Academics Support Quotes

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.

Scientists, for their part, need to be far more engaged with current public debates. They “should not be afraid of making their voice heard when the debate wanders into their field of expertise, be it medicine or history. Silence isn’t neuatrality; it is supporting the status quo. Of course, it is extremely important to go on doing academic research and to publish the results in scientific journals that only a few experts read. But it is equally important to communicate the latest scientific theories to the general public through popular-science books, and even through the skilful use of art and fiction.

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 argument in this book is that religious doctrines matter and are in need of reform. Non-doctrinal factors—such as the Saudis’ use of oil revenues to fund Wahhabism and Western support for the Saudi regime—are important, but religious doctrine is more important. Hard as it may be for many Western academics to believe, when people commit violent acts in the name of religion, they are not trying somehow to dignify their underlying socioeconomic or political grievances.

In college, in the early 1950s, I began to learn a little about how science works, the secrets of its great success, how rigorous the standards of evidence must be if we are really to know something is true, how many false starts and dead ends have plagued human thinking, how our biases can colour our interpretation of evidence, and how often belief systems widely held and supported by the political, religious and academic hierarchies turn out to be not just slightly in error, but grotesquely wrong.

Those of us who stand outside the circle of this society’s definition of acceptable women; those of us who have been forged in the crucibles of difference — those of us who are poor, who are lesbians, who are Black, who are older — know that survival is not an academic skill. It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master’s house as their only source of support.

I've come to the conclusion that it's all about fear- fear that your kid won't come out on top, be a success. Forcing him into these brutal encounters will a) make a dame sure he is a success, and b) all you to see evidence of that success with the added bonus of a cheering crowd. This means that sports are supported with an almost desperate enthusiasm. The football team gets catered dinners before a fame. Honor Society is lucky if it gets a cupcake. Academic success-forget it. That requires too much imagination. There's no scoreboard.

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.

I'm buried beneath an avalanche of papers, I don't understand the language of the country, and what do I do about a kid who calls me "Hi, teach!"? Syl INTRASCHOOL COMMUNICATION FROM: Room 508 TO: Room 304 Nothing. Maybe he calls you Hi, teach! because he likes you. Why not answer Hi, pupe? The clerical work is par for the course. "Keep on file in numerical order" means throw in waste-basket. You'll soon learn the language. "Let it be a challenge to you" means you're stuck with it; "interpersonal relationships" is a fight between kids; "ancillary civic agencies for supportive discipline" means call the cops; "Language Arts Dept." is the English office; "literature based on child's reading level and experiential background" means that's all they've got in the Book Room; "non-academic-minded" is a delinquent; and "It has come to my attention" means you're in trouble.

Hypatia’s case then was this. She lived in a time when her intellectual heritage, a seven-hundred-year-old tradition, was crumbling. The supports that had once seemed so secure—the Museum and the libraries—had all been swept away by the swell of ignorant dogmatism. Almost alone, virtually the last academic, she stood for the intellectual values, for rigorous mathematics, ascetic Neoplatonism, the crucial role of the mind, and the voice of temperance and moderation in civic life.

For real-life resources on supporting women academics in STEM, visit awis.org. For resources that specifically support BIPOC women academics in STEM, visit sswoc.org.

Online learners need academic assistance technical assistance and cohort support.

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.

A troubling philosophical issue also loomed. He served on a panel that was compiling a study of studies for the National Academies of Sciences. The aim was to show that housing for homeless people improved their health and saved the public money, and yet no studies fully supported those widely held claims, none at least that met the standards of the academics on the committee. Some of Jim’s old allies refused to give up the cost-savings argument. He wrote me privately: “Housing homeless people is mandatory. A human right. But I have long been skeptical of the drive to show that it saves money, because that leaves housing dependent on whether it saves money. Ridiculous. Who would ever say that Mass General exists to save money?

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

[Theodore] Roosevelt had long ago discovered that the more provincial the supplicants, the less able were they to understand that their need was not unique: that he was not yearning to travel two thousand miles on bad trains to support the reelection campaign of a county sheriff, or to address the congregation of a new chapel in a landscape with no trees. His refusal, no matter how elaborately apologetic, was received more often in puzzlement than anger. Imaginatively challenged folks, for whom crossing a state line amounted to foreign travel, could not conceive that the gray-blue eyes inspecting them had, over the past year, similarly scrutinized Nandi warriors, Arab mullahs, Magyar landowners, French marshals, Prussian academics, or practically any monarch or minister of consequence in Europe -- not to mention the maquettes in Rodin’s studio, and whatever dark truths flickered in the gaze of dying lions. From COLONEL ROOSEVELT, p. 104.

The angry reaction supports the academic literature on Appalachian Americans. In a December 2000 paper, sociologists Carol A. Markstrom, Sheila K. Marshall, and Robin J. Tryon found that avoidance and wishful-thinking forms of coping “significantly predicted resiliency” among Appalachian teens. Their paper suggests that hillbillies learn from an early age to deal with uncomfortable truths by avoiding them, or by pretending better truths exist. This tendency might make for psychological resilience, but it also makes it hard for Appalachians to look at themselves honestly. We

If cissexual academics truly believe that transsexual and intersex people can add new perspectives to existing dialogues about gender, then they should stop reinterpreting our experiences and instead support transsexual and intersex intellectual endeavors and works of art. Instead of exploiting our experiences to further their own careers, they should insist that their universities make a point of hiring transsexual and intersex faculty, and that their publishers put out books by gender-variant writers. And they should finally acknowledge the fact that they have no legitimate claim to use transsexual and intersex identities, struggles, and histories for their own purposes.

The Arts and their supporters pointed out that, far from just lifting the poor out of poverty, universal ownership of molecular fabricators could, in terms of material possessions, give everyone everything they needed and leave everyone free to pursue their dreams and full potential, whether academic, physical or creative. There it was, right there. The pursuit of happiness, made reality. This revelation gave even the most hardened cynics pause for thought.

It is not unusual for children with ADHD, especially those who are not hyperactive and are very bright, to do quite well in elementary school, where they spend a significant portion of each school day in one classroom with a single teacher who can provide considerable structure and stability for each student in that stable group. The teacher gets to know each student and can support her in her academic work and in resolving difficulties in social relationships.

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.

Those of us who stand outside the circle of this society's definition of acceptable women; those of use who have been forged in the crucibles of difference - those of us who are poor, who are lesbians, who are Black, who are older - know that survival is not an academic skill. It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define adn seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the masters tools will never dismantle the master's house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master's house as their only source of support.

At some point in their education, most smart people usually learn not to credit arguments from authority. If someone says “Believe me about the minimum wage because I seem like a trustworthy guy,” most of them will have at least one neuron in their head that says “I should ask for some evidence”. If they’re really smart, they’ll use the magic words “peer-reviewed experimental studies.” But I worry that most smart people have not learned that a list of dozens of studies, several meta-analyses, hundreds of experts, and expert surveys showing almost all academics support your thesis– can still be bullshit.

Some days, it feels unreasonable to expect that an academic text can work as a form of movement assessment or to support social and political change, including the redistribution of power. Perhaps nonfiction & the arts--literature, poetry & film--are potentially much better suited to the work of politically engaging audiences than the staid tools of the academy.

