Accounting Teacher Quotes

I really wondered why people were always doing what they didn't like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn't be a mother and it was likely you wouldn't become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You'd become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you'd have squeezed yourself in with so many choices, that you just got squashed.

Great poetry needs no interpreter other than a responsive heart.

I am conscious of a soul-sense that lifts me above the narrow, cramping circumstances of my life. My physical limitations are forgotten- my world lies upward, the length and the breadth and the sweep of the heavens are mine!

I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another [with sight and hearing]. Its people, scenery, manners, joys, and tragedies should be living tangible interpreters of the real world. The lecture halls seemed filled with the spirit of the great and wise, and I thought the professors were the embodiment of wisdom... But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and "faded into the light of common day." Gradually I began to find that there were disadvantages in going to college. The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures – solitude, books and imagination – outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.

Let my assure you, Brethren, that some day you will have a personal Priesthood interview with the Savior, Himself. If you are interested, I will tell you the order in which He will ask you to account for your earthly responsibilities. First, He will request an accountability report about your relationship with your wife. Have you actively been engaged in making her happy and ensuring that her needs have been met as an individual? Second, He will want an accountability report about each of your children individually. He will not attempt to have this for simply a family stewardship but will request information about your relationship to each and every child. Third, He will want to know what you personally have done with the talents you were given in the pre-existence. Fourth, He will want a summary of your activity in your church assignments. He will not be necessarily interested in what assignments you have had, for in his eyes the home teacher and a mission president are probably equals, but He will request a summary of how you have been of service to your fellowmen in your Church assignments. Fifth, He will have no interest in how you earned your living, but if you were honest in all your dealings. Sixth, He will ask for an accountability on what you have done to contribute in a positive manner to your community, state, country, and the world.

There are times when I long to sweep away half the things I am expected to learn; for the overtaxed mind cannot enjoy the treasure it has secured at the greatest cost. ... When one reads hurriedly and nervously, having in mind written tests and examinations, one's brain becomes encumbered with a lot of bric-a-brac for which there seems to be little use. At the present time my mind is so full of heterogeneous matter that I almost despair of ever being able to put it in order. Whenever I enter the region of my mind I feel like the proverbial bull in the china shop. A thousand odds and ends of knowledge come crashing about my head like hailstones, and when I try to escape them, theme goblins and college nixies of all sorts pursue me, until I wish – oh, may I be forgiven the wicked wish! – that I might smash the idols I came to worship.

Religion forces every individual to take responsibility. Specifically, take it away from yourself and give it to God. If we had to be accountable for every one of our actions, we'd be crippled with indecision. But with religion pointing the way, we can feel confident in our choice to picket our children's elementary school when we find out the art teacher is gay.

The people who say poverty is no excuse for low performance are now using teacher accountability as an excuse for doing nothing about poverty.

Accountability makes no sense when it undermines the larger goals of education.

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

Remembering is an ethical act, has ethical value in and of itself. Memory is, achingly, the only relation we can have with the dead. So the belief that remembering is an ethical act is deep in our natures as humans, who know we are going to die, and who mourn those who in the normal course of things die before us—grandparents, parents, teachers, and older friends. Heartlessness and amnesia seem to go together. But history gives contradictory signals about the value of remembering in the much longer span of a collective history. There is simply too much injustice in the world. And too much remembering (of ancient grievances: Serbs, Irish) embitters. To make peace is to forget. To reconcile, it is necessary that memory be faulty and limited. If the goal is having some space in which to live one’s own life, then it is desirable that the account of specific injustices dissolve into a more general understanding that human beings everywhere do terrible things to one another. *   *   * P

Being a lifetime wife and mother has afforded me the luxury of having multiple careers: I've been a teacher. A chauffeur. A chef. An interior decorator. A landscape architect, as well as a gardener. I’ve been a painter. A personal shopper. An accountant and a banker. I’ve been a beautician. Santa Claus. The Tooth Fairy. A movie reviewer. A nurse. A psychologist. A negotiator. An I have a Ph. D in How to Pretend Like You Don’t Mind.

I cannot see the lovely things with my eyes, but my mind can see them all, and so I am joyful all the day long.

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

The Lord calls each one of His children, no matter what his occupation—lawyer, doctor, maintenance man, carpenter, accountant, athlete, musician, teacher, homeschooling mom, and so on—to have a real prayer life.

Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.

There is no man, however wise, who has not at some period of his youth said things, or even lived in a way which was so unpleasant to him in later life that he would gladly, if he could, expunge it from his memory. But he shouldn’t regret this entirely, because he cannot be certain that he has indeed become a wise man – so far as any of us can be wise – unless he has passed through all the fatuous or unwholesome incarnations by which that ultimate stage must be reached. I know there are young people . . . whose teachers have instilled in them a nobility of mind and moral refinement from the very beginning of their schooldays. They perhaps have nothing to retract when they look back upon their lives; they can, if they choose, publish a signed account of everything they have ever said or done; but they are poor creatures, feeble descendants of doctrinaires, and their wisdom is negative and sterile. We cannot be taught wisdom, we have to discover it for ourselves by a journey which no one can undertake for us, an effort which no one can spare us.

There is nothing more beautiful, I think, than the evanescent fleeting images and sentiments presented by a language one is just becoming familiar with—ideas that flit across the mental sky, shaped and tinted by capricious fancy.

The indoctrination centers (notably schools) weren’t doing their job properly and so a back-to-basics approach with more rote memorization of meaningless facts and less critical thinking and intellectual development was needed. This was mainly done under the guise of “accountability,” for both students and teachers.

Teaching is like having a bank account. You can happily draw on it while it is well supplied with new funds; otherwise you're in difficulties. Every teacher should have a fund of ready information on which to draw; he should keep that fund supplied regularly by new experiences, new thoughts and discoveries, by reading and moving around among people from whom he can acquire such things.

The foundations demand that public schools and teachers be held accountable for performance, but they themselves are accountable to no one. If their plans fail, no sanctions are levied against them. They are bastions of unaccountability.

there are different attitudes in different cultural groups about which characteristics make for a good teacher. Thus, it is impossible to create a model for the good teacher without taking issues of culture and community context into account.

A good teacher does not teach all that he knows. He teaches all that the learners need to know at the time, and all that the learners can accountably learn in the time given.

To teach you need books, to educate you need heart.

we are all each other’s teacher.

autobiography

If you read many of my Middle Grade and YA book series, you would notice the common theme of how the main characters always choose to be good. That's because when you write for YA, as an author, you automatically become a person of authority. Be a good role model yourself as a YA author. Help teens grow up into responsible and good adults. YA Authors - Don't get accused of sexual harassment (like some authors) or of encouraging your teen readers to gang up on and bully /harass an author. I've been the receiving end of that kind of behavior, and it is cyberbullying and harassment. Authors and anyone in a position of authority who encourage teens and kids to cyberbully another human being is not a good role model. Parents and Teachers should help their kids choose books and role models. When a teen has committed cyberbullying as a minor, but grows it, they can still be held accountable for that. In many states, cyberbullying is a crime. - Strong by Kailin Gow

Instead, the top five jobs of Everyday Millionaires came out like this: Engineer Accountant Teacher Management Attorney It's interesting to note that medical doctors did not make the top five and neither did banker.

Jimmy was no fool but he’d been well loved by good parents and well taught by good teachers, and those two facts accounted for the habit of obedience that mystified and enraged Peggy Soong. Over and over in his life, authority had proven correct and the decisions of his parents and teachers and bosses made sense to him eventually.

The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

That's not a particularly useful measure of your enemies, motive. If there's one thing I've learned, it's that harm done with explicit conscious intention of doing another person harm accounts for about two percent of all harm inflicted. That descriptor pretty much only applies to dictators in banana republics, serial killers, and PE teachers.

Given the asymmetrical effects of career obsolescence on woman and men, it is hardly surprising that women tend to work in fields with lower rates of obsolescence—as teachers and librarians, for example, rather than as computer engineers or tax accountants.

From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell. The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return.

I’m a teacher of history in a high school in Saint Paul and what I know from my studies and from my life is that there is no such thing as a true event. We know dates and times and locations and participants but accounts of what happened depend upon the perspective from which the event is viewed.

The teacher was asking her students what their parents did for a living, and Timmy stood up and said, “My daddy’s a doctor and my mommy’s a doctor too.” And little Sarah stood up and said, “My mommy’s an engineer and my daddy’s an accountant.” And then little Billy stands up and says, “My mommy’s a writer and my daddy plays the piano in a whorehouse.” The teacher was horrified and later she called Billy’s father, and said, “Why would you ever tell your child a thing like that?” And the father said, “Well, actually I’m a defense lawyer. But how do you explain a thing like that to a seven-year-old?

My father's a frustrated explorer, so I'm on a first-name basis with a lot of dead men." "Yes, there's a whole generation of those kind of fathers, isn't there? Men cut out for Shackleton's adventures but forced to work as accountants or teachers...It's a bloody shame, actually. There's nothing left for them.

Accountability measures allow administrators to require the faculty to “teach to the test,” rather than devise the curriculum according to its own judgment. In this way, college professors can be reduced to the same subordinate status to which elementary and secondary school teachers have already been relegated.

One of his high school teachers wrote the following in an evaluation of him: "He believes that 'IQ tests are a poor way to judge people's abilities, failing as they do to account for magic, which has its own importance, both by itself and as a complement to logic,' I suggest a conference with his parents.' (pg. 11)

Another result of the War of 1812 was the loss of part of our history. As historian Bruce Johansen put it, "A century of learning [from Native Americans] was coming to a close. A century and more of forgetting--of calling history into service to rationalize conquest--was beginning." After 1815 American Indians could no longer play what sociologists call the role of conflict partner--an important other who must be taken into account--so Americans forgot that Natives had ever been significant in our history. Even terminology changed: until 1815 the word Americans had generally been used to refer to Native Americans; after 1815 it meant European Americans.

Harper’s brow furrowed. “Why are you even asking me questions? I know you did your research on me.” “I did,” he admitted unrepentantly. “I learned a lot about you. For instance, I learned that you’re responsible for the breakdown of an ex-boyfriend’s bank account—” “Allegedly.” “—that you hacked a human police database and messed up their filing system when your friend was unjustly arrested—” “Hearsay.” “—that you beat up a male demon who hurt your cousin—” “I have an alibi for that.” “—and that you infected an old teacher’s computer with a virus that caused clips of gay porn to pop up on his screen every thirty seconds.” “Closet gays do the strangest things when the pressure gets too much.

When a teacher is a friend/relatable; it creates an invisible layer of accountability. Making the student a better student and in turn the teacher a better teacher.

Ninja beats pirate. Pirate beats ghost. Ghost beats zombie. Zombie beats most. Werewolf beats vampire. Vamp beats Imp. Imp beats fiend. Fiend beats wimp. Wizard beats cyrborg. Cyborg surely beats troll. Troll beats goblin. Goblin eats a hermit’s soul. Hermit beats child. Child beats wagon. Wagon beats moon snake. Moon snake beats dragon. Dragon beats hydra. Hydra beats sailor. Sailor beats teacher. Teacher beats tailor. Tailor beats sun worm. Sun worm beats clown. Clown beats robo-squid. Robo-squid beats town. Town fights jackals. Town will win. Town fights mummies. Town won’t fight again. Zookeeper beats hell hound. Hell hound beats giant. Giant beats accountant. Accountant beats client. Client beats frog. Frog beats himself. Knight beats Big Foot. Big Foot beats elf. Elf beats pixie. Pixie beats specter. Specter beats sea hag. Sea hag beats Hector. Hector beats serpent. Serpent beats rat. Rat beats Grandma. Grandma beats cat. Lava beats demon. Demon beats warlock. Warlock beats dinosaur. Dino beats Spock. Spock beats Lando. Lando beats Qui-Gon. Qui-Gon beats Jar-Jar. Jar-Jar beats none. Rock beats scissors. Scissors beat paper. Paper beats insect. Insect beats vapor. Wood Woman beats Tree Man. Tree Man beats the dark. The dark kills spider-fish. Spider-fish beats shark. You beat me. I beat a dentist. The dentist beats the barber. The barber is menaced. These are the rules, and never forget. Now hand over your money and place your bet.

