few centuries earlier. At that time the humans still knew pretty well when a thing was proved and when it was not; and if it was proved they really believed it. They still connected thinking with doing and were prepared to alter their way of life as the result of a chain of reasoning. But what with the weekly press and other such weapons we have largely altered that. Your man has been accustomed, ever since he was a boy, to have a dozen incompatible philosophies dancing about together inside his head. He doesn't think of doctrines as primarily 'true' or 'false', but as 'academic' or 'practical', 'outworn' or 'contemporary', 'conventional' or 'ruthless'. Jargon, not argument, is your best ally in keeping him from the Church.

I really must become a bit simpler. Let myself live a bit more. Not always insist on the results straight away. I know what the remedy is, though: just to crouch huddled up on the ground in a corner and listen to what is going on inside me. Thinking gets you nowhere. It may be a fine and noble aid in academic studies, but you can't think your way out of emotional difficulties. That takes something altogether different. You have to make yourself passive then, and just listen. Reestablish contact with a slice of eternity.

Every man, however brief or inglorious may have been his academical career, must remember with kindness and tenderness the old university comrades and days. The young man's life is just beginning: the boy's leading-strings are cut, and he has all the novel delights and dignities of freedom. He has no idea of cares yet, or of bad health, or of roguery, or poverty, or to-morrow's disappointment.

Not long ago-incredible though it may seem-I heard a clerk of Oxford declare that he 'welcomed' the proximity of mass-production robot factories, and the roar of self-obstructive traffic, because it brought his university into 'contact with real life.' He may have meant that the way men were living and working in the twentieth century was increasing in barbarity at an alarming rate, and that the loud demonstration of this in the streets of Oxford might serve as a warning that it is not possible to preserve for long an oasis of sanity in a desert of unreason by mere fences, without actual offensive action (practical and intellectual). I fear he did not. In any case the expression 'real life' in this context seems to fall short of academic standards. The notion that motor-cars are more 'alive' than, say, centaurs or dragons is curious; that they are more 'real' than, say, horses is pathetically absurd. How real, how startlingly alive is a factory chimney compared with an elm tree: poor obsolete thing, insubstantial dream of an escapist!

I did not then understand that we—the women of that academic community—as in so many middle-class communities of the period—were expected to fill both the part of the Victorian Lady of Leisure, the Angel in the House, and also of the Victorian cook, scullery maid, laundress, governess, and nurse. I only sensed that there were false distractions sucking at me, and I wanted desperately to strip my life down to what was essential. June

She had had such an unhappy childhood and she had only to picture some poor child suffering in a similar way for her heart to sink. Of course, she knew that she would never punish her child for poor academic performance. She would not comment on her child’s lack of good looks either. Nor would she ever tell her son or daughter as her mother had once told her that she was only staying in a bad, destructive relationship for their sake.

And how long would the life in me stay alive if it did not find new roots? I behaved like a starving man who knows there is foot somewhere if he can only find it. I did not reason anything out. I did not reason that part of the food I needed was to become a member of a community richer and more various, humanly speaking, than the academic world of Cambridge could provide: the hunger of the novelist. I did not reason that part of the nourishment I craved was all the natural world can give - a garden, woods, fields, brooks, birds: the hunger of the poet. I did not reason that the time had come when I needed a house of my own, a nest of my own making: the hunger of the woman.

To be conservative in politics is to take one’s bearings not from the latest bright idea about how to make a better world, but by looking carefully at what the past reveals both about the kind of people we are and the problems that concern us. As we get older, we often become conservative in our habits, in our family practices, and in our recognition of the richness of our civilization, but this evolution of our character into a set of habits in no way blocks adventurousness. The old no less than the young may be found starting new enterprises, sailing around the world, and solving arcane academic questions. But it is in the ordinary business of life that we find our excitement, not in foolish collective dreams of political perfection.