It is the responsibility of all of us to invest time and effort in uncovering our biases and in verifying our sources of information. As noted in earlier chapters, we cannot investigate everything ourselves. But precisely because of that, we need at least to investigate carefully our favourite sources of information – be they a newspaper, a website, a TV network or a person. In Chapter 20 we will explore in far greater depth how to avoid brainwashing and how to distinguish reality from fiction. Here I would like to offer two simple rules of thumb. First, if you want reliable information – pay good money for it. If you get your news for free, you might well be the product. Suppose a shady billionaire offered you the following deal: ‘I will pay you $30 a month, and in exchange, you will allow me to brainwash you for an hour every day, installing in your mind whichever political and commercial biases I want.’ Would you take the deal? Few sane people would. So the shady billionaire offers a slightly different deal: ‘You will allow me to brainwash you for one hour every day, and in exchange, I will not charge you anything for this service. The second rule of thumb is that if some issue seems exceptionally important to you, make the effort to read the relevant scientific literature. And by scientific literature I mean peer-reviewed articles, books published by well-known academic publishers, and the writings of professors from reputable institutions. Science obviously has its limitations, and it has got many things wrong in the past. Nevertheless, the scientific community has been our most reliable source of knowledge for centuries. If you think that the scientific community is wrong about something, that’s certainly possible, but at least know the scientific theories you are rejecting, and provide some empirical evidence to support your claim.

We find, therefore, Lowell and Mailer ostensibly locked in converse. In fact, out of the thousand separate enclaves of their very separate personalities, they sensed quickly that they now shared one enclave to the hilt: their secret detestation of liberal academic parties to accompany worthy causes. Yes, their snobbery was on this mountainous face close to identical—each had a delight in exactly the other kind of party, a posh evil social affair, they even supported a similar vein of vanity (Lowell with considerably more justice) that if they were doomed to be revolutionaries, rebels, dissenters, anarchists, protesters, and general champions of one Left cause or another, they were also, in private, grands conservateurs, and if the truth be told, poor damn émigré princes. They were willing if necessary (probably) to die for the cause—one could hope the cause might finally at the end have an unexpected hint of wit, a touch of the Lord’s last grace—but wit or no, grace or grace failing, it was bitter rue to have to root up one’s occupations of the day, the week, and the weekend and trot down to Washington for idiot mass manifestations which could only drench one in the most ineradicable kind of mucked-up publicity and have for compensation nothing at this party which might be representative of some of the Devil’s better creations. So Robert Lowell and Norman Mailer feigned deep conversation. They turned their heads to one another at the empty table, ignoring the potentially acolytic drinkers at either elbow, they projected their elbows out in fact like flying buttresses or old Republicans, they exuded waves of Interruption Repellent from the posture of their backs, and concentrated on their conversation, for indeed they were the only two men of remotely similar status in the room. (Explanations about the position of Paul Goodman will follow later.)

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.

When, during and after the Reformation, the universities lost their status as so many autonomous parts of the universal church, they lost their independence correspondingly. In Protestant Europe, they came under the jurisdiction of the national churches and of the rapacious national monarchies; in Catholic Europe --although to a lesser extent--they came under the jurisdiction of the reinvigorated and consolidated Papacy, and of the sovereigns who, as in Spain and France, made royal influence over the church establishment within their realms a condition of their support for the Roman cause. The dissolution of medieval universalism meant that learning, like nearly everything else, was forced to submit to new or more rigid denominations. With the complete or partial secularization of society which followed upon the French Revolutionary era, in nearly every country except Britain, the universities were stripped of what remained of their old rights and became little better than state corporations.

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

Together and separately, we as speakers disproved another description used to disqualify feminists: that we were all “whitemiddleclass,” a phrase used by the media then (and academics who believe those media clippings now) as if it were a single adjective to describe the women’s movement. In fact, the first-ever nationwide poll of women’s opinions on issues of gender equality showed that African American women were twice as likely as white women to support them.8 If the poll had included Latinas, Asian Americans, Native Americans,

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

If the social stress is physical, sexual, or emotional abuse, the way to treat the depression is to stop the abuse. Unfortunately, advocates of the biochemical treatment of depression have gone along with the view of academic theory and popular culture that the problem is entirely within the skull of the victim. Enthusiasm for biochemical treatment and research is partly due to the fact that it helps perpetuate the myth that suicide and depression should be treated by changing the victim, not by changing ourselves. As long as we have a narrow view of the causes of biochemical imbalance, such as limiting it to innate genetic defects, we can practice denial on the social complicity in the causation of suicide. The narrow view does nothing to help reduce pain and increase resources for the millions of people whose problems do not respond to medications. It also deprives us of an opportunity for progress in a much broader area for social reform. The dynamics behind the oppression of the suicidal is similar to the dynamics of other forms of injustice; progress in one area can support progress in other areas.

The angry reaction supports the academic literature on Appalachian Americans. In a December 2000 paper, sociologists Carol A. Markstrom, Sheila K. Marshall, and Robin J. Tryon found that avoidance and wishful-thinking forms of coping “significantly predicted resiliency” among Appalachian teens. Their paper suggests that hillbillies learn from an early age to deal with uncomfortable truths by avoiding them, or by pretending better truths exist. This tendency might make for psychological resilience, but it also makes it hard for Appalachians to look at themselves honestly.

As Negroes move forward toward a fundamental alteration of their lives, some bitter white opposition is bound to grow, even within groups that were hospitable to earlier superficial amelioration. Conflicts are unavoidable because a stage has been reached in which the reality of equality will require extensive adjustments in the way of life of some of the white majority. Many of our former supporters will fall by the wayside as the movement presses against financial privilege. Others will withdraw as long-established cultural privileges are threatened. During this period we will have to depend on that creative minority of true believers. The hope of the world is still in dedicated minorities. The trailblazers in human, academic, scientific and religious freedom have always been in the minority. That creative minority of whites absolutely committed to civil rights can make it clear to the larger society that vacillation and procrastination on the question of racial justice can no longer be tolerated. It will take such a small committed minority to work unrelentingly to win the uncommitted majority. Such a group may well transform America’s greatest dilemma into her most glorious opportunity.

Survival is not an academic skill. It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master’s house as their only source of support.

You like the kids we have at Rankeillor. And that’s the secret truth about education. Academics and think-tanks and God knows who else spend years of time and millions of pounds trying to work out how to keep children in schools, how to improve test scores. And the one thing they never stop to consider is: do the teachers like the kids? Do the kids trust the support staff? Does the head like his colleagues? You can announce as many directives as you wish, but in the end, it all comes down to this. I honestly believe it does. It’s as true at Rankeillor as it was at the University. It’s all about wanting people to succeed.

As women, we have been taught either to ignore our differences, or to view them as causes for separation and suspicion rather than as forces for change. Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. Those of us who stand outside the circle of this society’s definition of acceptable women; those of us who have been forged in the crucibles of difference — those of us who are poor, who are lesbians, who are Black, who are older — know that survival is not an academic skill. It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master’s house as their only source of support.

Those of us who stand outside the circle of this society's definition of acceptable women; those of us who have been forged in the crucibles of difference -- those of us who are poor, who are lesbians, who are Black, who are older -- know that survival is not an academic skill. It is learning how to take our differences and make them strengths. For the master's tools will never dismantle the master's house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master's house as their only source of support.