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

My concern with democracy is highly specific. It begins in observing the remarkable fact that, while democracy means a government accountable to the electorate, our rulers now make us accountable to them. Most Western governments hate me smoking, or eating the wrong kind of food, or hunting foxes, or drinking too much, and these are merely the surface disapprovals, the ones that provoke legislation or public campaigns. We also borrow too much money for our personal pleasures, and many of us are very bad parents. Ministers of state have been known to instruct us in elementary matters, such as the importance of reading stories to our children. Again, many of us have unsound views about people of other races, cultures, or religions, and the distribution of our friends does not always correspond, as governments think that it ought, to the cultural diversity of our society. We must face up to the grim fact that the rulers we elect are losing patience with us. No philosopher can contemplate this interesting situation without beginning to reflect on what it can mean. The gap between political realities and their public face is so great that the term “paradox” tends to crop up from sentence to sentence. Our rulers are theoretically “our” representatives, but they are busy turning us into the instruments of the projects they keep dreaming up. The business of governments, one might think, is to supply the framework of law within which we may pursue happiness on our own account. Instead, we are constantly being summoned to reform ourselves. Debt, intemperance, and incompetence in rearing our children are no doubt regrettable, but they are vices, and left alone, they will soon lead to the pain that corrects. Life is a better teacher of virtue than politicians, and most sensible governments in the past left moral faults to the churches. But democratic citizenship in the twenty-first century means receiving a stream of improving “messages” from politicians. Some may forgive these intrusions because they are so well intentioned. Who would defend prejudice, debt, or excessive drinking? The point, however, is that our rulers have no business telling us how to live. They are tiresome enough in their exercise of authority—they are intolerable when they mount the pulpit. Nor should we be in any doubt that nationalizing the moral life is the first step towards totalitarianism. We might perhaps be more tolerant of rulers turning preachers if they were moral giants. But what citizen looks at the government today thinking how wise and virtuous it is? Public respect for politicians has long been declining, even as the population at large has been seduced into demanding political solutions to social problems. To demand help from officials we rather despise argues for a notable lack of logic in the demos. The statesmen of eras past have been replaced by a set of barely competent social workers eager to take over the risks of our everyday life. The electorates of earlier times would have responded to politicians seeking to bribe us with such promises with derision. Today, the demos votes for them.

And when we say also that the Word, who is the first-birth of God, was produced without sexual union, and that He, Jesus Christ, our Teacher, was crucified and died, and rose again, and ascended into heaven, we propound nothing different from what you believe regarding those whom you esteem sons of Jupiter. For you know how many sons your esteemed writers ascribed to Jupiter: Mercury, the interpreting word and teacher of all; Aesculapius, who, though he was a great physician, was struck by a thunderbolt, and so ascended to heaven; and Bacchus too, after he had been torn limb from limb; and Hercules, when he had committed himself to the flames to escape his toils; and the sons of Leda, and Dioscuri; and Perseus, son of Danae; and Bellerophon, who, though sprung from mortals, rose to heaven on the horse Pegasus. For what shall I say of Ariadne, and those who, like her, have been declared to be set among the stars? And what of the emperors who die among yourselves, whom you deem worthy of deification, and in whose behalf you produce some one who swears he has seen the burning Caesar rise to heaven from the funeral pyre? And what kind of deeds are recorded of each of these reputed sons of Jupiter, it is needless to tell to those who already know. This only shall be said, that they are written for the advantage and encouragement of youthful scholars; for all reckon it an honourable thing to imitate the gods. But far be such a thought concerning the gods from every well-conditioned soul, as to believe that Jupiter himself, the governor and creator of all things, was both a parricide and the son of a parricide, and that being overcome by the love of base and shameful pleasures, he came in to Ganymede and those many women whom he had violated and that his sons did like actions. But, as we said above, wicked devils perpetrated these things. And we have learned that those only are deified who have lived near to God in holiness and virtue; and we believe that those who live wickedly and do not repent are punished in everlasting fire.

At high school I was never comfortable for a minute. I did not know about Lonnie. Before an exam, she got icy hands and palpitations, but I was close to despair at all times. When I was asked a question in class, any simple little question at all, my voice was apt to come out squeaky, or else hoarse and trembling. When I had to go to the blackboard I was sure—even at a time of the month when this could not be true—that I had blood on my skirt. My hands became slippery with sweat when they were required to work the blackboard compass. I could not hit the ball in volleyball; being called upon to perform an action in front of others made all my reflexes come undone. I hated Business Practice because you had to rule pages for an account book, using a straight pen, and when the teacher looked over my shoulder all the delicate lines wobbled and ran together. I hated Science; we perched on stools under harsh lights behind tables of unfamiliar, fragile equipment, and were taught by the principal of the school, a man with a cold, self-relishing voice—he read the Scriptures every morning—and a great talent for inflicting humiliation. I hated English because the boys played bingo at the back of the room while the teacher, a stout, gentle girl, slightly cross-eyed, read Wordsworth at the front. She threatened them, she begged them, her face red and her voice as unreliable as mine. They offered burlesqued apologies and when she started to read again they took up rapt postures, made swooning faces, crossed their eyes, flung their hands over their hearts. Sometimes she would burst into tears, there was no help for it, she had to run out into the hall. Then the boys made loud mooing noises; our hungry laughter—oh, mine too—pursued her. There was a carnival atmosphere of brutality in the room at such times, scaring weak and suspect people like me.

Before I continue with the scholarly account of tribalography, I want to tell you a Choctaw story. My tribe’s language has a mysterious prefix that, when combined with other words, represents a form of creation. It is nuk or nok, and it has to do with the power of speech, breath, and mind. Things with nok or nuk attached to them are so powerful they create. For instance, nukfokechi brings forth knowledge and inspiration. A teacher is a nukfoki, the beginning of action.

Over the years I have had much occasion to ponder this word, the intelligentsia. We are all very fond of including ourselves in it—but you see not all of us belong. In the Soviet Union this word has acquired a completely distorted meaning. They began to classify among the intelligentsia all those who don't work (and are afraid to) with their hands. All the Party, government, military, and trade union bureaucrats have been included. All bookkeepers and accountants—the mechanical slaves of Debit. All office employees. And with even greater ease we include here all teachers (even those who are no more than talking textbooks and have neither independent knowledge nor an independent view of education). All physicians, including those capable only of making doodles on the patients' case histories. And without the slightest hesitation all those who are only in the vicinity of editorial offices, publishing houses, cinema studios, and philharmonic orchestras are included here, not even to mention those who actually get published, make films, or pull a fiddle bow. And yet the truth is that not one of these criteria permits a person to be classified in the intelligentsia. If we do not want to lose this concept, we must not devalue it. The intellectual is not defined by professional pursuit and type of occupation. Nor are good upbringing and good family enough in themselves to produce and intellectual. An intellectual is a person whose interests in and preoccupation with the spiritual side of life are insistent and constant and not forced by external circumstances, even flying in the face of them. An intellectual is a person whose thought is nonimitative.

Paul knew what he was talking about when he called Christians “earthen vessels.” We’re baked clay. We’re privy pots. The advance of the gospel will never occur on account of us. This helps explain why God chose none of the early preachers among the apostles because of his superior intellect, position, or prominence. As I wrote in my book Twelve Ordinary Men, these twelve were so ordinary it defies all human logic: not one teacher, not one priest, not one rabbi, not one scribe, not one Pharisee, not one Sadducee, not even a synagogue ruler—nobody from the elite. Half of them or so were fishermen, and the rest were common laborers. One, Simon the Zealot, was a terrorist, a member of a group who went around with daggers in their cloaks, trying to stab Romans. Then there was Judas, the loser of all losers. What was the Lord doing? He picked people with absolutely no influence. None of the great intellects from Egypt, Greece, Rome, or Israel was among the apostles. During the New Testament time, the greatest scholars were very likely in Egypt. The most distinguished philosophers were in Athens. The powerful were in Rome. The biblical scholars were in Jerusalem. God disdained all of them and picked clay pots instead.

During a now famous lecture, the Eastern philosopher and spiritual teacher J. Krishnamurti asked the audience “Do you want to know what my secret is?” According to several accounts of this story, in a soft voice, he said, “I don't mind what happens.

ultimately, the long-term goal is to have a critically informed public vote out of office representatives that are sacrificing children to the corporate bottom line with prepackaged teacher-proof curricula, standardized tests, and accountability schemes.

Many parents as well as teachers refuse to place this responsibility upon children for fear of the mistakes that they will make. On account of this fear they make it as nearly as possible unnecessary for children to judge freely, by giving them arbitrary rules to follow, or by directing them exactly what they shall do each moment. This cultivates poor judgment by depriving children of the very practice that will make their judgments reliable; it prevents the school requirements from corresponding to those in life outside.

Anticipating their calamity and fright when deportation day came (August 6, 1942) he [Henryk Goldszmit, pen name: Janusz Korczak] joined them aboard the train bound for Treblinka, because, he said, he knew his presence would calm them—“You do not leave a sick child in the night, and you do not leave children at a time like this.” A photograph taken at the Umschlagplatz (Transshipment Square) shows him marching, hatless, in military boots, hand in hand with several children, while 192 other children and ten staff members follow, four abreast, escorted by German soldiers. Korczak and the children boarded red boxcars not much larger than chicken coops, usually stuffed with seventy-five vertical adults, though all the children easily fit. In Joshua Perle’s eyewitness account in The Destruction of the Warsaw Ghetto, he describes the scene: “A miracle occurred, two hundred pure souls, condemned to death, did not weep. Not one of them ran away. None tried to hide. Like stricken swallows they clung to their teacher and mentor, to their father and brother, Janusz Korczak.” In 1971, the Russians named a newly discovered asteroid after him, 2163 Korczak, but maybe they should have named it Ro, the planet he dreamed of. The Poles claim Korczak as a martyr, and the Israelis revere him as one of the Thirty-Six Just Men, whose pure souls make possible the world’s salvation. According to Jewish legend, these few, through their good hearts and good deeds, keep the too-wicked world from being destroyed. For their sake alone, all of humanity is spared. The legend tells that they are ordinary people, not flawless or magical, and that most of them remain unrecognized throughout their lives, while they choose to perpetuate goodness, even in the midst of inferno.

Don't fall into the habit of bringing work home, Rick. It indicates a lack of planning, and you would eventually find yourself stuck indoors every night. Teaching is like having a bank account. You can happily draw on it while it is well supplied with new funds; otherwise you're in difficulties. Every teacher should have a fund of ready information on which to draw; he should keep that fund supplied regularly by new experiences, new thoughts and discoveries, by reading and moving around among people from whom he can acquire such things." "Not much chance of social movement for me, I'm afraid." "Nonsense, Rick, you're settled in a job now, so there's no need to worry about that; but you must get out and meet more people. I'm sure you'll find lots of nice people about who are not foolishly concerned with prejudice." "That's all right, Dad; I'm quite happy to stay at home with you and Mom." "Nice to hear you say that, but we're old and getting a bit stuffy. You need the company of younger people like yourself. It's even time he had a girl, don't you think, Jess?" Mom smiled across at me. "Ah, leave him alone, Bob, there's plenty of time for that." We went on to chat about other things, but I never forgot what Dad Belmont had said, and never again did I take notebooks home for marking. I would check the work in progress by moving about the class, helping here, correcting there; and I very soon discovered that in this way errors were pin-pointed while they were still fresh in the child's mind.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

School leaders need to stop creating schools that attempt to lock in prior achievement and experiences (such as by using tracking), and instead be evidence-informed about the talents and growth of all students by welcoming diversity and being accountable for all (regardless of the teachers’ and schools’ expectations).

A genetic fundamentalism permeates public awareness these days. It may be summed up as the belief that almost every illness and every human trait is dictated by heredity. Simplified media accounts, culled from semidigested research findings, have declared that inflexible laws of DNA rule the biological world. It was reported in 1996 that according to some psychologists, genes determine about 50 percent of a person’s inclination to experience happiness. Social ability and obesity are two more among the many human qualities now claimed to be genetic. True or not, narrow genetic explanations for ADD and every other condition of the mind do have their attractions. They are easy to grasp, socially conservative and psychologically soothing. They raise no uncomfortable questions about how a society and culture might erode the health of its members, or about how life in a family may have affected a person’s physiology or emotional makeup. As I have personally experienced, feelings of guilt are almost inevitable for the parents of a troubled child. They are all too frequently reinforced by the uninformed judgments of friends, neighbors, teachers or even total strangers on the bus or in the supermarket. Parental guilt, even if misplaced, is a wound for which the genetic hypothesis offers a balm

That’s not a particularly useful measure of your enemies, motive. If there’s one thing I’ve learned, it’s that harm done with explicit conscious intention of doing another person harm accounts for about two per cent of all harm inflicted. That descriptor pretty much only applies to dictators in banana republics, serial killers and PE teachers.

There was a guy next to my cot name of Dan, who had been blowed up inside a tank. He was all burnt and had tubes going in and out of him everyplace, but I never heard him holler. He talk real low and quiet, and after a day or so, him and me got to be friends. Dan came from the state of Connecticut, and he was a teacher of history when they grabbed him up and threw him into the Army. But because he was smart, they sent him to officer school and made him a lieutenant. Most of the lieutenants I know were about as simple minded as me, but Dan was different. He had his own philosophy about why we were here, which was that we were doing maybe the wrong thing for the right reasons, or vice-versa, but whatever it is, we ain't doing it right. Him being a tank officer and all, he say it ridiculous for us to be waging a war in a place where we can't hardly use our tanks on account of the land is mostly swamp or mountains. I told him about Bubba and all, and he nod his head very sadly and said there will be a lot more Bubbas to die before this thing is over.

Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

[T]he old stories of human relationships with animals can't be discounted. They are not primitive; they are primal. They reflect insights that came from considerable and elaborate systems of knowledge, intellectual traditions and ways of living that were tried, tested, and found true over many thousands of years and on all continents. But perhaps the truest story is with the animals themselves because we have found our exemplary ways through them, both in the older world and in the present time, both physically and spiritually. According to the traditions of the Seneca animal society, there were medicine animals in ancient times that entered into relationships with people. The animals themselves taught ceremonies that were to be performed in their names, saying they would provide help for humans if this relationship was kept. We have followed them, not only in the way the early European voyagers and prenavigators did, by following the migrations of whales in order to know their location, or by releasing birds from cages on their sailing vessels and following them towards land, but in ways more subtle and even more sustaining. In a discussion of the Wolf Dance of the Northwest, artists Bill Holm and William Reid said that 'It is often done by a woman or a group of women. The dance is supposed to come from the wolves. There are different versions of its origin and different songs, but the words say something like, 'Your name is widely known among the wolves. You are honored by the wolves.' In another recent account, a Northern Cheyenne ceremonialist said that after years spent recovering from removals and genocide, indigenous peoples are learning their lost songs back from the wolves who retained them during the grief-filled times, as thought the wolves, even though threatened in their own numbers, have had compassion for the people.... It seems we have always found our way across unknown lands, physical and spiritual, with the assistance of the animals. Our cultures are shaped around them and we are judged by the ways in which we treat them. For us, the animals are understood to be our equals. They are still our teachers. They are our helpers and healers. They have been our guardians and we have been theirs. We have asked for, and sometimes been given, if we've lived well enough, carefully enough, their extraordinary powers of endurance and vision, which we have added to our own knowledge, powers and gifts when we are not strong enough for the tasks required of us. We have deep obligations to them. Without other animals, we are made less. (from her essay "First People")

Virtually every inner city of size in America—New York City, Detroit, Chicago, Baltimore, St. Louis, Cincinnati, Milwaukee, Newark, Atlanta—is 100 percent controlled by the Democrat Party and has been for fifty to a hundred years.5 These cities account for the majority of the homicides and robberies in America, for the lion’s share of urban poverty, welfare dependency, and drug addiction, and for a majority of the failed schools where, year in and year out, 40 percent of the students don’t graduate, and 40 percent of those who do are functionally illiterate. No reforms to remedy this unconscionable situation are possible, moreover, thanks to the iron grip of Democrat teacher unions who run the schools to benefit the adults in the system rather than their student charges.

I think if you did, you might not be shocked by it. Teachers are expected to do more and more, and much of the parenting authority has been ceded to us by the parents. In the media they call it teacher accountability, but really it’s a lack of parent accountability. There’s no respect anymore. I’m afraid I find the violence in this case shocking but not exactly the murder itself. Does that make sense?

voluntary obligations Moms and dads teach us things as children. Teachers, mentors, the government, and laws all give us guidelines to navigate life, rules to abide by in the name of accountability and order. I’m not talking about those obligations. I’m talking about the ones we make with ourselves. The YOU versus YOU obligations. Not the societal regulations and expectations that we acknowledge and endow for anyone other than ourselves, these are faith-based responsibilities that we make on our own, the ones that define our constitution and character. They are secrets with our self, personal protocols, private counsel in the court of our own conscience, and while nobody will give us a medal or throw us a party when we abide by them, no one will apprehend us when we don’t, because no one will know, except us.

Pythagoras was born around 570 B.C. in the island of Samos in the Aegean Sea (off Asia Minor), and he emigrated sometime between 530 and 510 to Croton in the Dorian colony in southern Italy (then known as Magna Graecia). Pythagoras apparently left Samos to escape the stifling tyranny of Polycrates (died ca. 522 B.C.), who established Samian naval supremacy in the Aegean Sea. Perhaps following the advice of his presumed teacher, the mathematician Thales of Miletus, Pythagoras probably lived for some time (as long as twenty-two years, according to some accounts) in Egypt, where he would have learned mathematics, philosophy, and religious themes from the Egyptian priests. After Egypt was overwhelmed by Persian armies, Pythagoras may have been taken to Babylon, together with members of the Egyptian priesthood. There he would have encountered the Mesopotamian mathematical lore. Nevertheless, the Egyptian and Babylonian mathematics would prove insufficient for Pythagoras' inquisitive mind. To both of these peoples, mathematics provided practical tools in the form of "recipes" designed for specific calculations. Pythagoras, on the other hand, was one of the first to grasp numbers as abstract entities that exist in their own right.

The parables of Jesus have long been revered as earthly stories with heavenly meanings. They have been viewed in this way because Jesus was thought to be a teacher of spiritual truth and divine wisdom. However, this view of Jesus stands in some tension with the account of his final trial and execution. If Jesus was a teacher of heavenly truths dispensed through literary gems called parables, it is difficult to understand how he could have been executed as a political subversive and crucified between two social bandits. It appears that Jerusalem elites collaborating with their Roman overlords executed Jesus because he was a threat to their economic and political interests. Unless they perceived him to be a threat, they would not have publicly degraded and humiliated him before executing him in as ignominious a way as possible.

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.

I admit that my concern for society is in some sense hollow and reminiscent of some goody-two-shoes A-student trying to show off to his teacher, just as you impugn it to be. But part of it also derives from innate compassion that your point fails to take account of. Trying to work out the degree to which my actions arise from sincerity and the degree to which they are merely a pretense to virtue would be a fruitless exercise.

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers… Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting.

When one takes into account also His reiterated assertions about His Divinity - such as asking us to love Him above parents, to believe in Him even in the face of persecution, to be ready to sacrifice our bodies in order to save our souls in union with Him - to call Him just a good man ignores the facts. No man is good unless he is humble; and humility is a recognition of truth concerning oneself. A man who thinks he is greater than he actually is is not humble, but a vain and boastful fool. How can any man claim prerogatives over conscience, and over history, and over society and the world and still claim he is 'meek and humble of heart'? But if He is God as well as man, His language falls into place and everything that He says is intelligible. But if He is not what He claimed to be, then some of His most precious sayings are nothing but bombastic outburts of self-adulation that breathe rather the spirit of Lucifer than the spirit of a good man. What avails Him to proclam the law of self-renouncement, if He Himself renounces truth to call Himself God? Even His sacrifice on the Cross becomes a suspect and dated thing, when it goes hand in hand with delusions of grandeur and infernal conceit. He could not be called even a sincere teacher, for no sincere teacher would allow anyone to construe his claims to share the rank and the name of the Great God in heaven.

The way out of the drama triangle, as many spiritual teachers, therapists and coaches have suggested, is the creative orientation. This is where we exercise full responsibility and accountability. In this, we become artists and activists of our own lives, and focus our attention on the changes that we’d like to bring into being. As we move beyond old habits of blaming, complaining, excuses, and wishful thinking, life begins to open up. This becomes a world of opportunity, power, and freedom.

Do not be for ever uncertain whether thou art doing thy duty, for God probes the innermost feelings of man; He desires thy good intent; and if thy intent is pure, all is pure; for God desires the goodness of the heart of man. And if thou knowest that there is one who sees thy thoughts, and before whom thou must make an accounting for all thy deeds, thou wilt never doubt. The fear of God will keep thee on the right path. Find thyself a Rabbi and teacher and place thyself under his authority.” Saul

I meant it seriously. I really wondered why people were always doing what they didn't like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn't be a mother and it was likely you wouldn't become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You'd become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you'd have squeezed yourself in with so many choices, that you just got squashed.

Truly, I advise you: depart from me, and guard yourselves against Zarathustra! And better still: be ashamed of him! Perhaps he has deceived you. The man of knowledge must be able not only to love his enemies, but also to hate his friends. One pays back a teacher badly if one remain merely a scholar. And why will you not pluck at my wreath? You venerate me; but what if your veneration should some day col- lapse? Take heed lest a statue crush you! You say, you believe in Zarathustra? But of what account is Zarathustra! you are my believers: but of what account are all believers! You had not yet sought yourselves: then did you find me. So do all believers; therefore all belief is of so little account. Now do I bid you lose me and find yourselves; and only when you have all denied me, will I return to you. Truly, with other eyes, my brothers, shall I then seek my lost ones; with another love shall I then love you. And once again shall you have become friends to me, and children of one hope: then will I be with you for the third time, to celebrate the great noontide with you. And it is the great noontide, when man is in the middle of his course between animal and overman, and celebrates his advance to the evening as his highest hope: for it is the advance to a new morning. At such time will the down-goer bless himself, that he should be an over-goer; and the sun of his knowledge will be at noontide. "Dead are all the Gods: now do we desire the overman to live." - Let this be our final will at the great noontide! - Thus spoke Zarathustra.

She went to the public school that the three youngest girls attended and in halting English told the teacher that the children must be encouraged to speak only English; they were not to use a German word or phrase ever. In that way, she protected them against their father. She grieved when her children had to leave school after the sixth grade and go out working. She grieved when they married no-account men. She wept when they gave birth to daughters, knowing that to be born a woman meant a life of humble hardship. Each

To those who say that we need weights and measures in order to enforce accountability in education, my response is, yes, of course we do, but only under three conditions that are not being met today. We need to make sure (1) that we measure things worth measuring in the context of authentic education, where rote learning counts for little; (2) that we know how to measure what we set out to measure; and (3) that we attach no more importance to measurable things than we attach to things equally or more important that elude our instruments.

Most of Jesus’ life is told through the four Gospels of the New Testament, known as the Canonical gospels, written by Matthew, Mark, Luke and John. These are not biographies in the modern sense but accounts with allegorical intent. They are written to engender faith in Jesus as the Messiah and the incarnation of God, and not to provide factual data about Jesus’s life. This left the door of exaggeration open. And through that door all kinds of mystical non-sense crept in and made place right alongside the good philosophical teachings of Jesus.

The modern institution of the presidency is the primary political evil Americans face, and the cause of nearly all our woes. It squanders the national wealth and starts unjust wars against foreign peoples that have never done us any harm. It wrecks our families, tramples on our rights, invades our communities, and spies on our bank accounts. It skews the culture toward decadence and trash. It tells lie after lie. Teachers used to tell school kids that anyone can be president. This is like saying anyone can go to Hell. It's not an inspiration; it's a threat.

Sometimes, when I turn the water on to wash my face in the morning and warm water comes out just like magic, I silently praise those who made it possible: the plumbers. When I’m in that mode I’m often overwhelmed by the number of opportunities I have to feel grateful to civil servants, nurses, teachers, lawyers, police officers, firefighters, electricians, accountants, and receptionists. These are the people building societies. These are the invisible people working in a web of related services that make up society’s institutions. These are the people we should celebrate when things are going well.

Our schools cannot be improved by the blind worship of data. Data are only as good as the measures used to create the numbers and good as the underlying activities. If the measures are shoddy, then the data will be shoddy. If the data reflect mainly the amount of time invested in test preparation activities, then the data are worthless. If the data are based on dumbed-down state tests, then the data are meaningless. A good accountability system, whether for schools, teachers, or students, must include a variety of measures, not only test scores...our schools should be “data-informed”, “not data driven".

In his revolutionary work Pedagogy of the Oppressed, published in 1970, Paulo Freire describes what is still the dominant model of teaching today. In this model, students are viewed as empty “bank accounts” to be filled with knowledge by teachers — not as participants who have a say in what and how they learn. This model is not designed to enable students to learn — especially not to learn to think for themselves — but rather to control the learning process, students’ access to information, and their ability to critically analyze it. In this way, the education system perpetuates existing social structures and power hierarchies.

Always the teacher, Quigley emphasized the study of tools of analysis to develop a useful epistemology. In epistemology he always retained his belief in the scientific method.6 Quigley’s explanation of scientific method as an analytical tool in the social sciences is original with him only in that he recognized the real limitations of the physical sciences, as opposed to the scientific extremism of Langlois and Seignobos. The scientific method Quigley subscribed to consists of gathering evidence, making a hypothesis, and testing the hypothesis. The laws arising from the use of scientific method in both the physical and social sciences are idealized theories reflecting observed phenomena only approximately, but Quigley felt laws must be based on observation and must be amended to account for any observed anomalies. After these laws were scientifically constructed, Quigley used them as conceptual paradigms to explain historical phenomena through comparison, in contrast to rationally derived laws of the theorists which will not adapt to anomalies of observation. “Theory must agree with phenomena, not vice versa.” 7 Thus, Quigley puts the historian at ease with scientific methods by explaining that physical laws have as many exceptions as the historicists claim historical laws do.