Many people in this room have an Etsy store where they create unique, unreplicable artifacts or useful items to be sold on a small scale, in a common marketplace where their friends meet and barter. I and many of my friends own more than one spinning wheel. We grow our food again. We make pickles and jams on private, individual scales, when many of our mothers forgot those skills if they ever knew them. We come to conventions, we create small communities of support and distributed skills--when one of us needs help, our village steps in. It’s only that our village is no longer physical, but connected by DSL instead of roads. But look at how we organize our tribes--bloggers preside over large estates, kings and queens whose spouses’ virtues are oft-lauded but whose faces are rarely seen. They have moderators to protect them, to be their knights, a nobility of active commenters and big name fans, a peasantry of regular readers, and vandals starting the occasional flame war just to watch the fields burn. Other villages are more commune-like, sharing out resources on forums or aggregate sites, providing wise women to be consulted, rabbis or priests to explain the world, makers and smiths to fashion magical objects. Groups of performers, acrobats and actors and singers of songs are traveling the roads once more, entertaining for a brief evening in a living room or a wheatfield, known by word of mouth and secret signal. Separate from official government, we create our own hierarchies, laws, and mores, as well as our own folklore and secret history. Even my own guilt about having failed as an academic is quite the crisis of filial piety--you see, my mother is a professor. I have not carried on the family trade. We dwell within a system so large and widespread, so disorganized and unconcerned for anyone but its most privileged and luxurious members, that our powerlessness, when we can summon up the courage to actually face it, is staggering. So we do not face it. We tell ourselves we are Achilles when we have much more in common with the cathedral-worker, laboring anonymously so that the next generation can see some incremental progress. We lack, of course, a Great Work to point to and say: my grandmother made that window; I worked upon the door. Though, I would submit that perhaps the Internet, as an object, as an aggregate entity, is the cathedral we build word by word and image by image, window by window and portal by portal, to stand taller for our children, if only by a little, than it does for us. For most of us are Lancelots, not Galahads. We may see the Grail of a good Classical life, but never touch it. That is for our sons, or their daughters, or further off. And if our villages are online, the real world becomes that dark wood on the edge of civilization, a place of danger and experience, of magic and blood, a place to make one’s name or find death by bear. And here, there be monsters.

Edward genially enough did not disagree with what I said, but he didn't seem to admit my point, either. I wanted to press him harder so I veered close enough to the ad hominem to point out that his life—the life of the mind, the life of the book collector and music lover and indeed of the gallery-goer, appreciator of the feminine and occasional boulevardier—would become simply unlivable and unthinkable in an Islamic republic. Again, he could accede politely to my point but carry on somehow as if nothing had been conceded. I came slowly to realize that with Edward, too, I was keeping two sets of books. We agreed on things like the first Palestinian intifadah, another event that took the Western press completely off guard, and we collaborated on a book of essays that asserted and defended Palestinian rights. This was in the now hard-to-remember time when all official recognition was withheld from the PLO. Together we debated Professor Bernard Lewis and Leon Wieseltier at a once-celebrated conference of the Middle East Studies Association in Cambridge in 1986, tossing and goring them somewhat in a duel over academic 'objectivity' in the wider discipline. But even then I was indistinctly aware that Edward didn't feel himself quite at liberty to say certain things, while at the same time feeling rather too much obliged to say certain other things. A low point was an almost uncritical profile of Yasser Arafat that he contributed to Interview magazine in the late 1980s.

Watching my clients, I have come to a much better understanding of creative people. El Greco, for example, must have realized as he looked at some of his early work, that 'good painters do not paint like that.' But somehow he trusted his own experiencing of life, the process of himself, sufficiently that he could go on expressing his own unique perceptions. It was as though he could say, 'Good artists do not paint like this, but I paint like this.' Or to move to another field, Ernest Hemingway was surely aware that 'good writers do not write like this.' But fortunately he moved toward being Hemingway, being himself, rather than toward some one else's conception of a good writer. Einstein seems to have been unusually oblivious to the fact that good physicists did not think his kind of thoughts. Rather than drawing back because of his inadequate academic preparation in physics, he simply moved toward being Einstein, toward thinking his own thoughts, toward being as truly and deeply himself as he could. This is not a phenomenon which occurs only in the artist or the genius. Time and again in my clients, I have seen simple people become significant and creative in their own spheres, as they have developed more trust of the processes going on within themselves, and have dared to feel their own feelings, live by values which they discover within, and express themselves in their own unique ways.

