Academics Best Quotes

Throughout my academic career, I'd given some pretty good talks. But being considered the best speaker in the computer science department is like being known as the tallest of the Seven Dwarfs.

Man has been accustomed, ever since he was a boy, to having 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. Don't waste time trying to make him think that materialism is true! Make him think it is strong or stark or courageous—that it is the philosophy of the future. That's the sort of thing he cares about.

We play and are played and the best we can hope for is to do it with style.

Throughout my academic career, I'd given some pretty good talks. But being considered the best speaker in the computer science department is like being known as the tallest of the Seven Dwarfs. And right then, I had the feeling that I had more in me, that if I gave it my all, I might be able to offer people something special. "Wisdom" is a strong word, but maybe that was it.

I've always thought academics should get a little slurry on their boots from time to time.

Paper cuts are like battle scars for the academic...I, on the other hand, am best friends with Wikipedia.

you sound like Linius, may Sky rest his soul, despite all its faults and failings he loved the place and did his best to serve both academics and undertowns alike...' Wind Jackal to Quint

Many bad things were done under the Evil Empire" she said. "The best we can do now is undo them. Will you assist in this endeavor?" "In every way that I can" said Nutt. "I would like you to teach them civilized behavior," said Ladyship coldly. He appeared to consider this. "Yes, of course, I think, that would be quite possible," he said. "And who would you send to teach the humans?" There was a brief outburst of laughter from Vetinari, who immediately cupped his hand over his mouth. "Oh I do beg your pardon," he said.

to whatever extent the Hell’s Angels may or may be latent sadomasochists or repressed homosexuals is to me--after nearly a year in the constant company of outlaw motorcyclists--almost entirely irrelevant. There are literary critics who insist that Ernest Hemingway was a tortured queer and that Mark Twain was haunted to the end of his days by a penchant for interracial buggery. It is a good way to stir up a tempest in the academic quarterlies, but it won’t change a word of what either man wrote, nor alter the impact of their work on the world they were writing about. Perhaps Manolete was a hoof fetishist, or suffered from terrible hemorrhoids as a result of long nights in Spanish horn parlors…but he was a great matador, and it is hard to see how any amount of Freudian theorizing can have the slightest effect on the reality of the thing he did best.

I don't get it?" she asked "I don't get it? Let me tell you something about what I get. You think you're so smart? I spent three years on a full academic scholarship at the best college-prep school in the country. And when they kicked me out I had to petition-petition!-to keep them from wiping out my four-point-oh transcript." Daniel moved away, but Luce pursued him, taking a step forward for every wide-eyed step he took back. Probably freaking him out, but so what? He'd been asking for it every time he condescended to her. "I know Latin and French, and in middle school, I won the science fair three years in a row." She had backed him up against the railing of the boardwalk and was trying to restrain herself from poking him in the chest with her finger. She wasn't finished. "I also do the Sunday crossword puzzle, sometimes in under an hour. I have an unerringly good sense of direction... though not always when it comes to guys." She swallowed and took a moment to catch her breath. "And someday, I'm going to be a psychiatrist who actually listens to her patients and helps people. Okay? So don't keep talking to me like I'm stupid and don't tell me I don't understand just because I can't decode your erratic, flaky, hot-one-minute-cold-the-next, frankly"-she looked up at him, letting out her breath-"really hurtful behavior." She brushed a tear away, angry with herself for getting so worked up.

He believed in striving for the best idea, not consensus (“I hate consensus!” he would growl), intuitively understanding what numerous academic studies have shown: that the goal of consensus leads to “groupthink” and inferior decisions.

Writing time is for writing, not for checking e-mail, reading the news, or browsing the latest issues of journals. Sometimes I think it would be nice to download articles while writing, but I can do that at the office. The best kind of self-control is to avoid situations that require self-control.

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.

We find that in the absence of demonstrable truth, the best we can do is to exercise the greatest diligence, humility, insight, intelligence, and industry in trying to arrive at the nearest values to truth. I hope, of course, to argue convincingly that having done this, we have an inescapable duty to seek to inculcate others with these values.

Changing mainstream media will be hard, but you can help create parallel options. More academics should blog, post videos, post audio, post lectures, offer articles, and more. You’ll enjoy it: I’ve had threats and blackmail, abuse, smears and formal complaints with forged documentation. But it’s worth it, for one simple reason: pulling bad science apart is the best teaching gimmick I know for explaining how good science works.

Islam’s all about knowledge, right? Muslims know everything. We seek knowledge from the cradle to the grave. We seek knowledge even if it be in China, Yusef, EVEN IN CHINA! And we’ve reduced our religion to fuckin’ academics. The guy who knows Islam best is the one who really hits the books hard, learns his shit. Muslims brag about having no priests but we’re getting molested by scholars. Yusef Ali, books are not Allah. Even a book by or from Allah is not Allah.

You know it’s going to be Mary the Maid, or someone like her, and there’s going to be two men and she will end up with the nice one, and there has to be misunderstandings, and they never do anything more than kiss and it’s absolutely guaranteed that, for example, an exciting civil war or an invasion by trolls or even a scene with any cooking in it is not going to happen. The best you can expect is a thunderstorm.

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.

At least fictional men don’t let you down,

Accessible knowledge is the best kind

The longstanding effort to "colorize" feminist theory by inserting the experiences of women of color represents at best genuine efforts to reduce bias in Women's Studies. But at its worst, colorization also contains elements of both voyeurism and academic colonialism. As a result of new technologies and perceived profitability, we can now watch black-and-white movie classics in color. While the tinted images we are offered may be more palatable to the modern viewer, we are still watching the same old movie that was offered to us before. Movie colorization adds little of substance-its contributions remain cosmetic. Similarly, women of color allegedly can teach White feminists nothing about feminism, but must confine ourselves to "colorizing" preexisting feminist theory. Rather than seeing women of color as fully human individuals, we are treated as the additive sum of our categories.