And then I read about Mary Wood. The outlines of the case were not much different from others I’d heard: She was a teacher in South Carolina who had been forced to drop Between the World and Me from her lesson plan because it made some of her students, in their words, “feel uncomfortable” and “ashamed to be Caucasian.” Moreover, they were sure that the very subject of the book—“systemic racism”—was “illegal.” These complaints bore an incredible resemblance to the language of 13950, which prohibited “divisive concepts” that provoked in students “discomfort, guilt, anguish, or any other form of psychological distress on account of his or her race or sex.

All is not lost, of course. There is still time if we judge teachers, students, and parents, hold them accountable on the same scale, if we truly test teachers, students, and parents, if we make everyone responsible for quality, if we insure that by the end of its sixth year every child in every country can live in libraries to learn almost by osmosis, then our drug, street-gang, rape, and murder scores will suffer themselves near zero. But the Fire Chief, in mid-novel, says it all, predicting the one-minute TV commercial with three images per second and no respite from the bombardment. Listen to him, know what he says, then go sit with your child, open a book, and turn the page.

Based on the young people I know best, more and more of them identify as spiritual but not religious because it is easier than trying to reconcile the teachings of their faith with their affection for their non-Christian friends. According to the teachings they have received in church, their friends are not all right they way they are. Unless they become Christian, God will not allow them to enter heaven. Instead, they will roast in hell for all eternity for refusing to accept Jesus as their Lord. This does not make any more sense to some young people than the teaching that they must choose between the account of creation in the Bible and the one their biology teacher has laid out for them.

There is a moment in the tractate Menahot when the Rabbis imagine what takes place when Moses ascends Mount Sinai to receive the Torah. In this account (there are several) Moses ascends to heaven, where he finds God busily adding crownlike ornaments to the letters of the Torah. Moses asks God what He is doing and God explains that in the future there will be a man named Akiva, son of Joseph, who will base a huge mountain of Jewish law on these very orthographic ornaments. Intrigued, Moses asks God to show this man to him. Moses is told to 'go back eighteen rows,' and suddenly, as in a dream, Moses is in a classroom, class is in session and the teacher is none other than Rabbi Akiva. Moses has been told to go to the back of the study house because that is where the youngest and least educated students sit. Akiva, the great first-century sage, is explaining Torah to his disciples, but Moses is completely unable to follow the lesson. It is far too complicated for him. He is filled with sadness when, suddenly, one of the disciples asks Akiva how he knows something is true and Akiva answers: 'It is derived from a law given to Moses on Mount Sinai.' Upon hearing this answer, Moses is satisfied - though he can't resist asking why, if such brilliant men as Akiva exist, Moses needs to be the one to deliver the Torah. At this point God loses patience and tells Moses, 'Silence, it's my will.

I’ve had stupid teachers, lazy teachers, boring teachers, teachers who were teachers because their parents were and they hadn’t the imagination to think of anything else, teachers who were teachers because of cowardice, because of fear, because of the holidays, because of the pensions, because they were never called to account, never had to actually be any good, ones who could not survive in any other profession, who were not aware they had trod on butterflies. But none of those compared to Mr Maurice Crossan. He was the one who first stamped on my brother’s soul. He was dark, as they say here. For those who want more of him visit the dark character of Orlick Dolge in Great Expectations and cross that with a ginger-headed weasel.

Everybody make words,' he continued. 'Everybody write things down. Children in school do lessons in my books. Teachers put grades in my books. Love letters sent in envelopes I sell. Ledgers for accountants, pads for shopping lists, agendas for planning week. Everything in here important to life, and that make me happy, give honour to my life.' The man delivered his little speech with such solemnity, such a grave sense of purpose and commitment, I confess that I felt moved. What kind of stationery store owner was this, I wondered, who expounded to his customers on the metaphysics of paper, who saw himself as serving an essential role in the myriad affairs of humanity? There was something comical about it, I suppose, but as I listened to him talk, it didn't occur to me to laugh.

to human nature as it was created. So some time after the creation, there must have been a fall. Confirmation for this view was sought in the Scriptures, and some found it in the story of the lustful angels that sexually assaulted mortal women in Genesis 6:1-4. But this interpretation of the origin of sin was largely replaced by finding the fall in the story of Adam and Eve. According to Williams, the fact that there were two different explanations of the fall in ancient Israel is a confirmation that neither story is the real source or basis of the doctrine ofa fall. Moreover, the interpretation of the two accounts as stories of a fall belongs to popular Jewish religious thought, rather than to the official teachers. According to Williams, the stories are the clothing for the previous

Within My Power By Forest E. Witcraft (1894 - 1967), a scholar, teacher, and Boy Scout Executive and first published in the October 1950 issue of Scouting magazine. I am not a Very Important Man, as importance is commonly rated. I do not have great wealth, control a big business, or occupy a position of great honor or authority. Yet I may someday mould destiny. For it is within my power to become the most important man in the world in the life of a boy. And every boy is a potential atom bomb in human history. A humble citizen like myself might have been the Scoutmaster of a Troop in which an undersized unhappy Austrian lad by the name of Adolph might have found a joyous boyhood, full of the ideals of brotherhood, goodwill, and kindness. And the world would have been different. A humble citizen like myself might have been the organizer of a Scout Troop in which a Russian boy called Joe might have learned the lessons of democratic cooperation. These men would never have known that they had averted world tragedy, yet actually they would have been among the most important men who ever lived. All about me are boys. They are the makers of history, the builders of tomorrow. If I can have some part in guiding them up the trails of Scouting, on to the high road of noble character and constructive citizenship, I may prove to be the most important man in their lives, the most important man in my community. A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different, because I was important in the life of a boy.

It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you’d have squeezed yourself in with so many choices, that you just got squashed.

He went into their temple and there met their teacher, who had shaved his head and beard and wore scarlet robes. Shaqīq [of Balkh] said to him, 'This upon which thou art engaged is false; the men, and thou, and all creation—all have a Creator and a Maker, there is naught like unto Him; to Him belongs this world, and the next; He is Omnipotent, All-providing.' The servitor said to him, 'Thy words do not accord with thy deeds.' Shaqīq said, 'How is that?' The other replied, 'Thou hast asserted that thou hast a Creator, Who is All-providing and Omnipotent; yet thou has exiled thyself to this place in search of thy provision. If what thou sayest is true, He Who has provided for thee here is the same as He Who provides for thee there; so spare thyself this trouble.' Shaqīq said, 'The cause of my abstinence (zuhd) was the remark of that Turk.' And he returned, and gave away all he possessed to the poor, and sought after knowledge.

really wondered why people were always doing what they didn’t like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you’d have squeezed yourself

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

Only from their authors themselves can we receive philoso phical thoughts ; therefore whoever feels himself drawn to philosophy must himself seek out its immortal teachers in the still sanctuary of their works. The principal chapters of any one of these true philosophers will afford a thousand times more insight into their doctrines than the heavy and distorted accounts of them that everyday men produce, who are still for the most part deeply en tangled in the fashionable philosophy of the time, or in the sentiments of their own minds. But it is astonish ing how decidedly the public seizes by preference on these expositions at second-hand. It seems really as if elective affinities were at work here, by virtue of which the common nature is drawn to its like, and therefore will rather hear what a great man has said from one of its own kind. Perhaps this rests on the same principle as that of mutual instruction, according to which children learn best from children.

When I moved to the U.S. at six, I was unrecognizable to my mother. I was angry, chronically dissatisfied, bratty. On my second day in America, she ran out of the room in tears after I angrily demanded that she buy me a pack of colored pencils. You're not you! she sputtered between sobs, which brought me to a standstill. She couldn't recognize me. That's what she told me later, that this was not the daughter she had last seen. Being too young, I didn't know enough to ask: But what did you expect? Who am I supposed to be to you? But if I was unrecognizable to her, she was also unrecognizable to me. In this new country, she was disciplinarian, restrictive, prone to angry outbursts, easily frustrated, so fascist with arbitrary rules that struck me, even as a six-year-old, as unreasonable. For most of my childhood and adolescence, my mother was my antagonist. Whenever she'd get mad, she'd take her index finger and poke me in the forehead. You you you you you, she'd say, as if accusing me of being me. She was quick to blame me for the slightest infractions, a spilled glass, a way of sitting while eating, my future ambitions (farmer or teacher), the way I dressed, what I ate, even the way I practiced English words in the car..She was the one to deny me: the extra dollar added to my allowance; an extra hour to my curfew; the money to buy my friends' birthday presents, so that I was forced to gift them, no matter what the season, leftover Halloween candy. In those early days, we lived so frugally that we even washed, alongside the dishes in the sink, used sheets of cling wrap for reuse. She was the one to punish me, sending me to kneel in the bathtub of the darkened bathroom, carrying my father's Casio watch with an alarm setting to account for when time was up. Yet it was I who would kneel for even longer, going further and further, taking more punishment just to spite her, just to show that it meant nothing. I could take more. The sun moved across the bathroom floor, from the window to the door.

I meant it seriously. I really wondered why people were always doing what they didn’t like doing. It seemed like life was sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you will stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you’d have squeezed yourself in with so many choices, that you just got squashed.

Rebecca's eyes were like faith,—"the substance of things hoped for, the evidence of things not seen." Under her delicately etched brows they glowed like two stars, their dancing lights half hidden in lustrous darkness. Their glance was eager and full of interest, yet never satisfied; their steadfast gaze was brilliant and mysterious, and had the effect of looking directly through the obvious to something beyond, in the object, in the landscape, in you. They had never been accounted for, Rebecca's eyes. The school teacher and the minister at Temperance had tried and failed; the young artist who came for the summer to sketch the red barn, the ruined mill, and the bridge ended by giving up all these local beauties and devoting herself to the face of a child,—a small, plain face illuminated by a pair of eyes carrying such messages, such suggestions, such hints of sleeping power and insight, that one never tired of looking into their shining depths, nor of fancying that what one saw there was the reflection of one's own thought.

wonder if Mr. Alec Davis would come back and ha'nt me if I threw a stone at the urn on top of his tombstone," said Jerry. "Mrs. Davis would," giggled Faith. "She just watches us in church like a cat watching mice. Last Sunday I made a face at her nephew and he made one back at me and you should have seen her glare. I'll bet she boxed HIS ears when they got out. Mrs. Marshall Elliott told me we mustn't offend her on any account or I'd have made a face at her, too!" "They say Jem Blythe stuck out his tongue at her once and she would never have his father again, even when her husband was dying," said Jerry. "I wonder what the Blythe gang will be like." "I liked their looks," said Faith. The manse children had been at the station that afternoon when the Blythe small fry had arrived. "I liked Jem's looks ESPECIALLY." "They say in school that Walter's a sissy," said Jerry. "I don't believe it," said Una, who had thought Walter very handsome. "Well, he writes poetry, anyhow. He won the prize the teacher offered last year for writing a poem, Bertie Shakespeare Drew told me. Bertie's mother thought HE should have got the prize because of his name, but Bertie said he couldn't write poetry to save his soul, name or no name." "I suppose we'll get acquainted with them as soon as they begin going to school," mused Faith. "I hope the girls are nice. I don't like most of the girls round here. Even the nice ones are poky. But the Blythe twins look jolly. I thought twins always looked alike, but they don't. I think the red-haired one is the nicest." "I liked their mother's looks," said Una with a little sigh. Una envied all children their mothers. She had been only six when her mother died, but she had some very precious memories, treasured in her soul like jewels, of twilight cuddlings and morning frolics, of loving eyes, a tender voice, and the sweetest, gayest laugh. "They say she isn't like other people," said Jerry. "Mrs. Elliot says that is because she never really grew up," said Faith. "She's taller than Mrs. Elliott." "Yes, yes, but it is inside—Mrs. Elliot says Mrs. Blythe

I wondered what was going on in neuroscience that might bear upon the subject. This quickly led me to neuroscience’s most extraordinary figure, Edward O. Wilson. Wilson’s own life is a good argument for his thesis, which is that among humans, no less than among racehorses, inbred traits will trump upbringing and environment every time. In its bare outlines his childhood biography reads like a case history for the sort of boy who today winds up as the subject of a tabloid headline: DISSED DORK SNIPERS JOCKS. He was born in Alabama to a farmer’s daughter and a railroad engineer’s son who became an accountant and an alcoholic. His parents separated when Wilson was seven years old, and he was sent off to the Gulf Coast Military Academy. A chaotic childhood was to follow. His father worked for the federal Rural Electrification Administration, which kept reassigning him to different locations, from the Deep South to Washington, D.C., and back again, so that in eleven years Wilson attended fourteen different public schools. He grew up shy and introverted and liked the company only of other loners, preferably those who shared his enthusiasm for collecting insects. For years he was a skinny runt, and then for years after that he was a beanpole. But no matter what ectomorphic shape he took and no matter what school he went to, his life had one great center of gravity: He could be stuck anywhere on God’s green earth and he would always be the smartest person in his class. That remained true after he graduated with a bachelor’s degree and a master’s in biology from the University of Alabama and became a doctoral candidate and then a teacher of biology at Harvard for the next half century. He remained the best in his class every inch of the way. Seething Harvard savant after seething Harvard savant, including one Nobel laureate, has seen his reputation eclipsed by this terribly reserved, terribly polite Alabamian, Edward O. Wilson. Wilson’s field within the discipline of biology was zoology; and within zoology, entomology, the study of insects; and within entomology, myrmecology, the study of ants. Year after year he studied

Thomas A. Edison told his associates that "Carver is worth a fortune" and backed up his statement by offering to employ the black chemist at an astronomically high salary. Carver turned down the offer. Henry Ford, who thought Carver "the greatest scientist living," tried to get him to come to his River Rouge establishment, with an equal lack of success. Because of the strangely unaccountable source from which his magic with plant products sprang, his methods continued to be as wholly inscrutable as Burbank's to scientists and to the general public. Visitors finding Carver puttering at his workbench amid a confusing clutter of molds, soils, plants, and insects were baffled by the utter and, to many of them, meaningless simpFcity of his replies to their persistent pleas for him to reveal his secrets. To one puzzled interlocutor he said: "The secrets are in the plants. To elicit them you have to love them enough." "But why do so few people have your power?" the man persisted. "Who besides you can do these things?" "Everyone can," said Carver, "if only they believe it.