The assertion that religion is a tool for preserving social order and for organising large-scale cooperation may vex many people for whom it represents first and foremost a spiritual path. However, just as the gap between religion and science is smaller than we commonly think, so the gap between religion and spirituality is much bigger. Religion is a deal, whereas spirituality is a journey. Religion gives a complete description of the world, and offers us a well-defined contract with predetermined goals. ‘God exists. He told us to behave in certain ways. If you obey God, you’ll be admitted to heaven. If you disobey Him, you’ll burn in hell.’ The very clarity of this deal allows society to define common norms and values that regulate human behaviour. Spiritual journeys are nothing like that. They usually take people in mysterious ways towards unknown destinations. The quest usually begins with some big question, such as who am I? What is the meaning of life? What is good? Whereas many people just accept the ready-made answers provided by the powers that be, spiritual seekers are not so easily satisfied. They are determined to follow the big question wherever it leads, and not just to places you know well or wish to visit. Thus for most people, academic studies are a deal rather than a spiritual journey, because they take us to a predetermined goal approved by our elders, governments and banks.

Oh, those lapses, darling. So many of us walk around letting fly with “errors.” We could do better, but we’re so slovenly, so rushed amid the hurly-burly of modern life, so imprinted by the “let it all hang out” ethos of the sixties, that we don’t bother to observe the “rules” of “correct” grammar. To a linguist, if I may share, these “rules” occupy the exact same place as the notion of astrology, alchemy, and medicine being based on the four humors. The “rules” make no logical sense in terms of the history of our language, or what languages around the world are like. Nota bene: linguists savor articulateness in speech and fine composition in writing as much as anyone else. Our position is not—I repeat, not—that we should chuck standards of graceful composition. All of us are agreed that there is usefulness in a standard variety of a language, whose artful and effective usage requires tutelage. No argument there. The argument is about what constitutes artful and effective usage. Quite a few notions that get around out there have nothing to do with grace or clarity, and are just based on misconceptions about how languages work. Yet, in my experience, to try to get these things across to laymen often results in the person’s verging on anger. There is a sense that these “rules” just must be right, and that linguists’ purported expertise on language must be somehow flawed on this score. We are, it is said, permissive—perhaps along the lines of the notorious leftist tilt among academics, or maybe as an outgrowth of the roots of linguistics in anthropology, which teaches that all cultures are equal. In any case, we are wrong. Maybe we have a point here and there, but only that.

In a speech given at an academic conference at Yale University in 1972, Fred Rogers said, “The impact of television must be considered in the light of the possibility that children are exposed to experiences which may be far beyond what their egos can deal with effectively. Those of us who produce television must assume the responsibility for providing images of trustworthy available adults who will modulate these experiences and attempt to keep them within manageable limits.” Which is exactly what Rogers himself had tried to do with the production of Mister Rogers' Neighborhood.

The development of the proletarian elite does not take place in an academic setting. Rather, it is brought about by battles in the factories and unions, by disciplinary punishments and some very dirty fights within the parties and outside of them, by jail sentences and illegality. Students do not flock in large numbers there as they do to the lecture halls and laboratories of the bourgeoisie. The career of a revolutionary does not consists of banquets and honarary titles, of interesting research projects and professional salaries; more likely, it will acquaint them with misery, dishonory and jail and, at the end, uncertainty. These conditions are made bearable only by a super-human faith. Understandably, this way of life will not be the choice of those who are nothing more than clever.