After all, we had been programmed in the same system, stuffed like Strasbourg geese with the best that has been known and said in the world during man's long struggle upward from spontaneity to cliché.

I emphasize this because some of my colleagues, for whose academic attainments I have great respect, argue" 'You assume too much; this is not proved; this is not strictly scientific. We disagree with your neurology and your psychiatry is misleading, therefore you must be wrong.' My reply has been, with all humility: 'Yes, of course,' and I have returned to the labor ward to be greeted by happy women with their newborn babies in their arms: 'How right you are, Doctor, it is so much easier that way.' That is what really matters to the clinician. He should use the method that gives the best and safest result from all points of view until something better is discovered.

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

Adam Smith FRSE (baptised June 5, 1723 O.S. / June 16 N.S. – July 17, 1790) was a Scottish moral philosopher and a pioneering political economist. He is also the founder of economics. One of the key figures of the intellectual movement known as the Scottish Enlightenment, he is known primarily as the author of two treatises: The Theory of Moral Sentiments (1759), and An Inquiry into the Nature and Causes of the Wealth of Nations (1776). The latter was one of the earliest attempts to systematically study the historical development of industry and commerce in Europe, as well as a sustained attack on the doctrines of mercantilism. Smith's work helped to create the modern academic discipline of economics and provided one of the best-known intellectual rationales for free trade, capitalism, and libertarianism. Adam Smith is now depicted on the back of the Bank of England £20 note. Source: Wikipedia

Academics have spent too much time trying to explain objectification, considering that there’s an easy way to make white, Western men understand: You just have to go out in public somewhere poor. You become a thing. Your conscious and unique self becomes irrelevant, as a thousand eyes try to figure out how to best tap your wealth. And objectification begets objectification. The harassers become an undifferentiated mass themselves, made up of identical things that torment.

So I think where people tend to end up results from a combination of encouragement, accident, and lucky break, etc. etc. Like many others, my career happened like it did because certain doors opened and certain doors closed. You know, at a certain point I thought it would be great to make film documentaries. Well, in fact, I found that to be incredibly hard and very expensive to do and I didn’t really have the courage to keep battling away at that. In another age, I might have been an academic in a university, if the university system had been different. So it's all about trying to find the best fit between your talents and what the world can offer at that point in time.

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

The only thing that matters is that these notes provide the best possible support for the next step, the writing of the actual slip-box notes.

Aloysius Blatt. With his library of science books, table full of lab-quality experiments, extensive collection of academic medals, and graduate-level vocabulary,

I needed to get her to stop reading those alien romance books.

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

Writing is, without dispute, the best facilitator for thinking, reading, learning, understanding and generating ideas we have.

(Armand was just dumbfounded by the almost universal habit in U.S. academic circles of signing exchanges with “Best.” “Who is best?” he asked us. “Why are they best?”)

in 2008, shortly after being elected President, Barack Obama demonstrated to many academics and doctors that he had a clear understanding of the deep problems in health care, by committing to spend $1 billion on head-to-head trials of commonly used treatments, in order to find out which is best. In return he was derided by right-wing critics as ‘anti-industry’.

I think like an academic egghead, believing that if I write enough paragraphs about a scary subject, give enough lectures about it, it will give up and go away quietly. And if everyone took enough classes about the biology of violence and studied hard, we’d all be able to take a nap between the snoozing lion and lamb. Such is the delusional sense of efficacy of a professor.

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.

A much more meaningful perspective is to teach this population the academic and interpersonal skills they need to be functional in the world and use their talents to the best of their ability.

Muddleheadedness has always been the sovereign force in human affairs—a force far more potent than malevolence or nobility. It lubricates our hurtful impulses and ties our best intentions in knots. It blunts our wisdom, misdirects our compassion, clouds whatever insights into the human condition we manage to acquire. It is the chief artisan of the unintended consequences that constitute human history.

And it is all the more extraordinary when you reflect that despite perpetually modest funding Britain still has three of the world’s top ten universities and eleven of the top one hundred. Put another way, Britain has 1 percent of the world’s population, but 11 percent of its best universities, and accounts for nearly 12 percent of total academic citations and 16 percent of the most highly cited studies. I

Columbine had one of the best academic reputations in the state; 80 percent of graduates headed on to degree programs. College dominated the conversation now: big fat acceptance packets and paper-thin rejection envelopes; last-minute campus visits to narrow down the finalists. It was time to commit to a university, write the deposit check, and start selecting first-semester classes. High school was essentially over.

As such, I have found that American politics is best understood by braiding two forms of knowledge that are often left separate: the direct, on-the-ground insights shared by politicians, activists, government officials, and other subjects of my reporting, and the more systemic analyses conducted by political scientists, sociologists, historians, and others with the time, methods and expertise to study American politics at scale. On their own, political actors often ignore the incentives shaping their decisions and academic researchers miss the human motivations that drive political decision-making. Together, however, they shine bright light on how and why American politics work the way it does.

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.

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

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.

History can never be objective or unbiased because, no matter how hard the storytellers may try, the perception of reality prejudices all stories. The academic field of history is dominated by white men handicapped by the inability to see whiteness’s impact on America’s biography. The best historians try to approximate the truth by unbending the collection of funhouse mirrors through which the past has been viewed, but it isn’t simply a counterfeit version of history, it is a fable that erases the reflection of an entire people to ensure that the mythology of the heroes lives happily ever after.