In her book claiming that allegations of ritualistic abuse are mostly confabulations, La Fontaine’s (1998) comparison of social workers to ‘nazis’ shows the depth of feeling evident amongst many sceptics. However, this raises an important question: Why did academics and journalists feel so strongly about allegations of ritualistic abuse, to the point of pervasively misrepresenting the available evidence and treating women disclosing ritualistic abuse, and those workers who support them, with barely concealed contempt? It is of course true that there are fringe practitioners in the field of organised abuse, just as there are fringe practitioners in many other health-related fields. However, the contrast between the measured tone of the majority of therapists and social workers writing on ritualistic abuse, and the over-blown sensationalism of their critics, could not be starker. Indeed, Scott (2001) notes with irony that the writings of those who claimed that ‘satanic ritual abuse’ is a ‘moral panic’ had many of the features of a moral panic: scapegoating therapists, social workers and sexual abuse victims whilst warning of an impending social catastrophe brought on by an epidemic of false allegations of sexual abuse. It is perhaps unsurprising that social movements for people accused of sexual abuse would engage in such hyperbole, but why did this rhetoric find so many champions in academia and the media?

The second rule of thumb is that if some issues seems exceptionally important to you, make the effort to read the relevant scientific literature. And by scientific literature I mean peer-reviewed articles, books published by well-known academic publishers, and the writings of professors from reputable institutions. Science obviously has its limitations, and it has gotten many things wrong in the past. Nevertheless, the scientific community has been our most reliable source of knowledge for centuries. If you think the science scientific community is wrong about something, that’s certainly possible, but at least you know the scientific theories you are rejecting , and provide some empirical evidence to support your claim.

The intolerance and cancel culture have spread to outright discrimination in hiring, promotion, grants, and publication of professors and graduate students who do not abide the ideology demanded by the campus revolutionaries. A March 1, 2021, study by Eric Kaufmann of the Center for the Study of Partisanship and Ideology found, among other things: “Over 4 in 10 US and Canadian academics would not hire a Trump supporter… ; only 1 in 10 academics support firing controversial professors, nonetheless, while most do not back cancellation, many are not opposed to it, remaining non-committal; right-leaning academics experience a high level of institutional authoritarianism and peer pressure; in the US, over a third of conservative academics and PhD students have been threatened with disciplinary action for their views, while 70% of conservative academics report a hostile departmental climate for their beliefs; in the social sciences and humanities, over 9 in 10 Trump-supporting academics… say they would not feel comfortable expressing their views to a colleague; more than half of North American and British conservative academics admit self-censoring in research and teaching; younger academics and PhD students, especially in the United States, are significantly more willing than older academics to support dismissing controversial scholars from their posts, indicating that the problem of progressive authoritarianism is likely to get worse in the coming years; [and] a hostile climate plays a part in deterring conservative graduate students from pursuing careers in academia….

WASN’T POLYGNY AN EXAMPLE OF WOMEN AS MEN’S PROPERTY? In no country at no period of time, were women safe from . . . the insistence that their bodies existed only in relation to man, for his pleasure and progeny. —The Women’s History of the World46 Academic feminism often equates mistresses, concubines, and polygyny* (a man having more than one wife) with male dominance. Once we understand the Immortality Rule, though, we can move to a deeper understanding of why God blessed the many wives and concubines of David—as in David and Goliath. As a king, David had enough wealth and power to support more than one woman—so why should other women miss out? Polygyny did not mean any man could have many wives—it meant a poor man would be deprived of a wife so a woman could have a rich man. No one took pity on the man who was poor for being deprived of love.

Chapter 20 we will explore in far greater depth how to avoid brainwashing and how to distinguish reality from fiction. Here I would like to offer two simple rules of thumb. First, if you want reliable information, pay good money for it. If you get your news for free, you might well be the product. Suppose a shady billionaire offered you the following deal: “I will pay you $30 a month, and in exchange you will allow me to brainwash you for an hour every day, installing in your mind whichever political and commercial biases I want.” Would you take the deal? Few sane people would. So the shady billionaire offers a slightly different deal: “You will allow me to brainwash you for one hour every day, and in exchange, I will not charge you anything for this service.” Now the deal suddenly sounds tempting to hundreds of millions of people. Don’t follow their example. The second rule of thumb is that if some issue seems exceptionally important to you, make the effort to read the relevant scientific literature. And by scientific literature I mean peer-reviewed articles, books published by well-known academic publishers, and the writings of professors from reputable institutions. Science obviously has its limitations, and it has gotten many things wrong in the past. Nevertheless, the scientific community has been our most reliable source of knowledge for centuries. If you think the scientific community is wrong about something, that’s certainly possible, but at least know the scientific theories you are rejecting, and provide some empirical evidence to support your claim. Scientists, for their part, need to be far more engaged with current public debates. Scientists should not be afraid of making their voices heard when the debate wanders into their field of expertise, be it medicine or history. Of course, it is extremely important to go on doing academic research and to publish the results in scientific journals that only a few experts read. But it is equally important to communicate the latest scientific theories to the general public through popular science books, and even through the skillful use of art and fiction. Does that mean scientists should start writing science fiction? That is actually not such a bad idea. Art plays a key role in shaping people’s views of the world, and in the twenty-first century science fiction is arguably the most important genre of all, for it shapes how most people understand things such as AI, bioengineering, and climate change. We certainly need good science, but from a political perspective, a good science-fiction movie is worth far more than an article in Science or Nature.

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

In 1951, William F. Buckley Jr., a devout Catholic fresh out of Yale, the son of an oilman, suggested a new approach to destroying the liberal consensus. In God and Man at Yale: The Superstitions of “Academic Freedom,” Buckley suggested that the whole idea that people would make good decisions through argument based on evidence—the Enlightenment idea that had shaped America since its founding—was wrong. Had that been true, Americans would not have kept supporting the government activism launched by the New Deal. Americans’ faith in reasoned debate was a worse “superstition,” he said, than the superstitions the Enlightenment had set out to replace.15 Rather than continuing to try to change people’s beliefs through evidence-based arguments, he said, those opposed to the New Deal should stand firm on an “orthodoxy” of religion and individualism and refuse to accept any questioning of those two fundamental p

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.

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.

Like so many other things in the previous year, my politics had also been retooled by maternity. I began to suspect that modern feminism had gotten it at least partly wrong. . . . In devaluing the home and the vast range of domestic work--childrearing included--and in fighting a fight largely for the right to work outside the home, the modern feminist movement ignored a singular power already available to women and, maybe more important, to the collective imagination. Rather than fighting to re-invent the home, or to effect a real transformation of values, or to legitimize and legalize the domestic and childrearing work that so many women engage in--which is necessary to support any mother's work outside the home--we have found it easier to map power where it already existed. Is this really my only choice? Between the intense demands of an academic career (supported by full-time childcare) and the mind-deadening contemplation of Cheerios?

Insofar as craft and poetics in a poem have a politics, I wanted to avoid that brittle enjambed-prose-sentence-lyric verse, where you have standard sentences snapped off and scattered decoratively across the page (which I might go out on a limb and say was characteristic of some leftist poets, Beat poets, street poets and populist poets of the 70s and 80s—all of whom I basically view as comrades, I should probably say, to this day) and on the other hand I also wanted my poetics to operate differently than those more right-wing academics—in practice—even if in their poems or statements they proclaim public leftist views or ideas—they remain academic poets, operating in elite university-supported circles, institutionalized and reading before institutional audiences, awarding grants and awards to each other, sitting on each other’s grants panels, awards and tenure committees, as Philip Levine admitted in an interview in Don’t Ask, 'giving prizes to friends.