Outside of school, though, we were often defined by our disabilities. We were “handicapped”—a bit like a species. Often when people have a disability, it’s the disability that other people see rather than all the other abilities that coexist with their particular difficulty. It’s why we talk about people being “disabled” rather than “having a disability.” One of the reasons that people are branded by their disability is that the dominant conception of ability is so narrow. But the limitations of this conception affect everyone in education, not just those with “special needs.” These days, anyone whose real strengths lie outside the restricted field of academic work can find being at school a dispiriting experience and emerge from it wondering if they have any significant aptitudes at all.

The Western post-Christian civilization has picked up the Christ without His Cross. But a Christ without a sacrifice that reconciles the world to God is a cheap, colorless, itinerant preacher who deserves to be popular for His great Sermon on the Mount, but also merits unpopularity for what He said about His Divinity on the one hand, and divorce, judgment, and hell on the other. This sentimental Christ is patched together with a thousand commonplaces, sustained sometimes by academic etymologists who cannot see the Word for the letters, or distorted beyond personal recognition by a dogmatic principle that anything which is Divine must necessarily be a myth. Without His Cross, He becomes nothing more than a sultry precursor of democracy or a humanitarian who taught brotherhood without tears.

Alexander the Magnus was once called to solve the following challenge in the Phrygian city of Gordium (as usual with Greek stories, in modern-day Turkey). When he entered Gordium, he found an old wagon, its yoke tied with a multitude of knots, all so tightly entangled that it was impossible to figure out how they were fastened. An oracle had declared that he who would untie the knot would rule all of what was then called “Asia,” that is, Asia Minor, the Levant, and the Middle East. After wrestling with the knot, the Magnus drew back from the lump of gnarled ropes, then made a proclamation that it didn’t matter for the prophecy how the tangle was to be unraveled. He then drew his sword and, with a single stroke, cut the knot in half. No “successful” academic could ever afford to follow such a policy. And no Intellectual Yet Idiot. It took medicine a long time to realize that when a patient shows up with a headache, it is much better to give him aspirin or recommend a good night’s sleep than do brain surgery, although the latter appears to be more “scientific.” But most “consultants” and others paid by the hour are not there yet.

Do right-handed people live longer than lefties? Then again, there are some things about lefties that can't be explained so easily. For whatever reason, whether it's the pressures of living in a world designed for righties, or all the talk of having shorter life spans, lefties have higher rates of depression, drug abuse, allergies, and schizophrenia. But lefties also have an advantage in sports like fencing, tennis and baseball, not to mention greater academic success and higher IQs. Five of America's last eleven presidents were lefties, even though they make up only 10 percent of the American population." (I believe Obama is a leftie as well, making that 6 of the last 12 presidents).

A pyramid of souls exists, based on the desire to receive. At the base of the pyramid are many souls with small desires, earthly, looking for a comfortable life in an animal-like manner: food, sex, sleep. The next layer comprises fewer souls, those with the urge to acquire wealth. These are people who are willing to invest their entire lives in making money, and who sacrifice themselves for the sake of being rich. Next are those that will do anything to control others, to govern and reach positions of power. An even greater desire, felt by even fewer souls, is for knowledge; these are scientists and academics, who spend their lives engaged in discovering something specific. They are interested in nothing but their all-important discovery. Located at the zenith of the pyramid is the strongest desire, developed by only a small few, for the attainment of the spiritual world. All these levels are built into the pyramid.