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

The idea of solvitur ambulando (in walking it will be solved) has been around since St. Augustine, but well before that Aristotle thought and taught while walking the open-air parapets of the Lyceum. It has long been believed that walking in restorative settings could lead not only to physical vigor but to mental clarity and even bursts of genius, inspiration (with its etymology in breathing) and overall sanity. As French academic Frederic Gros writes in A Philosophy of Walking, it’s simply “the best way to go more slowly than any other method that has ever been found.” Jefferson walked to clear his mind, while Thoreau and Nietzsche, like Aristotle, walked to think. “All truly great thoughts are conceived while walking,” wrote Nietzsche in Twilight of the Idols. And Rousseau wrote in Confessions, “I can only meditate when I am walking. When I stop, I cease to think; my mind only works with my legs.” Scotland

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

It is said that here we practise free discipline. That's wrong, quite wrong. It would be more correct to say that we are seeking, as best we can, to establish disciplined freedom, that state in which the child feels free to work, play and express himself without fear of those whose job it is to direct and stimulate his efforts into constructive channels. As things are we cannot expect of them high academic effort, but we can take steps to ensure that their limited abilities are exploited to the full." Here he smiled briefly, as if amused by some fleeting, private reflection. "We encourage them to speak up for themselves, no matter what the circumstances or the occasion; this may probably take the form of rudeness at first but gradually, through the influences of the various committees and the student council, we hope they will learn directness without rudeness, and humility without sycophancy. We try to show them a real relationship between themselves and their work, in preparation for the day when they leave school.

…I’ve seen the world tell us with wars and real estate developments and bad politics and odd court decisions that our lives don’t matter. That may be because we are too many. Architecture and application form, modern life says that with so many of us we can best survive by ignoring identity and acting as it individual differences do not exist. Maybe the narcissism academics condemn in creative writers is but a last reaching for a kind of personal survival. Anyway, as a sound psychoanalyst once remarked to me dryly, narcissism is difficult to avoid. When we are told in dozens of insidious ways that our lives don’t matter, we may be forced to insist, often far too loudly, that they do.

We've learned too well to become good theoreticians, but have not learned to be good practitioners of what we preach. When ideas from books become only that and don't translate themselves into our lived realities, at best we've become disingenuous, and at worst we've become dangerous and destructive to the ideals of the movements to which we adhere.

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.

This book is my hate letter to standardized testing. It’s also my love letter to neuroscience, Star Wars, women in STEM, friendships that hit rough patches but then try their best to bounce back, research assistants, interdisciplinary scientific collaborations, Elle Woods, ShitAcademicsSay, mermaids, hummingbird feeders, people who struggle with working out, and cats.

The claim at the heart of this book has been carefully researched by several generations of scholars and is orthodox in academic circles, if not beyond. Christians under the Roman Empire were neither constantly persecuted nor martyred in huge numbers for their faith. They were prosecuted from time to time for alleged sedition, holding illegal meetings or refusing to sacrifice to the emperor. They were, like other convicts, sometimes tortured and executed in horrible ways. They seem to have been regarded by many Romans with distaste as a particularly silly superstition. But Christian stories of thousands of individual and mass martyrdoms over centuries have at best a limited basis in historical fact, and in many cases are sheer fiction.

We teach every young person the same subjects in mostly the same ways, irrespective of individual talents and preferences. Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, while children who excel on conventional measures like tests and assignments end up defining their identities in terms of this weirdly contrived academic parallel reality.

Academic politics can be notoriously petty, but Oppenheimer was confronted by several paradoxes peculiar to the Institute. By the nature of their discipline, mathematicians invariably do their best intuitive work in their twenties or early thirties—whereas historians and other social scientists often need years of studious preparation before they became capable of genuinely creative work.

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.

Most intellectual training focuses on analytical skills. Whether in literary criticism or scientific investigation, the academic mind is best at taking things apart. The complementary arts of integration are far less well developed. This problem is at the core of human ecology. As with any interdisciplinary pursuit, it is the bridging across disparate ways of knowing that is the constant challenge.

Academics keep writing about the glorious slave revolt of Haiti (1791-1804). As if it still is the best thing that could have happened to Haiti. But it is the worst thing that happened to Haiti. Ever since the slave revolt against the French, Haiti has been in chaos. Massive human suffering, lasting destruction. Why celebrate that? But no: Let’s hold another conference on that fantastic Haitian Revolution.

In our lust for academic excellence, we forget the pride and promise of our children’s first day of school. It is not their destiny on that September day to be the smartest or most accomplished children. It is their time to learn. To learn to be their best, not their best impression of what we want them to be. The next parent who Googles “Is my 2-year-old gifted?” should get a curt response: “Your 2-year-old is a gift.

It was only natural that the intellectuals who questioned the necessity of American purpose did not rush from Cambridge and New Haven to inflict their doubts about American power and goals upon the nation’s policies. So people like Riesman, classic intellectuals, stayed where they were while the new breed of thinkers-doers, half of academe, half of the nation’s think tanks and of policy planning, would make the trip, not doubting for a moment the validity of their right to serve, the quality of their experience. They were men who reflected the post-Munich, post-McCarthy pragmatism of the age. One had to stop totalitarianism, and since the only thing the totalitarians understood was force, one had to be willing to use force. They justified each decision to use power by their own conviction that the Communists were worse, which justified our dirty tricks, our toughness.