Allegations of multi-perpetrator and multi-victim sexual abuse emerged to public awareness in the early 1980s contemporaneously with the denials of the accused and their supporters. Multi-perpetrator sexual offences are typically more sadistic than solo offences and organised sexual abuse is no exception. Adults and children with histories of organised abuse have described lives marked by torturous and sometimes ritualistic sexual abuse arranged by family members and other care-givers and authority figures. It is widely acknowledged, at least in theory, that sexual abuse can take severe forms, but when disclosures of such abuse occur, they are routinely subject to contestation and challenge. People accused of organised, sadistic or ritualistic abuse have protested that their accusers are liars and fantasists, or else innocents led astray by overly zealous investigators. This was an argument that many journalists and academics have found more convincing than the testimony of alleged victims.

In musing on all that occurred in the course of the several years of harassment the error I decided I made, and others frequently make, is to assume that we are all academics trying to sort out intellectual issues. The False Memory Syndrome Foundation is a political organization composed primarily of individuals who have been accused of child sexual abuse and those who support and defend them, sometimes for considerable sums. Such people are not going to be swayed by the research. They start with a fixed point of view-the need to deflect threat. That threat comes in the form of public exposure, loss of income, monetary penalties, or even in some cases incarceration. I heard a colleague say recently, in referring to the 30 or so studies that document the existence of recovered memory, “You get to the point where you wonder when is it going to be enough.” It is never going to be enough if the point is not searching for the truth but protecting a particular point of view. Confessions of a Whistle-Blower: Lessons Anna C. Salter. Ethics & Behavior, Volume 8, Issue 2 June 1998

Paul himself spent years of his life on the road, carrying (presumably on pack animals) his tent, clothing and tools - not many scrolls, if any. He carried the Bible safely tucked away in his head, where it belongs. As an apostle, he often supported himself by plying his trade. He was busy, traveling, working with his hands, winning people for Christ, shepherding or coping with his converts, responding to questions and problems. And he was very human; he knew not only fighting without but also fears within (2 Cor 7:5). Paul the completely confident academic and systematic theologian - sitting at his desk, studying the Bible, working out a system, perfect and consistent in all its parts, unchanging over a period of thirty years, no matter how many new experiences he and his churches had - is an almost inhuman character, either a thinking machine or a fourth person of the Trinity. The real Paul knew anger, joy, depression, triumph, and anguish; he reacted, overreacted, he repented, he apologized, he flattered and cajoled, he rebuked and threatened, he argued this way and that way: he did everything he could think of in order to win some.

For those who do not wish to blame this sordid history on science, and prefer to speak of pseudoscience, it will be good to consider that eugenics was a serious academic discipline at many universities. By 1930, institutes devoted to it existed in England, Sweden, Switzerland, Russia, America, Germany, and Norway. Its theories were supported by prominent figures, including American presidents. Its founding father, the British anthropologist and polymath Sir Francis Galton, became a fellow of the Royal Society and was knighted well after having espoused ideas about improving the human race. Notably, Galton felt that the average citizen was “too base for the everyday work of modern civilization.”11 It took Adolf Hitler and his henchmen to expose the moral bankruptcy of these ideas. The inevitable result was a precipitous drop of faith in science, especially biology. In the 1970s, biologists were still commonly equated with fascists, such as during the heated protest against “sociobiology.” As a biologist myself, I am glad those acrimonious days are over, but at the same time I wonder how anyone could forget this past and hail science as our moral savior. How

tried to go to a counselor, but it was just too weird. Talking to some stranger about my feelings made me want to vomit. I did go to the library, and I learned that behavior I considered commonplace was the subject of pretty intense academic study. Psychologists call the everyday occurrences of my and Lindsay’s life “adverse childhood experiences,” or ACEs. ACEs are traumatic childhood events, and their consequences reach far into adulthood. The trauma need not be physical. The following events or feelings are some of the most common ACEs: •​being sworn at, insulted, or humiliated by parents •​being pushed, grabbed, or having something thrown at you •​feeling that your family didn’t support each other •​having parents who were separated or divorced •​living with an alcoholic or a drug user •​living with someone who was depressed or attempted suicide •​watching a loved one be physically abused. ACEs happen everywhere, in every community. But studies have shown that ACEs are far more common in my corner of the demographic world. A report by the Wisconsin Children’s Trust Fund showed that among those with a college degree or more (the non–working class), fewer than half had experienced an ACE. Among the working class, well over half had at least one ACE, while about 40 percent had multiple ACEs. This is really striking—four in every ten working-class people had faced multiple instances of childhood trauma. For the non–working class, that number was 29 percent. I gave a quiz to Aunt Wee, Uncle Dan, Lindsay, and Usha that psychologists use to measure the number of ACEs a person has faced. Aunt Wee scored a seven—higher even than Lindsay and me, who each scored a six. Dan and Usha—the two people whose families seemed nice to the point of oddity—each scored a zero. The weird people were the ones who hadn’t faced any childhood trauma. Children with multiple ACEs are more likely to struggle with anxiety and depression, to suffer from heart disease and obesity, and to contract certain types of cancers. They’re also more likely to underperform in school and suffer from relationship instability as adults. Even excessive shouting can damage a kid’s sense of security and contribute to mental health and behavioral issues down the road. Harvard pediatricians have studied the effect that childhood trauma has on the mind. In addition to later negative

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The thing that must really be understood is that our knowledge of God cannot be acquired simply through academic processes. What we really know about God is what He has faithfully revealed to us. When Jesus rose from the dead and appeared to the disciples, they still could not believe. Belief is not based upon seeing, because if it were, they would have believed that Jesus was risen from the dead when they saw Him. It took a spiritual application of revelation that cannot be brought about by reason or logic. When their eyes were opened, which is only done through the work of the Holy Spirit, they were able to believe. What the Holy Spirit does not reveal to us is not worth knowing. It is my contention that everything we do in some way reflects our perception of God. It does not take long to understand a person when you begin to understand his or her perception of God. I believe it is critical that our perception of God be worthy of God and that it reflect the truth revealed to us about the God of the Word. Even those who do not believe in God make a god out of not believing in God. What is it that you really believe and think of when you hear the word God? Your perception of God determines everything about you. For this reason, our perception of God needs to be based on a solid foundation that will not let us down under any circumstance. We need to really understand the history of man’s progressive degeneration. Some believe man is on his way up. The evidence, however, does not support this idea at all. If man were on his way up, why is he still wrestling with the sins of his forefathers? Why is it that man has not solved his problems, but seems only to add to them?