After a long and happy life, I find myself at the pearly gates (a sight of great joy; the word for “pearl” in Greek is, by the way, margarita). Standing there is St. Peter. This truly is heaven, for finally my academic questions will receive answers. I immediately begin the questions that have been plaguing me for half a century: “Can you speak Greek? Where did you go when you wandered off in the middle of Acts? How was the incident between you and Paul in Antioch resolved? What happened to your wife?” Peter looks at me with some bemusement and states, “Look, lady, I’ve got a whole line of saved people to process. Pick up your harp and slippers here, and get the wings and halo at the next table. We’ll talk after dinner.” As I float off, I hear, behind me, a man trying to gain Peter’s attention. He has located a “red letter Bible,” which is a text in which the words of Jesus are printed in red letters. This is heaven, and all sorts of sacred art and Scriptures, from the Bhagavad Gita to the Qur’an, are easily available (missing, however, was the Reader’s Digest Condensed Version). The fellow has his Bible open to John 14, and he is frenetically pointing at v. 6: “Jesus says here, in red letters, that he is the way. I’ve seen this woman on television (actually, she’s thinner in person). She’s not Christian; she’s not baptized - she shouldn’t be here!” “Oy,” says Peter, “another one - wait here.” He returns a few minutes later with a man about five foot three with dark hair and eyes. I notice immediately that he has holes in his wrists, for when the empire executes an individual, the circumstances of that death cannot be forgotten. “What is it, my son?” he asks. The man, obviously nonplussed, sputters, “I don’t mean to be rude, but didn’t you say that no one comes to the Father except through you?” “Well,” responds Jesus, “John does have me saying this.” (Waiting in line, a few other biblical scholars who overhear this conversation sigh at Jesus’s phrasing; a number of them remain convinced that Jesus said no such thing. They’ll have to make the inquiry on their own time.) “But if you flip back to the Gospel of Matthew, which does come first in the canon, you’ll notice in chapter 25, at the judgment of the sheep and the goats, that I am not interested in those who say ‘Lord, Lord,’ but in those who do their best to live a righteous life: feeding the hungry, visiting people in prison . . . ” Becoming almost apoplectic, the man interrupts, “But, but, that’s works righteousness. You’re saying she’s earned her way into heaven?” “No,” replies Jesus, “I am not saying that at all. I am saying that I am the way, not you, not your church, not your reading of John’s Gospel, and not the claim of any individual Christian or any particular congregation. I am making the determination, and it is by my grace that anyone gets in, including you. Do you want to argue?” The last thing I recall seeing, before picking up my heavenly accessories, is Jesus handing the poor man a Kleenex to help get the log out of his eye.

For all the talk of education, modern societies neglect to examine by far the most influential means by which their populations are educated. Whatever happens in our classrooms, the more potent and ongoing kind of education takes place on the airwaves and on our screens. Cocooned in classrooms for only our first eighteen years or so, we effectively spend the rest of our lives under the tutelage of news entities which wield infinitely greater influence over us than any academic institution can. Once our formal education has finished, the news is the teacher. It is the single most significant force setting the tone of public life and shaping our impressions of the community beyond our own walls. It is the prime creator of political and social reality. As revolutionaries well know, if you want to change the mentality of a country, you don't head to the art gallery, the department of education or the homes of famous novelists; you drive the tanks straight to the nerve center of the body politic, the news HQ.

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

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

In my negotiating course, I tell my students that empathy is “the ability to recognize the perspective of a counterpart, and the vocalization of that recognition.” That’s an academic way of saying that empathy is paying attention to another human being, asking what they are feeling, and making a commitment to understanding their world. Notice I didn’t say anything about agreeing with the other person’s values and beliefs or giving out hugs. That’s sympathy. What I’m talking about is trying to understand a situation from another person’s perspective. One step beyond that is tactical empathy. Tactical empathy is understanding the feelings and mindset of another in the moment and also hearing what is behind those feelings so you increase your influence in all the moments that follow. It’s bringing our attention to both the emotional obstacles and the potential pathways to getting an agreement done. It’s emotional intelligence on steroids.