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

As French academic Frederic Gros writes in A Philosophy of Walking, it’s simply “the best way to go more slowly than any other method that has ever been found.” Jefferson walked to clear his mind, while Thoreau and Nietzsche, like Aristotle, walked to think. “All truly great thoughts are conceived while walking,” wrote Nietzsche in Twilight of the Idols. And Rousseau wrote in Confessions, “I can only meditate when I am walking. When I stop, I cease to think; my mind only works with my legs.

There is no small irony here: An administration which flaunted its intellectual superiority and its superior academic credentials made the most critical of decisions with virtually no input from anyone who had any expertise on the recent history of that part of the world, and it in no way factored in the entire experience of the French Indochina War. Part of the reason for this were the upheavals of the McCarthy period, but in part it was also the arrogance of men of the Atlantic; it was as if these men did not need to know about such a distant and somewhat less worthy part of the world. Lesser parts of the world attracted lesser men; years later I came upon a story which illustrated this theory perfectly. Jack Langguth, a writer and college classmate of mine, mentioned to a member of that Administration that he was thinking of going on to study Latin American history. The man had turned to him, his contempt barely concealed, and said, “Second-rate parts of the world for second-rate minds.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

When specialization becomes so narrow that an archaeologist digging in tropic Ecuador is deemed incompetent on archaeology in tropic Mexico, then the reverse must be also the case, and it seems apparent that specialists are not the best people to draw broad conclusions. Unfortunately, too few universities are so far prepared to educate students to become specialists in horizontal research, i.e., train them to acquire an academic ability to piece together the fragments that vertical research brings forth from its deep trenches.

Fandom is really fandoms, plural—an always diverse and contentious sphere. Mass media representations of fanfiction and fan culture present it at best as a “wacky world,” or more typically as a bastion of the physically, socially, and literarily inept. Academic accounts of fandom overcompensate, often presenting overly utopian pictures of sisterly collaboration and feminist critique. Utopias and dystopias, though, are not parallel but rather intersecting universes. This is surely one of the great lessons of Star Trek—and of its fandom.

[Professor Greene's] reaction to GAMAY, as published in the Yale Daily News, fairly took one's breath away. He fondled the word "fascist" as though he had come up with a Dead Sea Scroll vouchsafing the key word to the understanding of God and Man at Yale. In a few sentences he used the term thrice. "Mr. Buckley has done Yale a great service" (how I would tire of this pedestrian rhetorical device), "and he may well do the cause of liberal education in America an even greater service, by stating the fascist alternative to liberalism. This fascist thesis . . . This . . . pure fascism . . . What more could Hitler, Mussolini, or Stalin ask for . . . ?" (They asked for, and got, a great deal more.) What survives, from such stuff as this, is ne-plus-ultra relativism, idiot nihlism. "What is required," Professor Greene spoke, "is more, not less tolerance--not the tolerance of indifference, but the tolerance of honest respect for divergent convictions and the determination of all that such divergent opinions be heard without administrative censorship. I try my best in the classroom to expound and defend my faith, when it is relevant, as honestly and persuasively as I can. But I can do so only because many of my colleagues are expounding and defending their contrasting faiths, or skepticisms, as openly and honestly as I am mine." A professor of philosophy! Question: What is the 1) ethical, 2) philosophical, or 3) epistemological argument for requiring continued tolerance of ideas whose discrediting it is the purpose of education to effect? What ethical code (in the Bible? in Plato? Kant? Hume?) requires "honest respect" for any divergent conviction?

A meal is sacramental when the rich and poor, powerful and marginalized, sinners and saints share equal status around the table. A local church is sacramental when it is a place where the last are first and the first are last and where those who hunger and thirst are fed. And the church universal is sacramental when it knows no geographic boundaries, no political parties, no single language or culture, and when it advances not through power and might, but through acts of love, joy, and peace and missions of mercy, kindness, humility. In this sense, church gives us the chance to riff on Jesus’ description of the kingdom, to add a few new metaphors of our own. We might say the kingdom is like St. Lydia’s in Brooklyn where strangers come together and remember Jesus when they eat. The kingdom is like the Refuge in Denver, where addicts and academics, single moms and suburban housewives come together to tell each other the truth. The kingdom is like Thistle Farms where women heal from abuse by helping to heal others. The kingdom is like the church that would rather die than cast two of its own out the doors because they are gay. The kingdom is like St. Luke’s Episcopal Church in Cleveland, Tennessee, where you are loved just for showing up. And even still, the kingdom remains a mystery just beyond our grasp. It is here, and not yet, present and still to come. Consummation, whatever that means, awaits us. Until then, all we have are metaphors. All we have are almosts and not quites and wayside shrines. All we have are imperfect people in an imperfect world doing their best to produce outward signs of inward grace and stumbling all along the way. All we have is this church—this lousy, screwed-up, glorious church—which, by God’s grace, is enough.

It began in a post thread kicked off in 2052, a literal moonshot by a collective of frustrated friends from all corners – former thinkers for big names gone bankrupt, starry-eyed academics who wanted to do more than teach the past, government bureau members whose governments no longer existed. If you want to do good science with clean money and clean hands, they argued, if you want to keep the fire burning even as flags and logos came down, if you understand that space exploration is best when it’s done in the name of the people, then the people are the ones who have to make it happen. And we did.