Page 366: Can the United States really have been experiencing falling IQ? Would not we be able to see the consequences? Maybe we have. In 1938, Raymond Cattell, one of the most illustrious psychometricians of his age, wrote an article for the British Journal of Psychology, “Some Changes in Social life in a Community with a Falling Intelligence Quotient.” The article was eerily prescient. In education, Cattell predicted that academic standards would fall and the curriculum would shift toward less abstract subjects. He foresaw an increase in “delinquency against society” – crime and willful dependency (for example, having a child without being able to care for it) would be in this category. He was not sure whether this would lead to a slackening of moral codes or attempts at tighter government control over individual behavior. The response could go either way, he wrote. He predicted that a complex modern society with a falling IQ would have to compensate people at the low end of IQ by a “systematized relaxation of moral standards, permitting more direct instinctive satisfactions.” In particular, he saw an expanding role for what he called “fantasy compensations.” He saw the novel and the cinema as the contemporary means for satisfying it, but he added that “we have probably not seen the end of its development or begun to appreciate its damaging effects on ‘reality thinking’ habits concerned in other spheres of life” – a prediction hard to fault as one watches the use of TV in today’s world and imagines the use of virtual reality helmets in tomorrow’s. Turning to political and social life, he expected to see “the development of a larger ‘social problem group’ or at least of a group supported, supervised and patronized by extensive state social welfare work.” This, he foresaw, would be “inimical to that human solidarity and potential equality of prestige which is essential to democracy.

Activists who expressed genuine and reasonable concern for the struggles of trans-identified people would simultaneously dismiss women’s desire for safety, privacy, dignity and fair competition. Unlike those activists, I feel compassion both for people who feel at odds with their sexed bodies, and for the people, mainly women and children, who are harmed when sexual dimorphism is denied. At first I was puzzled that well-educated young women were the most ardent supporters of this new policy of gender self-identification, even though it is very much against their interests. A man may be embarrassed if a female person uses a male changing room; a male in a communal female facility can inspire fear. I came to see it as the rising generation’s ‘luxury belief’ – a creed espoused by members of an elite to enhance their status in each other’s eyes, with the harms experienced by the less fortunate. If you have social and financial capital, you can buy your way out of problems – if a facility you use jeopardises your safety or privacy, you will simply switch. It is poorer and older women who are stuck with the consequences of self-ID in women’s prisons, shelters and refuges, hospital wards and care homes. And some women’s apparent support for self-ID is deceptive, expressed for fear of what open opposition would bring. The few male academics and journalists who write critically on this topic tell me that they get only a fraction of the hate directed at their female peers (and are spared the sexualised insults and rape threats). This dynamic is reinforced by ageism, which is inextricably intertwined with misogyny – including internalised misogyny. I was astonished by the young female reviewer who described my book’s tone as ‘harsh’ and ‘unfortunate’. I wondered if she knew that sexists often say they would have listened to women if only they had stated their demands more nicely and politely, and whether she realised that once she is no longer young and beautiful, the same sorts of things will be said about her, too.

By collecting data from the vast network of doctors across the globe, they added dozens of new compounds to the arsenal—all proven effective against COVID-19. Dr. Kory told me that he was deeply troubled that the extremely successful efforts by scores of front-line doctors to develop repurposed medicines to treat COVID received no support from any government in the entire world—only hostility—much of it orchestrated by Dr. Fauci and the US health agencies. The large universities that rely on hundreds of millions in annual funding from NIH were also antagonistic. “We didn’t have a single academic institution come up with a single protocol,” said Dr. McCullough. “They didn’t even try. Harvard, Johns Hopkins, Duke, you name it. Not a single medical center set up even a tent to try to treat patients and prevent hospitalization and death. There wasn’t an ounce of original research coming out of America available to fight COVID—other than vaccines.” All of these universities are deeply dependent on billions of dollars that they receive from NIH. As we shall see, these institutions live in terror of offending Anthony Fauci, and that fear paralyzed them in the midst of the pandemic. “Dr. Fauci refused to promote any of these interventions,” says Kory. “It’s not just that he made no effort to find effective off-the-shelf cures—he aggressively suppressed them.” Instead of supporting McCullough’s work, NIH and the other federal regulators began actively censoring information on this range of effective remedies. Doctors who attempted merely to open discussion about the potential benefits of early treatments for COVID found themselves heavily and inexplicably censored. Dr. Fauci worked with Facebook’s Mark Zuckerberg and other social media sites to muzzle discussion of any remedies. FDA sent a letter of warning that N-acetyle-L-cysteine (NAC) cannot be lawfully marketed as a dietary supplement, after decades of free access on health food shelves, and suppressed IV vitamin C, which the Chinese were using with extreme effectiveness.

Financial Times commentator Martin Wolf concluded in 2010: "We already know that the earthquake of the past few years has damaged Western economies, while leaving those of emerging countries, particularly Asia, standing. It has also destroyed Western prestige. The West has dominated the world economically and intellectually for at least two centuries. That epoch is now over. Hitherto, the rulers of emerging countries disliked the West's pretensions, but respected its competence. This is true no longer. Never again will the West have the sole word." I was reminded of the Asian financial crisis in 1997. When Asian economies were devastated by similarly foolish borrowing the West – including the International Monetary Fund and World Bank – prescribed bitter medicine. They extolled traditional free market principles: Asia should raise interest rates to support sagging currencies, while state spending, debt, subsidies should be cut drastically. Banks and companies in trouble should be left to fail, there should be no bail-outs. South Korea, Thailand, Indonesia were pressured into swallowing the bitter medicine. President Suharto paid the ultimate price: he was forced to resign. Anger against the IMF was widespread. I was in Los Angeles for a seminar organised by the Claremont McKenna College to discuss, among other things, the Asian crisis. The Thai speaker resorted to profanity: F-- the IMF, he screamed. The Asian press was blamed by some Western academics. If we had the kind of press freedoms the West enjoyed, we could have flagged the danger before the crisis hit. Western credibility was torn to shreds when the financial tsunami struck Wall Street. Shamelessly abandoning the policy prescriptions they imposed on Asia, they decided their banks and companies like General Motors were too big to fail. How many Asian countries could have been spared severe pain if they had ignored the IMF? How vain was their criticism of the Asian press, for the almost unfettered press freedoms the West enjoyed had failed to prevent catastrophe.

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.

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

Blaming therapy, social work and other caring professions for the confabulation of testimony of 'satanic ritual abuse' legitimated a programme of political and social action designed to contest the gains made by the women's movement and the child protection movement. In efforts to characterise social workers and therapists as hysterical zealots, 'satanic ritual abuse' was, quite literally, 'made fun of': it became the subject of scorn and ridicule as interest groups sought to discredit testimony of sexual abuse as a whole. The groundswell of support that such efforts gained amongst journalists, academics and the public suggests that the pleasures of disbelief found resonance far beyond the confines of social movements for people accused of sexual abuse. These pleasures were legitimised by a pseudo-scientific vocabulary of 'false memories' and 'moral panic' but as Daly (1999:219-20) points out 'the ultimate goal of ideology is to present itself in neutral, value-free terms as the very horizon of objectivity and to dismiss challenges to its order as the "merely ideological"'. The media spotlight has moved on and social movements for people accused of sexual abuse have lost considerable momentum. However, their rhetoric continues to reverberate throughout the echo chamber of online and 'old' media. Intimations of collusion between feminists and Christians in the concoction of 'satanic ritual abuse' continue to mobilise 'progressive' as well as 'conservative' sympathies for men accused of serious sexual offences and against the needs of victimised women and children. This chapter argues that, underlying the invocation of often contradictory rationalising tropes (ranging from calls for more scientific 'objectivity' in sexual abuse investigations to emotional descriptions of 'happy families' rent asunder by false allegations) is a collective and largely unarticulated pleasure; the catharthic release of sentiments and views about children and women that had otherwise become shameful in the aftermath of second wave feminism. It seems that, behind the veneer of public concern about child sexual abuse, traditional views about the incredibility of women's and children's testimony persist. 'Satanic ritual abuse has served as a lens through which these views have been rearticulated and reasserted at the very time that evidence of widespread and serious child sexual abuse has been consolidating. p60