We have arrived at an interesting moment in the evolution of our species when a smart person in a first-world culture is pestered by two contradictory feelings: first that he is as special a creature as nature has yet produced and second that he's not very special at all, just excited matter here for a while and off again into universal dark matter. This first feeling inflates him and makes him want to puff out his chest and preen a bit. This second feeling makes him want to crawl in a hole, act carelessly, or sit inert on the sofa. How unfortunate for a creature to be buffeted in such contradictory ways! These twin feelings lead a person to the following pair of conclusions: that while he is perhaps quite smart, he is nevertheless rather like a cockroach, trapped with a brain that really isn't big enough for his purposes, perhaps trapped in a corner of an academic discipline, a research field, a literary genre, or in some other small place, trapped by his creatureliness, and trapped by life's very smallness. I would like to dub this the god-bug syndrome: the prevalent and perhaps epidemic feeling of greatness walking hand-in-hand with smallness that plagues so many people today.

To many persons around him, he appears too much the academic. There may be some things about him that recall his beginnings—his shabby clothes; his persistent poverty; or his dark skin (in those cases when it symbolizes his parents’ disadvantaged condition)—but they only make clear how far he has moved from his past. He has used education to remake himself. They expect—they want—a student less changed by his schooling. If the scholarship boy, from a past so distant from the classroom, could remain in some basic way unchanged, he would be able to prove that it is possible for anyone to become educated without basically changing from the person one was. The scholarship boy does not straddle, cannot reconcile, the two great opposing cultures of his life. His success is unromantic and plain. He sits in the classroom and offers those sitting beside him no calming reassurance about their own lives. He sits in the seminar room—a man with brown skin, the son of working-class Mexican immigrant parents.

When I first read The Rebel, this splendid line came leaping from the page like a dolphin from a wave. I memorized it instantly, and from then on Camus was my man. I wanted to write like that, in a prose that sang like poetry. I wanted to look like him. I wanted to wear a Bogart-style trench coat with the collar turned up, have an untipped Gauloise dangling from my lower lip, and die romantically in a car crash. At the time, the crash had only just happened. The wheels of the wrecked Facel Vega were practically still spinning, and at Sydney University I knew exiled French students, spiritually scarred by service in Indochina, who had met Camus in Paris: one of them claimed to have shared a girl with him. Later on, in London, I was able to arrange the trench coat and the Gauloise, although I decided to forgo the car crash until a more propitious moment. Much later, long after having realized that smoking French cigarettes was just an expensive way of inhaling nationalized industrial waste, I learned from Olivier Todd's excellent biography of Camus that the trench coat had been a gift from Arthur Koestler's wife and that the Bogart connection had been, as the academics say, no accident. Camus had wanted to look like Bogart, and Mrs. Koestler knew where to get the kit. Camus was a bit of an actor--he though, in fact, that he was a lot of an actor, although his histrionic talent was the weakest item of his theatrical equipment--and, being a bit of an actor, he was preoccupied by questions of authenticity, as truly authentic people seldom are. But under the posturing agonies about authenticity there was something better than authentic: there was something genuine. He was genuinely poetic. Being that, he could apply two tests simultaneously to his own language: the test of expressiveness, and the test of truth to life. To put it another way, he couldn't not apply them.

Among us, on the other hand, 'the righteous man lives by faith.' Now, if you take away positive affirmation, you take away faith, for without positive affirmation nothing is believed. And there are truths about things unseen, and unless they are believed, we cannot attain to the happy life, which is nothing less than life eternal. It is a question whether we ought to argue with those who profess themselves ignorant not only about the eternity yet to come but also about their present existence, for they [the Academics] even argue that they do not know what they cannot help knowing. For no one can 'not know' that he himself is alive. If he is not alive, he cannot 'not know' about it or anything else at all, because either to know or to 'not know' implies a living subject. But, in such a case, by not positively affirming that they are alive, the skeptics ward off the appearance of error in themselves, yet they do not make errors simply by showing themselves alive; one cannot err who is not alive. That we live is therefore not only true, but it is altogether certain as well. And there are many things that are thus true and certain concerning which, if we withhold positive assent, this ought not to be regarded as a higher wisdom but actually a sort of dementia.

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

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

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.