In a meeting, the Estonian president, Toomas Ilves, insisted to Obama that we had to take Putin at his word if he said he would take Kiev. Ilves had an academic manner, and he described methodically how Russia was using fake news and disinformation to turn Estonia’s Russian-speaking minority against Europe. Speaking in paragraphs, he tied together Putin, the emergence of right-wing political parties in Europe, and ISIL. These are people, he said, who fundamentally reject the legitimacy of the liberal order. They are looking for another form of legitimacy—one that is counter to our notion of progress. After the meeting, I joined Obama for lunch and told him I thought Ilves did the best job I’d heard of tying these disparate threads together, explaining a theory of the forces at work in the world without having to rely on a construct that roots them all in American foreign policy. Without missing a beat, Obama said, “That’s the same dynamic as with the Tea Party. I know those forces because my presidency has bumped up against them.” He paused. “It’s obviously manifest in different ways, but people always look to tear down an ‘other’ when they need legitimacy—immigrants, gays, minorities, other countries.

We are 'tribals,' Yadeen and me from the Thak heartland, and Hulak, from the grass country north of Jindazhen," she told him. "We use the magic taught by our tribes and academic magic. Book magic. The masters who sneer are too blind to realize the gods and the immortals use no books. They think tribal magic is on the same level as hedge-witchery. They will mock you and do their best to shut you out of their oh-so-learned circles if you admit to taking other magics seriously. Lindhall is all right, and your other teachers. But be careful around the likes of Chioké and Girisunika. If you want to move up in Carthak, you stay clean of the stain of tribal magic.

Have you ever been in a place where history becomes tangible? Where you stand motionless, feeling time and importance press around you, press into you? That was how I felt the first time I stood in the astronaut garden at OCA PNW. Is it still there? Do you know it? Every OCA campus had – has, please let it be has – one: a circular enclave, walled by smooth white stone that towered up and up until it abruptly cut off, definitive as the end of an atmosphere, making room for the sky above. Stretching up from the ground, standing in neat rows and with an equally neat carpet of microclover in between, were trees, one for every person who’d taken a trip off Earth on an OCA rocket. It didn’t matter where you from, where you trained, where your spacecraft launched. When someone went up, every OCA campus planted a sapling. The trees are an awesome sight, but bear in mind: the forest above is not the garden’s entry point. You enter from underground. I remember walking through a short tunnel and into a low-lit domed chamber that possessed nothing but a spiral staircase leading upward. The walls were made of thick glass, and behind it was the dense network you find below every forest. Roots interlocking like fingers, with gossamer fungus sprawled symbiotically between, allowing for the peaceful exchange of carbon and nutrients. Worms traversed roads of their own making. Pockets of water and pebbles decorated the scene. This is what a forest is, after all. Don’t believe the lie of individual trees, each a monument to its own self-made success. A forest is an interdependent community. Resources are shared, and life in isolation is a death sentence. As I stood contemplating the roots, a hidden timer triggered, and the lights faded out. My breath went with it. The glass was etched with some kind of luminescent colourant, invisible when the lights were on, but glowing boldly in the dark. I moved closer, and I saw names – thousands upon thousands of names, printed as small as possible. I understood what I was seeing without being told. The idea behind Open Cluster Astronautics was simple: citizen-funded spaceflight. Exploration for exploration’s sake. Apolitical, international, non-profit. Donations accepted from anyone, with no kickbacks or concessions or promises of anything beyond a fervent attempt to bring astronauts back from extinction. It began in a post thread kicked off in 2052, a literal moonshot by a collective of frustrated friends from all corners – former thinkers for big names gone bankrupt, starry-eyed academics who wanted to do more than teach the past, government bureau members whose governments no longer existed. If you want to do good science with clean money and clean hands, they argued, if you want to keep the fire burning even as flags and logos came down, if you understand that space exploration is best when it’s done in the name of the people, then the people are the ones who have to make it happen.

Mmph,” the officer glanced up from their South African passports, green mambas, her best friend Keletso called them, because they’d bite you with visa fees for all the countries you’re not allowed to sommer just go to. “And you’re returning to South Africa after your vacation?” “Yes, that’s where we live,” proud of the hard fact of it. Away from everyday Nazis and school shootings so regular they were practically part of the academic calendar along with prom and football season, away from the slow gutting of democracy, trigger-happy cops, and the terror of raising a black son in America. But how can you live there, people would ask her (and Devon, her American husband, especially), meaning Johannesburg. Isn’t it dangerous? And she wanted to reply, how can you live here?

There are schools of thought and political movements that seek to purge human culture of imperialism, leaving behind what they claim is a pure, authentic civilisation, untainted by sin. These ideologies are at best naive; at worst they serve as disingenuous window-dressing for crude nationalism and bigotry. Perhaps you could make a case that some of the myriad cultures that emerged at the dawn of recorded history were pure, untouched by sin and unadulterated by other societies. But no culture since that dawn can reasonably make that claim, certainly no culture that exists now on earth. All human cultures are at least in part the legacy of empires and imperial civilisations, and no academic or political surgery can cut out the imperial legacies without killing the patient.

But they make an enormous difference to the respect the person commands in his or her social circle. To express the wrong opinion on a politicized issue can make one an oddball at best—someone who “doesn’t get it”—and a traitor at worst. The pressure to conform becomes all the greater as people live and work with others who are like them and as academic, business, or religious cliques brand themselves with left-wing or right-wing causes. For pundits and politicians with a reputation for championing their faction, coming out on the wrong side of an issue would be career suicide. Given these payoffs, endorsing a belief that hasn’t passed muster with science and fact-checking isn’t so irrational after all—at least, not by the criterion of the immediate effects on the believer. The

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

Vocational guidance officers speak about scores necessary to get into university, how to calculate them, what band might be needed to get into various institutions, what countries they can offer information on, what courses are available. The post-school future they outline is entirely about getting into a university. There is nothing on alternative futures. The parents around me seem fine with this. Presumably they have academically successful children and have bought into the notion that raising a child is primarily about getting them to pass exams to enable them to be an economically productive unit in society. All those claims of building better humans, of being the best you can be, of following your passion, of learning to be inclusive and that everyone has something to offer, are all lies. It is simply about being a banker, IT or human resource person, sales manager, accountant, or a supportive spouse.