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

Democracy, the apple of the eye of modern western society, flies the flag of equality, tolerance, and the right of its weaker members to defense and protection. The flag bearers for children's rights adhere to these same values. But should democracy bring about the invalidation of parental authority? Does democracy mean total freedom for children? Is it possible that in the name of democracy, parents are no longer allowed to say no to their children or to punish them? The belief that punishment is harmful to children has long been a part of our culture. It affects each and every one of us and penetrates our awareness via the movies we see and the books we read. It is a concept that has become a kingpin of modern society and helps form the media's attitudes toward parenting, as well as influencing legislation and courtroom decisions. In recent years, the children's rights movement has enjoyed enormous momentum and among the current generation, this movement has become pivotal and is stronger than ever before. Educational systems are embracing psychological concepts in which stern approaches and firm discipline during childhood are said to create emotional problems in adulthood, and liberal concepts have become the order of the day. To prevent parents from abusing their children, the public is constantly being bombarded by messages of clemency and boundless consideration; effectively, children should be forgiven, parents should be understanding, and punishment should be avoided. Out of a desire to protect children from all hardship and unpleasantness, parental authority has become enfeebled and boundaries have been blurred. Nonetheless, at the same time society has seen a worrying rise in violence, from domestic violence to violence at school and on the streets. Sweden, a pioneer in enacting legislation that limits parental authority, is now experiencing a dramatic rise in child and youth violence. The country's lawyers and academics, who have established a committee for human rights, are now protesting that while Swedish children are protected against light physical punishment from their parents (e.g., being spanked on the bottom), they are exposed to much more serious violence from their peers. The committee's position is supported by statistics that indicate a dramatic rise in attacks on children and youths by their peers over the years since the law went into effect (9-1). Is it conceivable, therefore, that a connection exists between legislation that forbids across-the-board physical punishment and a rise in youth violence? We believe so! In Israel, where physical punishment has been forbidden since 2000 (9-2), there has also been a steady and sharp rise in youth violence, which bears an obvious connection to reduced parental authority. Children and adults are subjected to vicious beatings and even murder at the hands of violent youths, while parents, who should by nature be responsible for setting boundaries for their children, are denied the right to do so properly, as they are weakened by the authority of the law. Parents are constantly under suspicion, and the fear that they may act in a punitive manner toward their wayward children has paralyzed them and led to the almost complete transfer of their power into the hands of law-enforcement authorities. Is this what we had hoped for? Are the indifferent and hesitant law-enforcement authorities a suitable substitute for concerned and caring parents? We are well aware of the fact that law-enforcement authorities are not always able to effectively do their jobs, which, in turn, leads to the crumbling of society.

If Democrats were just unusually good at discovering the truth, that would explain why Democrats converge on one set of logically unrelated beliefs, but it wouldn’t explain why Republicans (or non-Democrats in general) converge on the opposite beliefs. We’d instead expect that Republicans would tend to have randomly distributed and disparate beliefs about most of these topics. We’d expect Democrats’ beliefs to be positively correlated with one another, but Republicans’ beliefs would have few or no positive correlations. We’d expect Democrats’ beliefs to form a cluster, but not Republicans’ beliefs. I suppose the Democrat objector might respond it’s not just that Democrats are unusually good at discovering the truth, but that Republicans are unusually inclined to form false beliefs. (Some of my academic colleagues, who are unrepentant hooligans, will laugh here and say, yes, that’s precisely it.) It’s possible that this is true. But the evidence speaks against it. If we knew that one party had high-information voters while the other had low-information ones, that fact would tend to support the hypothetical Democrat’s argument. Yet while the average Republican is slightly better informed than the average Democrat, the differences in knowledge are not staggering.

The German university students were among the earliest groups to back Hitler. The intellectuals were among his regime’s most ardent supporters. Professors with distinguished academic credentials, eager to pronounce their benediction on the Führer’s cause, put their scholarship to work full time; they turned out a library of admiring volumes, adorned with obscure allusions and learned references.

Support has also been found for using observational learning in academic domains, such as preschool-age reading and middle school writing (Braaksma, Rijlaarsdam, van den Bergh, & van Hout-Wolters, 2004; Horner, 2004).

If you are jobless, you have not the proper ability even you can't reach a cleaning job, join Wikipedia, and become an editor. You may knock all the educated figures, lawyers, professional journalists, academics, and specialists of the various subjects down by the Wikipedia rules and policies that contradict each other. You have a useful weapon, which is called the consensus. Your friends can support you to win all disputes. You can change wrong to right and right to wrong. You can decide the reliability and the assessment of subjects; however, no matter you qualify for that or not. You have multiple tools for harassing others. That means Wikipedia.

If you do this right, then during that period of time between the ages of eighteen and twenty-two you can arrest the damage that eighteen years of mediocre academic preparation has done to a student. If you can put somebody in the right place, in the right environment, with the right support structures, you can do wonders.” 2.

Putin started spending hundreds of millions of dollars creating and running government-funded think tanks, foundations, and thinly disguised nongovernmental organizations, establishing branch offices for information warfare throughout Europe, seeking to shape public opinion and to co-opt Western experts, academics, and politicians. The Kremlin began cultivating relationships with right-wing political activists in Austria, Hungary, Italy, France, Germany, Britain, and across the Atlantic in America. It would support the far right and the far left simultaneously, so long as they were fighting one another or attacking a common enemy. To divide and conquer was a glorious goal—but to divide would do.

The most tantalizing question in Rockefeller’s story—and one that allows no final answer—is whether Standard Oil stimulated or retarded the oil industry’s growth. Rockefeller’s foremost academic supporter, Allan Nevins, believed that after the Civil War it was so cheap and easy to enter oil refining that only a monopoly could have curbed surplus capacity and brought order to the industry. Without Standard Oil, he argued, the business would have fragmented into small, antiquated units, and oil gluts, with their accompanying low prices, would have persisted indefinitely. Rockefeller believed that only a firm with the strength of Standard Oil could have attained the necessary economies of scale at that stage of the industry’s development.

The Marxist Mapam leader Simha Flapan,7 not an academic scholar, was the first historian to challenge the myths surrounding the 1948 war.8 Most of his theses were confirmed and elaborated upon by the other three historians. The New Historians disclosed how the Zionist leadership nominally accepted the UN Partition Plan but covertly agreed with King Abdullah to divide the area designed for a Palestinian state between Transjordan and Israel. Motivated to prevent the founding of a Palestinian state, Britain and the US supported the extension of the state of Israel into areas that were granted to the Palestinians; furthermore, they encouraged the rule of the Hashemites over the rest of the West Bank.

Heisenberg’s biographer, David Cassidy, posed a large and testing question about Heisenberg’s behaviour before and during the war: How was it possible that Werner Heisenberg, one of the most gifted of modern physicists, a man educated in the finest tradition of Western culture, who was neither a Nazi nor a Nazi supporter, how was it possible that such a man would not only choose to remain in National Socialist Germany for its entire twelve years of existence, but also actively seek a prominent academic position in Berlin at the height of the war, a position that included the scientific directorship of nuclear fission research for the German Army at war?56 It’s a question, obviously, that is asked in hindsight.