Yes, you say, but many of the fathers were saved and even became teachers without the languages. That is true. But how do you account for the fact that they so often erred in the Scriptures?…Even St. Augustine himself is obliged to confess…that a Christian teacher who is to expound the Scriptures must know Greek and Hebrew in addition to Latin. Otherwise, it is impossible to avoid constant stumbling; indeed, there are plenty of problems to work out even when one is well versed in the languages...it is a still greater sin and loss that we do not study languages, especially in these days when God is offering and giving us men and books and every facility and inducement to this study, and desires his Bible to be an open book. O how happy the dear fathers would have been if they had had our opportunity to study the languages and come thus prepared to the Holy Scriptures! What great toil and effort it cost them to gather up a few crumbs, while we with half the labor—yes, almost without any labor at all—can acquire the whole loaf! O how their effort puts our indolence to shame! Yes, how sternly God will judge our lethargy and ingratitude!

Unlike Kate, by then I’d had a job. In fact, I’d had sixteen jobs, not including the years I worked as a babysitter before I could legally be anyone’s employee. They were janitor’s assistant (humiliatingly, at my high school), fast-food restaurant worker, laborer at a wildlife refuge, administrative assistant to a Realtor, English as a Second Language tutor, lemonade cart attendant, small town newspaper reporter, canvasser for a lefty nonprofit, waitress at a Japanese restaurant, volunteer coordinator for a reproductive rights organization, berry picker on a farm, waitress at a vegetarian restaurant, “coffee girl” at an accounting firm, student-faculty conflict mediator, teacher’s assistant for a women’s studies class, and office temp at a half a dozen places that by and large did not resemble offices and did not engage me in work that struck me as remotely “officey,” but rather involved things such as standing on a concrete floor wearing a hairnet, a paper mask and gown, goggles, and plastic gloves and—with a pair of tweezers—placing two pipe cleaners into a sterile box that came to me down a slow conveyor belt for eight excruciating hours a day.

all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.

The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.

The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers…Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting. I’ve happened upon extraordinary storytellers. There are pages in their lives that can rival the best pages of the classics. The person sees herself so clearly from above—from heaven, and from below—from the ground. Before her is the whole path—up and down—from angel to beast. Remembering is not a passionate or dispassionate retelling of a reality that is no more, but a new birth of the past, when time goes in reverse. Above all it is creativity. As they narrate, people create, they “write” their life. Sometimes they also “write up” or “rewrite.” Here you have to be vigilant. On your guard. At the same time pain melts and destroys any falsehood. The temperature is too high! Simple people—nurses, cooks, laundresses—behave more sincerely, I became convinced of that…They, how shall I put it exactly, draw the words out of themselves and not from newspapers and books they have read—not from others. But only from their own sufferings and experiences. The feelings and language of educated people, strange as it may be, are often more subject to the working of time. Its general encrypting. They are infected by secondary knowledge. By myths. Often I have to go for a long time, by various roundabout ways, in order to hear a story of a “woman’s,” not a “man’s” war: not about how we retreated, how we advanced, at which sector of the front…It takes not one meeting, but many sessions. Like a persistent portrait painter. I sit for a long time, sometimes a whole day, in an unknown house or apartment. We drink tea, try on the recently bought blouses, discuss hairstyles and recipes. Look at photos of the grandchildren together. And then…After a certain time, you never know when or why, suddenly comes this long-awaited moment, when the person departs from the canon—plaster and reinforced concrete, like our monuments—and goes on to herself. Into herself. Begins to remember not the war but her youth. A piece of her life…I must seize that moment. Not miss it! But often, after a long day, filled with words, facts, tears, only one phrase remains in my memory (but what a phrase!): “I was so young when I left for the front, I even grew during the war.” I keep it in my notebook, although I have dozens of yards of tape in my tape recorder. Four or five cassettes… What helps me? That we are used to living together. Communally. We are communal people. With us everything is in common—both happiness and tears. We know how to suffer and how to tell about our suffering. Suffering justifies our hard and ungainly life.

Even worse, traditional grading that penalizes students for mistakes often isn’t just limited to a student’s academic work. Teachers often assign grades based on mistakes in students’ behaviors as well: downgrading a score if an assignment is late, subtracting points from a daily participation grade if a student is tardy to class, or lowering a group’s grade if the group becomes too noisy while they work. In this environment, every mistake is penalized and incorporated into the final grade. Even if just a few points are docked for forgetting to bring a notebook to class or losing a few points for not heading a paper correctly, the message is clear: All mistakes result in penalties. While some might argue that this is simply accountability—“I asked the students to do something, so it has to count”—it’s missing the forest for the trees. The more assignments and behaviors a teacher grades, the less willing a student will be to reveal her weaknesses and vulnerability. With no zones of learning that are “grade free,” it becomes nearly impossible to build an effective teacher–student relationship and positive learning environment in which students try new things, venture into unfamiliar learning territory, or feel comfortable making errors, and grow. When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don’t feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors.

Shortly before you were born, I was pulled over by the PG County police, the same police that all the D.C. poets had warned me of. They approached on both sides of the car, shining their flashing lights through the windows. They took my identification and returned to the squad car. I sat there in terror. By then I had added to the warnings of my teachers what I’d learned about PG County through reporting and reading the papers. And so I knew that the PG County police had killed Elmer Clay Newman, then claimed he’d rammed his own head into the wall of a jail cell. And I knew that they’d shot Gary Hopkins and said he’d gone for an officer’s gun. And I knew they had beaten Freddie McCollum half-blind and blamed it all on a collapsing floor. And I had read reports of these officers choking mechanics, shooting construction workers, slamming suspects through the glass doors of shopping malls. And I knew that they did this with great regularity, as though moved by some unseen cosmic clock. I knew that they shot at moving cars, shot at the unarmed, shot through the backs of men and claimed that it had been they who’d been under fire. These shooters were investigated, exonerated, and promptly returned to the streets, where, so emboldened, they shot again. At that point in American history, no police department fired its guns more than that of Prince George’s County. The FBI opened multiple investigations—sometimes in the same week. The police chief was rewarded with a raise. I replayed all of this sitting there in my car, in their clutches. Better to have been shot in Baltimore, where there was the justice of the streets and someone might call the killer to account. But these officers had my body, could do with that body whatever they pleased, and should I live to explain what they had done with it, this complaint would mean nothing. The officer returned. He handed back my license. He gave no explanation for the stop.

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

Burbank's power of love, reported Hall, "greater than any other, was a subtle kind of nourishment that made everything grow better and bear fruit more abundantly. Burbank explained to me that in all his experimentation he took plants into his confidence, asked them to help, and assured them that he held their small lives in deepest regard and affection." Helen Keller, deaf and blind, after a visit to Burbank, wrote in Out­ look for the Blind: "He has the rarest of gifts, the receptive spirit of a child. When plants talk to him, he listens. Only a wise child can understand the language of flowers and trees." Her observation was particularly apt since all his life Burbank loved children. In his essay "Training of the Human Plant," later published as a book, he an­ticipated the more humane attitudes of a later day and shocked authori­tarian parents by saying, "It is more important for a child to have a good nervous system than to try to 'force' it along the line of book knowledge at the expense of its spontaneity, its play. A child should learn through a medium of pleasure, not of pain. Most of the things that are really useful in later life come to the children through play and through association with nature." Burbank, like other geniuses, realized that his successes came from having conserved the exuberance of a small boy and his wonder for everything around him. He told one of his biographers: 'Tm almost seventy-seven, and I can still go over a gate or run a foot race or kick the chandelier. That's because my body is no older than my mind-and my mind is adolescent. It has never grown up and I hope it never will." It was this quality which so puzzled the dour scientists who looked askance at his power of creation and bedeviled audiences who expected him to be explicit as to how he produced so many horticultural wonders. Most of them were as disappointed as the members of the American Pomological Society, gathered to hear Burbank tell "all" during a lecture entitled "How to Produce New Fruits and Flowers," who sat agape as they heard him say: In pursuing the study of any of the universal and everlasting laws of nature, whether relating to the life, growth, structure and movements of a giant planet, the tiniest plant or of the psychological movements of the human brain, some conditions are necessary before we can become one of nature's interpreters or the creator of any valuable work for the world. Preconceived notions, dogmas and all personal prejudice and bias must be laid aside. Listen patiently, quietly and reverently to the lessons, one by one, which Mother Nature has to teach, shedding light on that which was before a mystery, so that all who will, may see and know. She conveys her truths only to those who are passive and receptive. Accepting these truths as suggested, wherever they may lead, then we have the whole universe in harmony with us. At last man has found a solid foundation for science, having discovered that he is part of a universe which is eternally unstable in form, eternally immutable in substance.

Eventually, the highly efficient Cro-Magnon eradicated his laid-back but more intuitive cousin, but not before he mated with her, and in our own psyches we continue the battle between them, much as McGilchrist argues goes on between our two brains. It should be mentioned that Gooch did not see the struggle going on between the cerebral hemispheres, but between the cerebrum and the cerebellum.50 But although he disagrees on its location and participants, on all other accounts his version of the battle is practically the same.51 Our inheritance from Neanderthal, Gooch argues, is behind what, in Total Man and other books, he calls our “ancient adversary” and “other self” with whom our rational ego is in constant conflict. According to Gooch, this “adversary” has given rise to our myths and legends of vampires, werewolves, goblins, centaurs, to fairy tales and other fables, as well as to works of literature such as Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde.

The teacher begins by establishing her presence in the design of a learning experience through taking into account the actual learners who will be in the course, and builds into the structure of the course plenty of opportunities to engage with those learners through direct instruction and feedback. But a well-designed course will also provide opportunities (and incentives) for learners to interact with one another, both to help each other learn and to build that sense of community. When these two forms of presence have been established, the learners in the course are more likely to engage in the kinds of active, collaborative processes that help them construct new knowledge through their cognitive presence.

It’s like a bank account: You have nothing to withdraw if you don’t make a deposit. A lot of times teachers and parents just want to withdraw from us. They want to know our problems, secrets, and the things that are going on in our lives. They wonder why we never tell them anything, and the reason is because they’ve never made any deposits. Ken is excellent at making trust and faith deposits in our lives.

Degradation of work. Compelling the people in an organization to focus their efforts on the narrow range of what gets measured leads to a degradation of the experience of work. Edmund Phelps, a Nobel Prize winning economist, claims in his book Mass Flourishing: How Grassroots Innovation Created Jobs, Challenge, and Change that one of the virtues of capitalism is its ability to provide “the experience of mental stimulation, the challenge of new problems to solve, the chance to try the new, and the excitement of venturing into the unknown.”9 That is indeed a possibility under capitalism. But those subject to performance metrics are forced to focus their efforts on limited goals, imposed by others, who may not understand the work that they do. For the workers under scrutiny, mental stimulation is dulled, they decide neither the problems to be solved nor how to solve them, and there is no excitement of venturing into the unknown because the unknown is beyond the measureable. In short, the entrepreneurial element of human nature—which extends beyond the owners of enterprises—may be stifled by metric fixation.10 One result is to motivate those with greater initiative and enterprise to move out of mainstream, large-scale organizations where the culture of accountable performance prevails. Teachers move out of public schools to private schools and charter schools. Engineers move out of large corporations to boutique firms. Enterprising government employees become consultants. There is a healthy element in this. But surely the large-scale organizations of our society are the poorer for driving out those most likely to innovate and initiate. The more that work becomes a matter of filling in the boxes by which performance is to be measured and rewarded, the more it will repel those who think outside the box.