But are you not being a trifle naive? 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” of “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. Don't waste time trying to make him think that materialism is true! Make him think it is strong, or stark, or courageous — that it is the philosophy of the future. That's the sort of thing he cares about. The trouble about argument is that it moves the whole struggle onto the Enemy's own ground. He can argue too; whereas in really practical propaganda of the kind I am suggesting He has been shown for centuries to be greatly the inferior of Our Father Below. By the very act of arguing, you awake the patient's reason; and once it is awake, who can foresee the result? Even if a particular train of thought can be twisted so as to end in our favour, you will find that you have been strengthening in your patient the fatal habit of attending to universal issues and withdrawing his attention from the stream of immediate sense experiences. Your business is to fix his attention on the stream. Teach him to call it “real life” and don't let him ask what he means by “real”.

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

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.

We often think the purpose of criticism is to nail things down. During my years as an art critic, I used to joke that museums love artists the way that taxidermists love deer, and something of that desire to secure, to stabilize, to render certain and definite the open-ended, nebulous, and adventurous work of artists is present in many who work in that confinement sometimes called the art world. A similar kind of aggression against the slipperiness of the work and the ambiguities of the artist's intent and meaning often exists in literary criticism and academic scholarship, a desire to make certain what is uncertain, to know what is unknowable, to turn the flight across the sky into the roast upon the plate, to classify and contain. What escapes categorization can escape detection altogether. There is a kind of counter-criticism that seeks to expand the work of art, by connecting it, opening up its meanings, inviting in the possibilities. A great work of criticism can liberate a work of art, to be seen fully, to remain alive, to engage in a conversation that will not ever end but will instead keep feeing the imagination. Not against interpretation, but against confinement, against the killing of the spirit. Such criticism is itself great art. This is a kind of criticism that does not pit the critic against the text, does not seek authority. It seeks instead to travel with the work and its ideas, to invite it to blossom and invite others into a conversation that might have previously seemed impenetrable, to draw out relationships that might have been unseen and open doors that might have been locked. This is a kind of criticism that respects the essential mystery of art, which is in part its beauty and its pleasure, both of which are irreducible and subjective. The worst criticism seeks to have the last word and leave the rest of us in silence; the best opens up an exchange that need never end.

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. Don’t waste time trying to make him think that materialism is true! Make him think it is strong, or stark, or courageous—that it is the philosophy of the future. That’s the sort of thing he cares about.

In some cases the intelligence community could subsidize commercial and academic sources to ensure specialized or additional expertise for surge situations. The key challenge in these cases is that, although experts in academia and the media are likely to be eager to assist the government, they may be reluctant to have direct association with intelligence organizations. U.S. intelligence will need mechanisms that keep these experts at arm's length. One alternative could be to work through agencies such at the State Department and National Security Council, or private organizations such as the National Science Foundation. Moreover, these buffer mechanisms will need to be real, and not just a cover story. A few stories about how such-and-such organization is a 'front for U.S. intelligence' will ensure not only that the organization will lose its access to experts, but that the experts themselves will be less likely to offer their services to the government in the future.

Narrow behaviourist thinking permeates political and social policy and medical practice, the childrearing advice dispensed by “parenting experts” and academic discourse. We keep trying to change people’s behaviours without a full understanding of how and why those behaviours arise. “Inner causes are not the proper domain of psychology,” writes Roy Wise, an expert on the psychology of addiction, and a prominent investigator in the National Institute on Drug Abuse in the U.S.A.3 This statement seems astonishing, coming from a psychologist. In reality, there can be no understanding of human beings, let alone of addicted human beings, without looking at “inner causes,” tricky as those causes can be to pin down at times. Behaviours, especially compulsive behaviours, are often the active representations of emotional states and of special kinds of brain functioning. As we have seen, the dominant emotional states and the brain patterns of human beings are shaped by their early environment. Throughout their lifetimes, they are in dynamic interaction with various social and emotional milieus. If we are to help addicts, we must strive to change not them but their environments. These are the only things we can change. Transformation of the addict must come from within and the best we can do is to encourage it. Fortunately, there is much that we can do.

INVENTING ALADDIN” One thing that puzzles me (and I use puzzle here in the technical sense of really, really irritates me) is reading, as from time to time I have, learned academic books on folktales and fairy stories that explain why nobody wrote them and which go on to point out that looking for authorship of folktales is in itself a fallacy; the kind of books or articles that give the impression that all stories were stumbled upon or, at best, reshaped, and I think, Yes, but they all started somewhere, in someone’s head. Because stories start in minds—they aren’t artifacts or natural phenomena. One scholarly book I read explained that any fairy story in which a character falls asleep obviously began life as a dream that was recounted on waking by a primitive type unable to tell dreams from reality, and this was the starting point for our fairy stories—a theory which seemed filled with holes from the get-go, because stories, the kind that survive and are retold, have narrative logic, not dream logic. Stories are made up by people who make them up. If they work, they get retold. There’s the magic of it. Scheherazade as a narrator was a fiction, as was her sister and the murderous king they needed nightly to placate. The Arabian Nights are a fictional construct, assembled from a variety of places, and the story of Aladdin is itself a late tale, folded into the Nights by the French only a few hundred years ago. Which is another way of saying that when it began, it certainly didn’t begin as I describe. And yet.