Here are ten facts about IQ. These facts are debated and often controversial among the general public but far less so among scientists who study intelligence. The best review of the academic literature supporting these facts is a 2012 paper by Richard Nisbett and colleagues – an interdisciplinary team of leading scholars, household names within intelligence research, comprised of psychologists, an economist, a behavioral geneticist, and a former President of the American Psychological Association. Their areas of expertise include cultural and sex differences in intelligence, the effect of social and genetic factors that affect intelligence, the development of intelligence over the lifespan, the relationship between economic development and intelligence, and changes in intelligence over history 1. IQ is a good predictor of school and work performance, at least in WEIRD societies. 2. IQ differs in predictive power and is the least predictive of performance on tasks that demand low cognitive skill. 3. IQ may be separable into what can be called ‘crystallized intelligence’ and ‘fluid intelligence’. Crystalized intelligence refers to knowledge that is drawn on to solve problems. Fluid intelligence refers to an ability to solve novel problems and to learn. 4. Educational interventions can improve aspects of IQ, including fluid intelligence, which is affected by interventions such as memory training. Many of these results don’t seem to last long, although there is strong evidence that education as a whole causally raises IQ over a lifetime. 5. IQ test scores have been dramatically increasing over time. This is called the Flynn effect after James Flynn (also an author of the review mentioned above), who first noticed this pattern. The Flynn effect is largest for nations that have recently modernized. Large gains have been measured on the Raven’s test, a test that has been argued to be the most ‘culture-free’ and a good measure of fluid intelligence. That is, it’s not just driven by people learning more words or getting better at adding and subtracting. 6. IQ differences have neural correlates – i.e. you can measure these differences in the brain. 7. IQ is heritable, though the exact heritability differs by population, typically ranging from around 30% to 80%. 8. Heritability is lower for poorer people in the US, but not in Australia and Europe where it is roughly the same across levels of wealth. 9. Males and females differ in IQ performance in terms of variance and in the means of different subscales. 10. Populations and ethnicities differ on IQ performance. You can imagine why some people might question these statements. But setting aside political considerations, how do we scientifically make sense of this? Popular books from Richard Herrnstein and Charles Murray’s The Bell Curve (1994) to Robert Plomin’s Blueprint (2018) have attributed much of this to genes. People and perhaps groups differ in genes, making some brighter than others. But humans are a species with two lines of inheritance. They have not just genetic hardware but also cultural software. And it is primarily by culture rather than genes that we became the most dominant species on earth. For a species so dependent on accumulated knowledge, not only is the idea of a culture-free intelligence test meaningless, so too is the idea of culture free intelligence.

In a more recent study, a group of academic scholars from around the world led by Professor Robert House conducted thousands of interviews across sixty-two countries during which they tested and calibrated Hofstede’s data on the power distance scales again.2 This project is often referred to as the Globe Project. House and his colleagues looked at the degree to which inequality in a society is both supported and desired and considered the impact on egalitarian versus hierarchical leadership preferences in various countries.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

Statistical analysis and consulting has always been at the core of the SilverLakeConsult.com, basically it have a dual focus, supporting research in the education and business sectors. For our PhD dissertation candidates and faculty pursuing journal publication, we provide editing, consulting (both qualitative and statistical), and research support services which indicate statistical analysis and expert testimony along with high-end academic consultation and editing services.

For several years pre-Covid, Sweden had an independent health authority. Its chief scientist was Anders Tegnell, in turn supported by like-minded Swedish academics such as Johan Giesecke. This independent authority had 600 workers. The role of this body was to set health policy around viruses and similar biological threats in a manner independent of politics. When Covid erupted, its leaders had the authority to enact the blueprints that it had prepared for such an eventuality. No lockdowns, no coercion, full information and open debate became the order of the day. Other countries could also organise their

In other words, having high academic standards without providing the necessary social support essentially wiped out all potential gain.

Persistent low grades or academic struggles could be a silent cry for empowerment; it's a sign that underachievers need support to unleash their academic potential.

Many students get mislabeled as students with disabilities when what they really need is ongoing support while their brains go through the normal maturation process.

The Profs delivers quality tuition for thousands of students online or in person in London, UK. We specialise in GCSE, A-Level, admissions, undergraduate, dissertations, postgraduate, official examinations, and professional qualifications tutoring. Our tutors are academic experts who deliver personalized student support and guidance at a time to suit your schedule. Our bespoke process involves manual matching of tutors and tutees. This ensures students get the right help, right away.

The study demonstrated that the IQ scores or academic achievement of students while enrolled in school had between zero and 5 percent predictive power in explaining the variation in their long-term outcomes. At the same time, emotional and attitudinal success attributes (the authors named six: self-awareness, perseverance, proactivity, emotional stability, goal setting, and social support systems) explained 49 to 75 percent of the variance in the students’ long-term outcomes. Put another way, academic achievement and IQ score predicted next to nothing about the future of these dyslexic students. What mattered most was their ability to bounce back, get help from others, and take action.

When we extract ideas from the specific context of a text, we deal with ideas that serve a specific purpose in a particular context, support a specific argument, are part of a theory that isn’t ours or written in a language we wouldn’t use. This is why we have to translate them into our own language to prepare them to be embedded into new contexts of our own thinking, the different context(s) within the slip-box. Translating means to give the truest possible account of the original work, using different words – it does not mean the freedom to make something fit. As well, the mere copying of quotes almost always changes their meaning by stripping them out of context, even though the words aren’t changed. This is a common beginner mistake, which can only lead to a patchwork of ideas, but never a coherent thought.

A study conducted in 2018 by a group of academics led by the Duke sociologist Christopher Bail69 involved paying supporters of the Democratic and Republican parties in the US a small sum each to follow bots that retweeted messages put out by elected officials and opinion leaders with opposing political views. Over the course of a month, researchers found that the two groups became, respectively, more liberal and more conservative (the shift was particularly apparent among Republican supporters).

Support, don't enable” is the motto.

What are you looking for when you read students’ essays? • What are some of the things you hate to see in an application? • Is demonstrated interest a factor in your admission decision? • Are admission decisions need-blind? • What kind of student does well here? What kind of student doesn’t do well here? • Did you attend this college? What has changed since you’ve been here? • What changes do you see taking place on campus in the next five years? • What are recent alumni doing? • What do you think your school is best known for? • How would you describe the typical student here? • How does the school help freshmen adjust to college? • How is academic advising handled? • Are there on-campus jobs available for students? • How are roommates assigned? • What is the Internet situation? Is the entire campus wireless? Do you support Macs or PCs? • How do meal plans work? • How much of a role does the surrounding community play in students’ daily life?

A supportive classroom is a safe haven where students can take risks, make mistakes, and grow both academically and emotionally.