This question looms very large in the minds of modern men. The burden of the question seems to rest heavily even upon many who still accept the miracles of the New Testament. The miracles used to be regarded as an aid to faith, it is often said, but now they are a hindrance to faith; faith used to come on account of the miracles, but now it comes in despite of them; men used to believe in Jesus because He wrought miracles, but now we accept the miracles because on other grounds we have come to believe in Him. A strange confusion underlies this common way of speaking. In one sense, certainly, miracles are a hindrance to faith--but who ever thought the contrary? It may certainly be admitted that if the New Testament narrative had no miracles in it, it would be far easier to believe. The more commonplace a story is, the easier it is to accept it as true. But commonplace narratives have little value. The New Testament without the miracles would be far easier to believe. But the trouble is, it would not be worth believing. Without the miracles the New Testament would contain an account of a holy man--not a perfect man, it is true, for He was led to make lofty claims to which He had no right--but a man at least far holier than the rest of men. But of what benefit would such a man, and the death which marked His failure, be to us? The loftier be the example which Jesus set, the greater becomes our sorrow at our failure to attain to it; and the greater our hopelessness under the burden of sin. The sage of Nazareth may satisfy those who have never faced the problem of evil in their own lives; but to talk about an ideal to those who are under the thralldom of sin is a cruel mockery. Yet if Jesus was merely a man like the rest of men, then an ideal is all that we have in Him. Far more is needed by a sinful world. It is small comfort to be told that there was goodness in the world, when what we need is goodness triumphant over sin. But goodness triumphant over sin involves an entrance of the creative power of God, and that creative power of God is manifested by the miracles. Without the miracles, the New Testament might be easier to believe. But the thing that would be believed would be entirely different from that which presents itself to us now. Without the miracles we should have a teacher; with the miracles we have a Savior.

We all know why many teachers and administrators don’t want video cameras throughout schools and in classes. Accountability in ones job can be a little intimidating when you’re not a good employee.

He ever emphasized the supreme importance of the word of God, though he himself was looked up to in later days as if among the inspired, and in this we have another serious lesson for our own times. For there is the constant danger of either setting aside God-given teachers, or else actually allowing their ministry to supersede the Bible. Such men would indeed be the last to wish that such a place be given them. The object of all divinely-gifted servants of God would be to assert the authority of Scripture; their one desire in oral or written ministry would be the elucidation of the Word, and recalling the people of God to the Book, in place of giving them a substitute for it. But again and again has the ministry of great gifts, justly valued, been put in place of the Word of the living God, and thus made into a creed, which to maintain is to be orthodox, and to vary from is to be accounted heterodox.

A humbling but reluctantly honest reason many of us continue to use the zero on a 100-point scale may be because the zero satisfies a psychological need. While Reeves sardonically recognizes teachers’ need to “punish the little miscreants who fail to complete our assignments” (2004), this need among us to feel satisfaction, to “hold students accountable” for not following our directions, is real and powerful. Guskey (2004) suggests that teachers, particularly at the secondary grades, assign a zero because they recognize that their power over students is relatively limited, and want students to really “feel” the consequences for not performing.

You may be a teacher, you may be a janitor, you may be a waitress, you may be a scientist, preacher or artist –whatever you are, whatever you do, do it for the people – so that those who have nothing, can learn to walk again, smile again, live again, because of you.

(Kana has been talking about her Uncles with her friends at school and her teacher, Mr. Yokoyama, has called her dad in because he’s concerned that it’s not an appropriate topic for school children and that she may be bullied for it in the future because “her situation at home is a bit unusual”) Yaichi: Yokoyama-san, are you concerned that she’s being raised by a single father? Yokoyama: Uhhh… Yaichi: I appreciate your concern, but it’s really unnecessary. You don’t need to be concerned about a single parent household. At least, no more so than for any other student. Yokoyama: No, I meant… Yaichi: Also, about Kana, if there is anything that makes her different, I… wouldn’t make her change on account of other people. As for the foreigner staying with us, he is my brother’s husband, and Kana’s Uncle. I see absolutely no reason to stop her from talking about her beloved uncle to her friends. If Kana is ever bullied for any of this, I would hope that, as her teacher, you would reprimand the bullies, and not the bullied child for being different.

…[RVA graduates] have been at the forefront of the “global village” phenomenon…But that role has not always come cheaply. Like their peers of one hundred years ago, today’s RVA students have seen poverty and human suffering virtually unimaginable in the West. Many have had to wrestle with the hosts of crises linked to the trauma of social and cultural transitions. Still others have witnessed disillusioning hypocrisy from the words and actions of their missionary parents or teachers. A few have felt the loneliness and anger that they would have felt in their “home cultures” exacerbated by the boarding experience. And thus, having been deeply damaged by their TCK experience, some have floundered for a lifetime, isolated by their unique experiences from the healing experience of faith and friendship. And yet for many, the difficult experiences of poverty, hypocrisy, separation and cross-cultural interaction have produced dynamic and emotionally healthy individuals…Like membership in a family, whether it is healthy or unhealthy, emotional ties to the RVA community last a lifetime; and the individuals who make it up have the potential to understand and support each other in a way that few others can…Those who have chosen to view the atmosphere of isolation negatively have easily found in RVA an ever-shrinking community, where the sense of cultural claustrophobia is only eclipsed by the feeling of forced conformity. When they have recoiled against the perceived legalistic constraints of the community, they have done so within the confines of a relational and intellectual fishbowl. As a result, they have often had to live with a feeling of self-imposed ostracism, merciless gossip and public judgment – without the hope of escape. The reality is that over its one hundred year history as an institution, RVA has permitted the growth of a culture of gossip and has had to endure more than its share of Phariseeism…Yet…over the years, many have viewed that same atmosphere of isolation in a far more positive light. Where some have felt instrusive judgmentalism, others have found accountability and spiritual encouragement. Where some have found a community of life-minded lemmings, others have thrived and grown because of the deep sense of intimacy and mutual understanding… for some the irony is that that healthy experience has made the transition from RVA to their home culture all the more difficult. p213-216

Keeping Track of Your Reading Life: Students document their reading habits throughout the school year using their readers’ notebooks. In this section, we examine components of the reader’s notebook that reinforce wild reading habits, describing how each tool holds students accountable for their reading and provides reflection and planning opportunities for both readers and teachers.

School administrators are key players in analysing data for accountability, ensuring educational standards are met, and fostering continuous improvement.

The school fee structure reflects the school's commitment to providing a high-quality education while maintaining financial sustainability and accountability.

Transparent communication of the school fee structure demonstrates the school's commitment to accountability and fosters trust between the school administration and parents.

How I Taught My Grandmother to Read and Other Stories Sudha Murty What do you do when your grandmother asks you to teach her the alphabet? Or the President of India takes you on a train ride with him? Or a teacher gives you more marks than you deserve? These are just some of the questions you will find answered in this delightful collection of stories recounting real-life incidents from the life of Sudha Murty, teacher, social worker and bestselling writer. There is the engaging story about one of her students who frequently played truant from school, the account of how her mother’s advice to save money came in handy when she wanted to help her husband start a software company and the heart-warming tale of the promise she made—and fulfilled—to her grandfather, to ensure that her little village library would always be well-supplied with books. Funny, spirited and inspiring, each of these stories teaches a valuable lesson about the importance of doing what you believe is right and having the courage to realize your dreams.

Rather than see my body as a vanity vehicle, the physical manifestation of my ego, I now see it as a trusted best friend. We’re not always in sync, but I assume the best intentions of my body, and it holds me accountable when I’ve neglected it. It is not a machine to be optimized, but instead a friend to be loved. What if your body isn’t at war with you? What if your body is your wisest teacher, guiding you to the truths you need to learn? Before going to bed each night, maybe you can ask your wise body, “How can you teach me to live a better life?

That’s when a very terrible thing happened. And it’s called—Mrs. and the strange man did a big smoochie kiss! And it was in front of the whole entire everybody! I covered my eyes. That’s ’cause I was shamed of her, of course. On account of teachers shouldn’t do that smoochie thing!

Potential teachers are chosen carefully, trained extensively (at the state's expense), and then allowed to have responsibility for their teaching instead of being saddled with accountability. Sahlberg says "There's no word for accountability in Finnish. Accountability is something that is left when responsibility has been subtracted.

In its account of the early days of the Maccabean revolt, 1 Maccabees 2: 42 records that Mattathias and his followers were joined by a company of Hasidim. This was a group, which emerged or became prominent at this time, of faithful Jews who were opposed to Hellenization. It is possible that both the Pharisees and the Essenes emerged from among the number of the Hasidim. It was during the period of Hasmonean rule that a person known as the ‘Teacher of Righteousness’may have led a group of people, probably Essenes, into the Judean desert and established the community at Qumran—on the north-west shore of the Dead Sea—which is associated with the ‘Dead Sea Scrolls’.

The most important mystery of ancient Egypt was presided over by a priesthood. That mystery concerned the annual inundation of the Nile flood plain. It was this flooding which made Egyptian agriculture, and therefore civilisation, possible. It was the centre of their society in both practical and ritual terms for many centuries; it made ancient Egypt the most stable society the world has ever seen. The Egyptian calendar itself was calculated with reference to the river, and was divided into three seasons, all of them linked to the Nile and the agricultural cycle it determined: Akhet, or the inundation, Peret, the growing season, and Shemu, the harvest. The size of the flood determined the size of the harvest: too little water and there would be famine; too much and there would be catastrophe; just the right amount and the whole country would bloom and prosper. Every detail of Egyptian life was linked to the flood: even the tax system was based on the level of the water, since it was that level which determined how prosperous the farmers were going to be in the subsequent season. The priests performed complicated rituals to divine the nature of that year’s flood and the resulting harvest. The religious elite had at their disposal a rich, emotionally satisfying mythological system; a subtle, complicated language of symbols that drew on that mythology; and a position of unchallenged power at the centre of their extraordinarily stable society, one which remained in an essentially static condition for thousands of years. But the priests were cheating, because they had something else too: they had a nilometer. This was a secret device made to measure and predict the level of flood water. It consisted of a large, permanent measuring station sited on the river, with lines and markers designed to predict the level of the annual flood. The calibrations used the water level to forecast levels of harvest from Hunger up through Suffering through to Happiness, Security and Abundance, to, in a year with too much water, Disaster. Nilometers were a – perhaps the – priestly secret. They were situated in temples where only priests were allowed access; Herodotus, who wrote the first outsider’s account of Egyptian life the fifth century BC, was told of their existence, but wasn’t allowed to see one. As late as 1810, thousands of years after the nilometers had entered use, foreigners were still forbidden access to them. Added to the accurate records of flood patters dating back centuries, the nilometer was an essential tool for control of Egypt. It had to be kept secret by the ruling class and institutions, because it was a central component of their authority. The world is full of priesthoods. The nilometer offers a good paradigm for many kinds of expertise, many varieties of religious and professional mystery. Many of the words for deliberately obfuscating nonsense come from priestly ritual: mumbo jumbo from the Mandinka word maamajomboo, a masked shamanic ceremonial dancer; hocus pocus from hoc est corpus meum in the Latin Mass. On the one hand, the elaborate language and ritual, designed to bamboozle and mystify and intimidate and add value; on the other the calculations that the pros make in private. Practitioners of almost every métier, from plumbers to chefs to nurses to teachers to police, have a gap between the way they talk to each other and they way they talk to their customers or audience. Grayson Perry is very funny on this phenomenon at work in the art world, as he described it in an interview with Brian Eno. ‘As for the language of the art world – “International Art English” – I think obfuscation was part of its purpose, to protect what in fact was probably a fairly simple philosophical point, to keep some sort of mystery around it. There was a fear that if it was made understandable, it wouldn’t seem important.

research university that primarily awards master’s degrees and PhDs, JNU saw the number of seats offered to students wishing to enroll in a master’s or a doctoral program plummet by 84 percent, from 1,234 to 194 in one year.101 Furthermore, admissions committees were made up solely of experts appointed by the JNU vice-chancellor, flouting university statutes and guidelines followed by the University Grants Commission (UGC), which stipulate that academics should be involved.102 This made it possible to hire teachers from Hindu nationalist circles,103 with few qualifications,104 and some facing charges of plagiarism.105 In particular, several former ABVP student activists from JNU have been appointed as assistant professors even after being disqualified by the committee in charge of short-listing applicants.106 The vice-chancellor replaced deans in the School of Social Sciences without following appointment procedures, cutting the number of researchers by 80 percent and ceasing to apply rules JNU had set to ensure diversity through a mechanism taking into account the social background and geographic origin of its applicants.107 The new recruitment procedure strongly disadvantaged Dalits, Adivasis, and OBCs, who used to make up nearly 50 percent of the student intake and who now accounted for a mere 7 percent. The vice-chancellor also issued ad hoc promotions, nominating recently appointed faculty members to the post of full professor. Conversely, the freeze on promotions for “antigovernment” teachers who should have been promoted on the basis of seniority prompted some of the diktat’s victims to take the matter to court.108 However, even after the court—taking note of the illegality of the rejection procedure—ordered a reexamination of the claimants’ promotions, the latter were once again denied.109

no public figure is a role model for our kids. That’s our job—yours and mine. It’s a humbling realization at times, but it’s the truth. It’s equally true for all of us. No matter what our role, someone is watching and emulating our behavior and we may be influencing them through our choices and actions. Modeling is the most powerful of all teachers. The QBQ for each of us is “How can I set a better example?” Who’s watching you?