Sadly, however, it is not serious historians who, for the most part, form the historical consciousness of their times; it is bad popular historians, generally speaking, and the historical hearsay they repeat or invent, and the myths they perpetuate and simplifications they promote, that tend to determine how most of us view the past. However assiduously the diligent, painstakingly precise academical drudge may labor at his or her meticulously researched and exhaustively documented tomes, nothing he or she produces will enjoy a fraction of the currency of any of the casually composed (though sometimes lavishly illustrated) squibs heaped on the front tables of chain bookstores or clinging to the middle rungs of best-seller lists. For everyone whose picture of the Middle Ages is shaped by the dry, exact, quietly illuminating books produced by those pale dutiful pedants who squander the golden meridians of their lives prowling in the shadows of library stacks or weakening their eyes by poring over pages of barely legible Carolingian minuscule, a few hundred will be convinced by what they read in, say, William Manchester’s dreadful, vulgar, and almost systematically erroneous A World Lit Only by Fire. After all, few have the time or the need to sift through academic journals and monographs and tedious disquisitions on abstruse topics trying to separate the gold from the dross. And so, naturally, among the broadly educated and the broadly uneducated alike, it is the simple picture that tends to prevail, though in varying shades and intensities of color, as with any image often and cheaply reproduced.

I soon found my feet, and was much less homesick than I was at prep school. Thank God. I learned that with plenty of free time on our hands, and being encouraged to fill the time with “interests,” I could come up with some great adventures. A couple of my best friends and I started climbing the huge old oak trees around the grounds, finding monkey routes through the branches that allowed us to travel between the trees, high up above the ground. It was brilliant. We soon had built a real-life Robin Hood den, with full-on branch swings, pulleys, and balancing bars high up in the treetops. We crossed the Thames on the high girders above a railway bridge, we built rafts out of old Styrofoam and even made a boat out of an old bathtub to go down the river in. (Sadly this sank, as the water came in through the overflow hole, which was a fundamental flaw. Note to self: Test rafts before committing to big rivers in them.) We spied on the beautiful French girls who worked in the kitchens, and even made camps on the rooftops overlooking the walkway they used on their way back from work. We would vainly attempt to try and chat them up as they passed. In between many of these antics we had to work hard academically, as well as dress in ridiculous clothes, consisting of long tailcoats and waistcoats. This developed in me the art of making smart clothes look ragged, and ever since, I have maintained a lifelong love of wearing good-quality clothes in a messy way. It even earned me the nickname of “Scug,” from the deputy-headmaster. In Eton slang this roughly translates as: “A person of no account, and of dirty appearance.

But my point applies to a broader audience. Indulge me in one more thought experiment, a familiar one: You will be stranded on a desert island, and you can take just 10 books and 10 music CDs. What do you choose? My prediction is that even people who don’t listen to classical music regularly will take Bach, Mozart, and Beethoven. Even people who haven’t picked up Shakespeare in years will take the collected works of Shakespeare. When we want something we can go back to again and again, we choose the same giants that the experts choose. My proposition about the literature, music, and visual arts of the last half century is that hardly any of it has enough substance to satisfy, over time. The post-1950 West has unquestionably produced some wonderful entertainments, and I do not mean wonderful slightingly. The Simpsons is wickedly smart, Saving Private Ryan is gripping, Groundhog Day is a brilliant moral fable. The West’s popular culture is for my money the only contemporary culture worth patronizing, with its best stories more compelling and revealing than the ones written by authors who purport to write serious novels, and its best popular music with more energy and charm than anything the academic composers turn out. It is a mixed bag, with the irredeemably vulgar side by side, sometimes intermingled, with the wittiest and most thoughtful work. But the quality is often first-rate—as well it might be. The people producing the best work include some who in another age could have been a Caravaggio or Brahms or Racine, and perhaps dozens of others good enough to have made their way onto the roster of significant figures. Why not be satisfied with wonderful entertainments?

It wasn't only my friends who suffered from female rivalry. I remember when I was just sixteen years old, during spring vacation, being whisked off to an early lunch by my best friend's brother, only to discover, to my astonishment and hurt, that she was expecting some college boys to drop by and didn't want me there to compete with her. When I started college at Sarah Lawrence, I soon noticed that while some of my classmates were indeed true friends, others seemed to resent that I had a boyfriend. It didn't help that Sarah Lawrence, a former girls' school, included very few straight men among its student body--an early lesson in how competing for items in short supply often brings out the worst in women. In graduate school, the stakes got higher, and the competition got stiffer, a trend that continued when I went on to vie for a limited number of academic jobs. I always had friends and colleagues with whom I could have trusted my life--but I also found women who seemed to view not only me but all other female academics as their rivals. This sense of rivalry became more painful when I divorced my first husband. Many of my friends I depended on for comfort and support suddenly began to view me as a threat. Some took me out to lunch to get the dirt, then dropped me soon after. I think they found it disturbing that I left my unhappy marriage while they were still committed to theirs. For other women, the threat seemed more immediate--twice I was told in no uncertain terms that I had better stay away from someone's husband, despite my protests that I would no more go after a friend's husband than I would stay friends with a woman who went after mine. Thankfully, I also had some true friends who remained loyal and supportive during one of the most difficult times of my life. To this day I trust them implicitly, with the kind of faith you reserve for people who have proved themselves under fire. But I've also never forgotten the shock and disappointment of discovering how quickly those other friendships turned to rivalries.