At some point in their education, most smart people usually learn not to credit arguments from authority. If someone says “Believe me about the minimum wage because I seem like a trustworthy guy,” most of them will have at least one neuron in their head that says “I should ask for some evidence”. If they’re really smart, they’ll use the magic words “peer-reviewed experimental studies.” But I worry that most smart people have not learned that a list of dozens of studies, several meta-analyses, hundreds of experts, and expert surveys showing almost all academics support your thesis– can still be bullshit.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

Ehsan Sehgal Quotes about Wikipedia --- * If you are jobless, you do not have the proper ability, even if you can’t get a cleaning job, join Wikipedia, or become an editor. You may knock all the educated figures, lawyers, professional journalists, academics, and specialists of the various subjects down by the Wikipedia rules and policies that contradict each other. You have a useful weapon, which is called consensus. Your friends can support you in winning all disputes. You can change from wrong to right and right to wrong. You can decide the reliability and assessment of subjects; however, no matter whether you qualify for that or not, you have multiple tools for harassing others. That means Wikipedia. * The duffer’s heaven is Wikipedia, where academic ones are the house arrested and used for their shelter of qualification. * Wikipedia is the best place for poor grammar. * If one desires to explore the unique idiots and fools, Wikipedia has that and such a place. * The scholarly world rejects Wikipedia as a reliable website because most of the world’s silly clowns contribute their ignorance within the garbage of Wiki-Rules, which also, indeed, contradict each other. * You cannot delete this, whether with due or undue weight. It is social media, not Wikipedia. * One cannot trust Wikipedia since its articles have minute or continual variant content in all subjects, which demonstrates a lack of qualification and vision. One may find the most authentic and reliable articles on websites that even have no editorial board. * Notability cannot prevail in any subject’s reality. * Virtually, Wikipedia rules are not the law of the judiciary, approved by the majority of the parliament that applied accurately and precisely within its context. Conversely, Wikipedian rules, in other words, tools are only garbage of the frustrated and ignorant heads, which support the blackmailers for blackmailing and comfort for its founding architecture, and also fools who have to execute nothing other than fighting, wasting time. Consequently, every second Wikipedia, having no established and qualified paid editorial board, stays as an encyclopedia of Idiots-Pedia. Thus, it endorses itself as unreliable and untrustworthy an ordinary website, where educationally-unmatured children contribute and decide one’s notability, alongside ignorant ones as well.

Before scientists began researching the Leadership LAB’s technique, few studies supported the possibility that campaigns could change voters’ views on polarized, partisan, politically controversial issues, especially not with door-to-door canvassing. The academic literature in political science is aggressively pessimistic in this regard. In their book Get Out the Vote! , political scientists Donald Green and Alan Gerber examined more than one hundred published papers detailing attempts to influence voters’ opinions with mailouts, canvassing, phone calls, and television ads. Green and Gerber concluded it was highly unlikely any of them made any impact. Zero. In the rare instances in which a communication technique did alter people’s opinions, people tended to revert back to their original position within a few days after their social networks reasserted their influence. Fleischer paid Donald Green a visit at Columbia University and showed him what the LAB had been up to over the last few years. After seeing some of the videos, Green was astonished. “One day, Dave announced to me that he thought that he had had this insight,” Green told me. “He had found what was lying behind resistance to same-sex marriage and what kinds of things could encourage a change of opinion. I, being the skeptical sort that I am, said that you really need to test it rigorously before I, or anyone else, is going to believe you.

A software engineer holding a BS in Bioengineering from WSU, Sajan Sandhu is currently pursuing a master's degree at Seattle City University. He serves on the board of Degh Tegh, dedicated to supporting the homeless community. Balancing his academic pursuits with philanthropic efforts, Sajan finds joy in soccer, weightlifting, and gaming, showcasing his dual passions for technology and community welfare.

Those of us who stand outside the circle of this society's definition of acceptable women; those of us who have been forged in the crucibles of difference -- those of us who are poor, who are lesbians, who are Black, who are older -- know that survival is not an academic skill. It is learning how to take our differences and make them strengths. For the master's tools will never dismantle the master's house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. And this fact is only threatening to those women who still define the master's house as their only source of support.

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Ilich's academic syllabus motivated him much less than far-left politics, as he readily recognised: 'I acquired a personal culture by travelling in Russia and other countries. I learned to use Marx's dialectic method. It's an experience which is useful to all revolutionaries'. Fellow students describe him as passionate about Marxism, but as a romantic rather than an ideologue. An envoy of the Venezuelan Communist Party came to the conclusion that this young man had potential. But the offer of a post as its representative in Bucharest which Dr Eduardo Gallegos Mancera, a member of the party's politburo, made to llich when they met in Moscow did not tempt him. As his father had done, Ilich decided to keep the party at arm's length and turned Mancera down. His snubbing of the appointment did not endear him to the Venezuelan Communist Party, and he further blackened his name by supporting a rebel faction. Since 1964 a storm had been brewing back home following the refusal of the young Commander Douglas Bravo, in charge of the party's military affairs and loyal to Che Guevara's doctrine, to toe the official line. Party policy dictated that armed struggle as a means to revolution should be abandoned in favour of a 'broad popular movement for progressive democratic change'. The storm broke in the late 1960s when Bravo left the party. Ilich, still at Lumumba University, wholeheartedly supported him as a true revolutionary, and this led to his expulsion in the early summer of 1969 from the Venezuelan Communist Youth, the first political movement he had joined. Robbed of the backing of a Soviet-endorsed party, Ilich was an easy target for the university authorities, whom he had again angered earlier in 1969 when he joined a demonstration by Arab students. Moscow had no time for Bravo's followers: one Pravda editorial condemned Cuban-backed revolutionary movements in Latin America like Bravo's as 'anti-Marxist' and declared that only orthodox parties held the key to the future.

The continuing appeal of Tolkien’s fantasy, completely unexpected and completely unpredictable though it was, cannot then be seen as a mere freak of popular taste, to be dismissed or ignored by those sufficiently well-educated to know better. It deserves an explanation and a defence, which this book tries to supply. In the process, I argue that his continuing appeal rests not on mere charm or strangeness (though both are there and can again to some extent be explained), but on a deeply serious response to what will be seen in the end as the major issues of his century: the origin and nature of evil (an eternal issue, but one in Tolkien’s lifetime terribly re-focused); human existence in Middle-earth, without the support of divine Revelation; cultural relativity; and the corruptions and continuities of language. These are themes which no one can afford to despise, or need be ashamed of studying. It is true that Tolkien’s answers will not appeal to everyone, and are wildly at odds with those given even by many of his contemporaries as listed above. But the first qualification applies to every author who has ever lived, and the second is one of the things that make him distinctive. However, one of the other things that make him distinctive is his professional authority. On some subjects Tolkien simply knew more, and had thought more deeply, than anyone else in the world. Some have felt (and said) that he should have written his results up in academic treatises instead of fantasy fiction. He might then have been taken more seriously by a limited academic audience. On the other hand, all through his lifetime that academic audience was shrinking, and has now all but vanished. There is an Old English proverb that says (in Old English, and with the usual provocative Old English obscurity), Ciggendra gehwelc wile pœt hine man gehere, ‘Everyone who cries out wants to be heard!’ (Here and in a few places later on, I use the old runic letters þ, ð and 3. The first usually represents ‘th’ as in ‘thin’, the second ‘th’ as in ‘then’. Where the third is used in this book, it represents -3 at the end of a word, -gh- in the middle of one.) Tolkien wanted to be heard, and he was. But what was it that he had to say?

Perhaps the most energetic and persistent advocate of the claim that time is illusory is the British physicist Julian Barbour. Impressively, Barbour has managed to do interesting research in physics for decades now without any academic position, publishing dozens of papers in respected journals. He has supported himself in part by translating technical papers from Russian to English—in his spare time, tirelessly investigating the idea that time does not exist, constructing theoretical models of classical and quantum gravity in which time plays no fundamental role.