Therefore, this e-textbook is as much a tool for teachers as it is for students. The prime

With responsibilities ranging from crisis management to data analysis for accountability, school administrators play a vital role in the smooth functioning of educational institutions.

My Teachers," says he, "were hide-bound Pedants, without knowledge of man's nature, or of boy's; or of aught save their lexicons and quarterly account-books. Innumerable dead Vocables (no dead Language, for they themselves knew no Language) they crammed into us, and called it fostering the growth of mind. How can an inanimate, mechanical Gerund-grinder, the like of whom will, in a subsequent century, be manufactured at Nurnberg out of wood and leather, foster the growth of anything; much more of Mind, which grows, not like a vegetable (by having its roots littered with etymological compost), but like a spirit, by mysterious contact of Spirit; Thought kindling itself at the fire of living Thought? How shall he give kindling, in whose own inward man there is no live coal, but all is burnt out to a dead grammatical cinder? The Hinterschlag Professors knew syntax enough; and of the human soul thus much: that it had a faculty called Memory, and could be acted on through the muscular integument by appliance of birch-rods.

Tough, but fair. It was usually the difficult kids who ended up liking him the most because he held them to a high standard. Too often, parents and even teachers don’t expect teenagers to be accountable—to society, to family, to school. They dismiss bad behavior as if it’s something they all will grow out of, when if they’re not corrected, they will generally come to believe their bad behavior is acceptable.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

She holds up a finger for each teacher as she says, "Your pilates professor has an Only Fans account, which is against school policy. Your economics professor has a mistress, as does your Human Physiology professor. Your Russian professor employs undocumented workers, some of whom live at his house. Your criminology professor enjoys the company of female students a little too much, and your International Relations professor is a high functioning alcoholic. That water bottle isn't full of water.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

patience the teacher is bound to become an “expert

What people love is the idea of freedom. They love to think that they are not slaves. They go to great lengths to convince themselves they are independent, and that no one can boss them around. But reality tells a different story. Most people badly want some parent figure—whether that's a teacher, president, gang leader, pope, guru, God, or Santa Claus—to whom they can delegate their power of choice, for they would much rather trust anyone other than themselves. Having to figure things out on their own and take responsibility for their lives is too scary of a prospect. Following a path is much easier than creating one. This accounts for the popularity of dogma; and this is why, despite all the rhetoric suggesting otherwise, real freedom terrifies people. What they crave is not freedom but authority figures to give them orders. If I can go on record with another runner-up for the most undemocratic sentence of all times . . . most people seem to be born to obey commands. They probably resent the commands, often complain about them, and occasionally secretly break them only to feel guilty later, but the truth is they would be totally lost without them. If you try to take away their chains, they'll scream and shout because their security, their very identity, is in their chains. Give them real freedom and they'll run back to their dogmas crying “please mama hold me tight.” Dogma is what reassures them and lulls them to sleep at night. “No, dear child—dogma whispers softly in their ears—you don't need to venture alone in that big, scary world. Stay by my side instead, and I will always take care of you. I promise you will never have to make difficult choices all by yourself. I will map out the path for you, and all you'll have to do is follow. You will never be lost again.” Forget freedom as a family value. Real freedom is scary. Real freedom is for people with broad shoulders and big hearts.

Good teachers aren't simply born, they perfect their craft over time. Teachers need a chance to practice and improve, especially now as the American education system lags behind international standards. If education in the United States is to raise its standards, we need to nurture our teachers through a combination of accountability and development methods. Actionable advice: Don't discipline children too harshly. It's certainly tempting to punish or suspend children that behave badly. That might fix the problem in the short term, but it actually inhibits a child’s overall learning. It's much more effective to solve conflicts through social problem solving. When children can engage with a problem in a safe environment, their behavior is more likely to change for the good.

I personally welcomed Summorum Pontificum with confidence, joy, and thanksgiving. It is, so to speak, a sign and a proof that the Church, Mater et Magister (our Mother and Teacher), is still attentive to all her children, taking into account their different sensibilities. Benedict XVI intended to promote the wealth of various spiritual expressions, provided they lead to a real, genuine ecclesial communion and a more luminous radiance of the Church’s sanctity. I

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

A lot of high-stakes accountability has become self-defeating—focusing solely on the identification of bad schools, the bad teachers, as opposed to creating a signal and involving teachers in processes that lead to investigations and changes,” he said.

Hear now with regard to the stones which are in the building. Those square white stones which fitted exactly into each other, are apostles, bishops, teachers, and deacons, who have lived in godly purity, and have acted as bishops and teachers and deacons chastely and reverently to the elect of God. Some of them have fallen asleep, and some still remain alive. And they have always agreed with each other, and been at peace among themselves, and listened to each other. On account of this, they join exactly into the building of the tower.” “But who are the stones that were dragged from the depths, and which were laid into the building and fitted in with the rest of the stones previously placed in the tower?” “They are those who suffered for the Lord’s sake.” “But I wish to know, O Lady, who are the other stones which were carried from the land.” “Those,” she said, “which go into the building without being polished, are those whom God has approved of, for they walked in the straight ways of the Lord and practiced His commandments.” “But who are those who are in the act of being brought and placed in the building?” “They are those who are young in faith and are faithful. But they are admonished by the angels to do good, for no iniquity has been found in them.” “Who then are those whom they rejected and cast away?” “These are they who have sinned, and wish to repent. On this account they have not been thrown far from the tower, because they will yet be useful in the building, if they repent. Those then who are to repent, if they do repent, will be strong in faith, if they now repent while the tower is building. For if the building be finished, there will not be more room for any one, but he will be rejected. This privilege, however, will belong only to him who has now been placed near the tower.

One must bear in mind, that those who have the true modern spirit need not modernise, just as those who are truly brave are not braggarts. Modernism is not in the dress of the Europeans; or in the hideous structures, where their children are interned when they take their lessons; or in the square houses with flat straight wall-surfaces, pierced with parallel lines of windows, where these people are caged in their lifetime; certainly modernism is not in their ladies' bonnets, carrying on them loads of incongruities. These are not modern, but merely European. True modernism is freedom of mind, not slavery of taste. It is independence of thought and action, not tutelage under European schoolmasters. It is science, but not its wrong application in life,—a mere imitation of our science teachers who reduce it into a superstition absurdly invoking its aid for all impossible purposes. Science, when it oversteps its limits and occupies the whole region of life, has its fascination. It looks so powerful because of its superficiality,—as does a hippopotamus which is very little else but physical. Science speaks of the struggle for existence, but forgets that man's existence is not merely of the surface. Man truly exists in the ideal of perfection, whose depth and height are not yet measured. Life based upon science is attractive to some men, because it has all the characteristics of sport; it feigns seriousness, but is not profound. When you go a-hunting, the less pity you have the better; for your one object is to chase the game and kill it, to feel that you are the greater animal, that your method of destruction is thorough and scientific. Because, therefore, a sportsman is only a superficial man,—his fullness of humanity not being there to hamper him,—he is successful in killing innocent life and is happy. And the life of science is that superficial life. It pursues success with skill and thoroughness, and takes no account of the higher nature of man. But even science cannot tow humanity against truth and be successful; and those whose minds are crude enough to plan their lives upon the supposition, that man is merely a hunter and his paradise the paradise of sportsman, will be rudely awakened in the midst of their trophies of skeletons and skulls.

Research and practice have repeatedly shown that we can improve a child’s education by elevating the teaching profession and ensuring that every child has a quality teacher in his or her classroom; empowering parents with information and a role in the direction of their child’s education; and creating accountable governance systems and fair and sustainable sources of education funding.

and into the western parts of Asia Minor, where his successful activities attracted the attention of the Byzantine Emperor, Constantine Pogonatus. This Emperor issued a decree (684) against the congregations of believers and against Constantine in particular, sending one of his officers, named Simeon, to put it into effect. In order to give special significance to the execution of Constantine, Simeon supplied a number of his personal friends with stones and ordered them to stone the teacher whom they had so long revered and loved. Risking their own lives by their refusal, they dropped the stones, but there was a young man present named Justus, who had been brought up by Constantine as his adopted son and treated with especial kindness; he flung a stone at his benefactor and killed him, thus earning high praise and reward from the authorities, who compared him to David slaying Goliath. Simeon was profoundly moved by all that he saw and heard at Kibossa, and, conversing with the Christians there, was convinced of the truth of their doctrines and the Tightness of their practice.

Prominent among such teachers was Pierre de Brueys, an able and diligent preacher who for twenty years, braving all dangers, travelled throughout Dauphiny, Provence, Languedoc, and Gascony, drawing multitudes from the superstitions in which they had been brought up, back to the teachings of Scripture, until he was burned at St. Gilles (1126). He showed from Scripture that none should be baptised until they had attained to time full use of their reason; that it is useless to build churches, as God accepts sincere worship wherever offered; that crucifixes should not be venerated, but rather looked upon with horror, as representing the instrument on which our Lord suffered; that the bread and wine are not changed into the body and blood of Christ, but are symbols commemorative of His death; and that the prayers and

If we take women seriously, we will want them to be good teachers of the Word. So often, the theology of women such as these is not critiqued because we don’t want to hurt feelings. Somehow it comes off as not nice to critique a woman’s teaching. Well, that isn’t taking women seriously, either. It is not insulting to point out error. What is unloving is giving a teacher license to teach falsely because you like her personality, because you want to believe that it’s true, or, worse, because you don’t want to engage critically with a woman. Teachers will be accountable before God for what they say, so we should want to correct them.

whereas the highest authority, from which bishops and priests must receive theirs, is the Christian church, and no teacher or shepherd has the right to compel obedience by force or by punishment in this world. Who then has the right to appoint bishops, pastors and ministers generally? For the Apostles, Christ was the source of authority; for their successors, the Apostles; after the death of the Apostles the right of choice went over to the congregations of the believers. The Book of the Acts gives an example in the choice of Stephen and Philip.

It should be obvious but I’ve never met anyone that is able to perceive incompetent managers and lack of corporate integrity as the main causes for incompetent workers and poor results in productivity. And by the way, the exact same principles apply to Universities, but I've also never met students capable of questioning their teachers as they should, or teachers that aren't afraid to be questioned regarding their own integrity. It's really easy to talk bullshit in a classroom using social status, certificates and books as backbone for credibility but hard to face accountability for the words one vomits out of his brain without ever trying to digest them with a stomach for confrontation with realism. If anything useful I learned in college, as both student and lecturer, is that my teachers and coworkers were a bunch of arrogant cocksuckers feeding on the illusion that their reputation makes them who they are. Their self-delusion makes them pathetic. And the only thing they ever produced were pathetic students.

The search for knowledge demands foregoing the pleasures of companionship, but this is usually understood to mean frivolous and unprofi table human relations. Knowledge is rather something to be shared. It is restricted to an elite, since the ignorant are not only proverbially hostile to knowledge and those who possess knowledge, but they also greatly outnumber the learned and always will. This makes scholars always gravitate toward each other. Learned men never fi nd themselves strangers anywhere. They alone recognize each other, since the ignorant are unable to perceive the worth of learning, never having possessed any learning before. And they enjoy only the company of their peers. There is nothing to be pitied more than men of knowledge who have to put up with ignoramuses. This often expressed view appears also in the form of a witty anecdote told of one of the Persian kings. He imprisoned a scholar who had angered him together with an ignorant man in the same room, as the worst punishment he could think of. Thus, in defense against the world as well as on account of the intrinsic nature of knowledge, scholars must band together, in order to insure the persistence of knowledge in the world by communicating with each other and, above all, by transmitting their knowledge to others, if they are deserving. Nothing is more sterile than uncommunicated knowledge. Nothing is more signifi cant for society at large than the small groupings of teachers and students. Nothing, in short, has greater basic value for society than knowledge.