recalled Stephen Crocker, a graduate student on the UCLA team who had driven up with his best friend and colleague, Vint Cerf. So they decided to meet regularly, rotating among their sites. The polite and deferential Crocker, with his big face and bigger smile, had just the right personality to be the coordinator of what became one of the digital age’s archetypical collaborative processes. Unlike Kleinrock, Crocker rarely used the pronoun I; he was more interested in distributing credit than claiming it. His sensitivity toward others gave him an intuitive feel for how to coordinate a group without trying to centralize control or authority, which was well suited to the network model they were trying to invent. Months passed, and the graduate students kept meeting and sharing ideas while they waited for some Powerful Official to descend upon them and give them marching orders. They assumed that at some point the authorities from the East Coast would appear with the rules and regulations and protocols engraved on tablets to be obeyed by the mere managers of the host computer sites. “We were nothing more than a self-appointed bunch of graduate students, and I was convinced that a corps of authority figures or grownups from Washington or Cambridge would descend at any moment and tell us what the rules were,” Crocker recalled. But this was a new age. The network was supposed to be distributed, and so was the authority over it. Its invention and rules would be user-generated. The process would be open. Though it was funded partly to facilitate military command and control, it would do so by being resistant to centralized command and control. The colonels had ceded authority to the hackers and academics. So after an especially fun gathering in Utah in early April 1967, this gaggle of graduate students, having named itself the Network Working Group, decided that it would be useful to write down some of what they had conjured up.95 And Crocker, who with his polite lack of pretense could charm a herd of hackers into consensus, was tapped for the task. He was anxious to find an approach that did not seem presumptuous. “I realized that the mere act of writing down what we were talking about could be seen as a presumption of authority and someone was going to come and yell at us—presumably some adult out of the east.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

If Jesus was put to death by powerful elites protecting their turf, then the murder is only a historical or academic puzzle. But if those who knew Him best—His longtime admirers—were involved, everything changes. It suddenly becomes personal, for we are then forced to confront the more troubling questions: Would I have sided with the majority and cried out for His blood? Would you?

In other words, the difference in expertise between theologians and “average” believers is small — not nearly as great as the difference in expertise between professional evolutionists and science-friendly laypeople. The difference between theologians and believers is not their differential acquaintance with the truth about God, but the greater acquaintance of theologians with the history of theology.People like Hart, despite their intelligence, have no more handle on the nature of God than do Joe and Sally in the street. Theologians are, as we all know, simply confecting things about God, and then selling them using fancy words and their academic credentials. Let Hart give us one bit of evidence that he has greater insight into God than, say, Rick Warren, and then I’ll pay attention to what he has to say. Otherwise, I see Hart as retreating to the Last Redoubt of the Theologian: the definition of God as something that is immune to all disproof—and thus subject to Hitchens’ Razor: “what can be asserted without evidence can be dismissed without evidence." The 'Best Arguments for God's Existence' Are Actually Terrible (New Republic, Jan. 16, 2014)

the best academic grounding for their son may be quiet, sustained play at home and a kindergarten that emphasizes socialization, play, and the out-of-doors.

Once you have developed a powerful showcase, you are ready to answer the fourth question that your résumé must address: can you provide specific results (achievements) that you produced in the past that would indicate that you can produce them in the future? In most cases, the employment section will answer this final question. However, if you are a graduating student or one who has little or no direct work experience, your internships, academic highlights, and extracurricular activities, including volunteer work and community service, will be emphasized.

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references

All this is quite dangerous. ISIS is no more absurd a movement than was National Socialism in 1932. How many Germans, versed in their Goethe and Schiller, ever believed that a paint-by-numbers artist like Hitler, a former chicken farmer such as Himmler, or a failed academic like Goebbels would soon be turning Weimar Germany into a rogue state that would murder its own sick, disabled, and non-Aryan? Radical Islamists of all stripes support ISIS, if occasionally uneasy about its methodologies. Soon, if ISIS consolidates a caliphate of sorts, it will win over more adherents, who appreciate that it has flummoxed the West and restored pride to millions who either hated the West or were forced to move to the West in humiliation. ISIS is nursed by Western diffidence at best and at worst by the sort of contextualization and rationalization embraced by Obama. Every time he fails to note that Coptic Egyptians are beheaded precisely because they are Christians, or that Jews are killed by reason of being Jews, ISIS takes note. Each time he remonstrates with Christians for their moral high horses, or cites poverty as the root cause of “violent extremism,” or retreats into the distant past in desperate efforts to remind Westerners of their own comparable sins, ISIS takes note. Each time Obama hesitates, issues and then forgets about threats, or slashes defense, ISIS takes note. And if Obama continues, soon a 400-million-person Middle East will take note as well. Millions may not like ISIS, just as millions once were somewhat bothered by Hitler. They may prefer that its beheadings remain untelevised, or may frown on burning someone alive when the firing squad would do. But they most certainly will like the power, territory, and fear that ISIS commands — and the utter helplessness that follows in the once haughty West.

you’ll be stuck in sucky classes! Through conversations with friends, your own research, and an understanding of the teaching and learning styles that work for you, select the classes that suit you best. If you are interested in a particular field in which you don’t have any connections, do not be afraid to reach out. Research the people in that field before approaching them and make sure you ask intelligent questions that will help you decide if you want to pursue further study. Non-academic pursuits in college can be just as important or even more important than classes and grades. College grades matter less than high school grades (except when applying to highly competitive graduate and medical