Paris became the center for twelfth-century philosophy because of the decision to allow any qualified master to set up a school there, on payment of a fee to the cathedral authorities.4 By the 1130s, as John of Salisbury’s account of his education there shows (Metalogicon II.10), the student could choose among a great variety of masters – rather than being constrained to a single one, however illustrious – and the work of each teacher was stimulated by contact and competition with the others. Outstanding thinkers of the 1130s and 40s, such as Peter Abaelard, Alberic of Paris, and Gilbert of Poitiers explicitly or implicitly adapt and criticize the others’ logical and metaphysical ideas.

He reaches out and trails his finger along a poster that says STAR in bubble letters. Safe, Tolerant, Accountable, Respectful-all the things teachers wish students were, but we can't always be because we're human beings and not robots.

The word accountant turned a switch in people's brains, so that anything else you said just made a garbled Blah bla-bla-blah in the air, like Charlie Brown's teacher.

Trouble is,” Paul smiled his most charming smile, “a teacher has to be so many things at the same time: actor, policeman, scholar, jailer, parent, inspector, referee, friend, psychiatrist, accountant, judge and jury, guide and mentor, wielder of minds, keeper of records, and grand master of the Delaney Book.

He fished a sky blue burqa from the bag. The yards of pleated cloth spilled over his knees when he lifted it. He rolled up the burqa, looked at Mariam. "I have customers, Mariam, who bring their wives to my shop. The women come uncovered, they talk to me directly, look me in the eye without shame. They wear makeup and skirts that show their knees. Sometimes they even put their feet in front of me, the women do, for measurements, and their husbands stand there and watch. They allow it. They think nothing of a stranger touching their wives' bare feet! They think they're being modern men, intellectuals, on account of their education, I suppose. They don't see that they're spoiling their own 'nang' and 'namoos', their honour and pride." He shook his head. "Mostly, they live in the richer parts of Kabul. I'll take you there. You'll see. But they're here too, Mariam, in this very neighbourhood, these soft men. There's a teacher living down the street, Hakim is his name, and I see his wife Fariba all the time walking the streets alone with nothing on her head but a scarf. It embarrasses me, frankly, to see a man who's lost control of his wife." He fixed Mariam with a hard glare. "But I'm a different breed of man, Mariam. Where I come from, one wrong look, one improper word, and blood is spilled. Where I come from, a woman's face is her husband's business only. I want you to remember that. Do you understand?

Everything now has to be fully accountable,” Peter Plagens, a New York painter and art critic, told the online magazine Salon in a 2012 story on the declining status of the artistic classes in America. “An English department has to show it brings in enough money, that it holds its own with the business side. Public schools are held accountable in various bean-counting ways. The senator can point to the ‘pointy-headed professor’ teaching poetry and ask, ‘Is this doing any good? Can we measure this?’ It’s a culture now measured by quantities rather than qualities.” Jonathan Lethem, the novelist, lamented

Menno Simon, who lived through these times (1492-1559) and was well qualified to speak, being one of the principal teachers among those who practiced the baptism of believers, wrote: “No one can truly charge me with agreeing with the Münster teaching; on the contrary, for seventeen years, until the present day, I have opposed and striven against it, privately and publicly, by voice and pen. Those who, like the Münster people, refuse the cross of Christ, despise the Lord’s Word, and practice earthly lusts under the pretence of right doing, we never will acknowledge as our brethren and sisters.” “Do our accusers mean to say that because we are outwardly baptized with the same kind of baptism as they, that therefore we must be reckoned as being of the same body and fellowship; then we answer: If outward baptism can do so much, then they themselves may consider what sort of fellowship theirs is, since it is clear and evident that adulterers and murderers and such like have received the same baptism as they!

Matthias Zerfass, of his own accord, acknowledged that he was a teacher among them, and remained firm and patient under torture, and was then beheaded. He wrote from prison: “The chief object of our torture has been that we should say how many of us were teachers, and reveal their names and addresses…. I was to acknowledge the authorities as Christian and that infant baptism is right; I pressed my lips together, yielded myself to God, suffered patiently, and thought of the Lord’s word when He said, ‘Greater love hath no man than this, that a man lay down his life for his friends. Ye are My friends, if ye do whatsoever I command you.’ It looks as though I have still much to suffer, but the Lord alone has it in His hand, and I can pray for nothing except that His will be done.” An instruction was issued as follows: “In order to arrest the leaders, teachers, bush-preachers, and corner-preachers of the sectaries… officials shall send spies into the hedges, fens, and moors, especially at the approach of the more important festivals, and when there is full and continued moonlight, in order to discover their secret meeting-places.” Yet in 1534 the Bishop of Münster, in writing to the Pope, bore testimony to the excellent lives of the Anabaptists.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

Ultimately, neither the standards themselves nor the new accountability tests designed to measure student progress toward those standards will do anything to improve student learning. The leverage advantage of standards will only be realized if students—not only teachers—are empowered to use standards to guide their efforts.

The most volatile current debate among American school administrators, teachers, parents, and students concerns “high-stakes” testing. The stakes are considered high because instead of simply testing students to measure their progress, schools are increasingly held accountable for the results.

Reformers have argued loudly and aggressively that our schools and students are failing. But the language they use is by necessity obscure and technocratic, because no matter how emphatically they argue that America’s students are falling behind their international counterparts, the data repeatedly show that when studies control for the effects of poverty, American students are competitive with the top percentile of students in the world. And a 2011 Stanford University study found that family income continues to be far and away the biggest determining factor of student achievement. Make your way through the jargon about achievement gaps and teacher accountability, and the problem becomes clear. Nearly a quarter of all children in the US live in poverty, among the highest rates in the developed world. Combine this with the fact that in America, poor students receive less educational funding than rich ones and you have a real civil rights issue: the U.S. government discriminates against poor children.

And like the kids who’d taught Greg Glassman how to do gymnastics in the park, they were one another’s teachers. “Coach believed that the moment you learned something, you had the responsibility to teach it,” Amundson recalled in an account of CrossFit’s founding days.7 “Everyone at CrossFit Santa Cruz learned the intricacies of the foundational movements, with the expectation they would teach the skills to others.

As mandatory reporting laws and community awareness drove an increase its child protection investigations throughout the 1980s, some children began to disclose premeditated, sadistic and organised abuse by their parents, relatives and other caregivers such as priests and teachers (Hechler 1988). Adults in psychotherapy described similar experiences. The dichotomies that had previously associated organised abuse with the dangerous, external ‘Other’ had been breached, and the incendiary debate that followed is an illustration of the depth of the collective desire to see them restored. Campbell (1988) noted the paradox that, whilst journalists and politicians often demand that the authorities respond more decisively in response to a ‘crisis’ of sexual abuse, the action that is taken is then subsequently construed as a ‘crisis’. There has been a particularly pronounced tendency of the public reception to allegations of organised abuse. The removal of children from their parents due to disclosures of organised abuse, the provision of mental health care to survivors of organised abuse, police investigations of allegations of organised abuse and the prosecution of alleged perpetrators of organised abuse have all generated their own controversies. These were disagreements that were cloaked in the vocabulary of science and objectivity but nonetheless were played out in sensationalised fashion on primetime television, glossy news magazines and populist books, drawing textual analysis. The role of therapy and social work in the construction of testimony of abuse and trauma. in particular, has come under sustained postmodern attack. Frosh (2002) has suggested that therapeutic spaces provide children and adults with the rare opportunity to articulate experiences that are otherwise excluded from the dominant symbolic order. However, since the 1990s, post-modern and post-structural theory has often been deployed in ways that attempt to ‘manage’ from; afar the perturbing disclosures of abuse and trauma that arise in therapeutic spaces (Frosh 2002). Nowhere is this clearer than in relation to organised abuse, where the testimony of girls and women has been deconstructed as symptoms of cultural hysteria (Showalter 1997) and the colonisation of women’s minds by therapeutic discourse (Hacking 1995). However, behind words and discourse, ‘a real world and real lives do exist, howsoever we interpret, construct and recycle accounts of these by a variety of symbolic means’ (Stanley 1993: 214). Summit (1994: 5) once described organised abuse as a ‘subject of smoke and mirrors’, observing the ways in which it has persistently defied conceptualisation or explanation.

Teachers who are accountable to principals who are, in turn, accountable to school communities are likely to be more professionally ‘grounded’ and less susceptible to avant garde fashions in curriculum and pedagogy. School

Conservative elites first turned to populism as a political strategy thanks to Richard Nixon. His festering resentment of the Establishment’s clubby exclusivity prepared him emotionally to reach out to the “silent majority,” with whom he shared that hostility. Nixon excoriated “our leadership class, the ministers, the college professors, and other teachers… the business leadership class… they have all really let down and become soft.” He looked forward to a new party of independent conservatism resting on a defense of traditional cultural and social norms governing race and religion and the family. It would include elements of blue-collar America estranged from their customary home in the Democratic Party. Proceeding in fits and starts, this strategic experiment proved its viability during the Reagan era, just when the businessman as populist hero was first flexing his spiritual muscles. Claiming common ground with the folkways of the “good ole boy” working class fell within the comfort zone of a rising milieu of movers and shakers and their political enablers. It was a “politics of recognition”—a rediscovery of the “forgotten man”—or what might be termed identity politics from above. Soon enough, Bill Clinton perfected the art of the faux Bubba. By that time we were living in the age of the Bubba wannabe—Ross Perot as the “simple country billionaire.” The most improbable members of the “new tycoonery” by then had mastered the art of pandering to populist sentiment. Citibank’s chairman Walter Wriston, who did yeoman work to eviscerate public oversight of the financial sector, proclaimed, “Markets are voting machines; they function by taking referenda” and gave “power to the people.” His bank plastered New York City with clever broadsides linking finance to every material craving, while simultaneously implying that such seductions were unworthy of the people and that the bank knew it. Its $1 billion “Live Richly” ad campaign included folksy homilies: what was then the world’s largest bank invited us to “open a craving account” and pointed out that “money can’t buy you happiness. But it can buy you marshmallows, which are kinda the same thing.” Cuter still and brimming with down-home family values, Citibank’s ads also reminded everybody, “He who dies with the most toys is still dead,” and that “the best table in the city is still the one with your family around it.” Yale preppie George W. Bush, in real life a man with distinctly subpar instincts for the life of the daredevil businessman, was “eating pork rinds and playing horseshoes.” His friends, maverick capitalists all, drove Range Rovers and pickup trucks, donning bib overalls as a kind of political camouflage.

This “concrete” or contextual method of teaching is obviously very different from how we attempt to teach and learn today, and the difference makes it difficult for us to grasp what precisely it is that Jesus is teaching. What he is saying cannot be understood unless we appreciate how he teaches, and we cannot appreciate how he teaches unless we take into account something of the world within which his teaching occurred. We must recognize, first of all, that the aim of the popular teacher in Jesus’ time was not to impart information, but to make a significant change in the lives of the hearers. Of

Re-reading these journal entries almost two decades after writing them has had a humbling effect on me. I am in awe of the children’s learning and the resilience, courage, and intuition with which they direct their

The editor of the journal, Crab Riley, found her story hard to believe, especially because she could not provide evidence of the children disappearing, and he was inclined to dismiss it as fantasy until he researched archives, where mention of the disappearances was indeed found in National Geographic Magazine.   ‘Teachers and school children descended and did not return. Search parties and excavations found no trace. After weeks, they were given up as dead,’ it said.   The article, by archaeologist William Griffith, also made mention of the skeletons found when the caves were first discovered too, although the number was far higher than had been realised by most.   ‘There were human bones to account for thirty thousand people. It was a “restaurant” I rather think, for Atlantean descendants.’   Could underground races of carnivorous species really dwell in the deep substrata below ground, coming up momentarily to snatch and feed off humans?   Interestingly, in some excellent research, Dustin Naef says there are over 700 caves and tunnels in Lava Beds National Park alone, and over 150 in the Marble Mountain area near Mount Shasta, with over thirty miles of tunnels mapped so far.

In the boys’ accounts of being emotionally and intellectually engaged by their teachers, they convey a sense of being transported, exploring new territory, and feeling newly effective, interested, and powerful. Experienced this way, school is not an institution or an imposition of any kind; it is instead the locus of a particular, often quite personal, learning relationship in which the boy is not so much a “student” as he is fully himself, only incidentally at school.

Another central finding of this study is that boys tend to elicit the pedagogy they need. This point was brought into high relief in the accounts of many teachers who reported that their best lesson was conceived as a result of prior failures to engage boys productively. Boys’ responses to ineffective teaching—disengagement, inattention, disruption, unsatisfactory performance—are intolerable to a conscientious teacher. Such teachers adjust course content, pedagogy, and relational style until student responses improve. Improved responses over time tend to reinforce the adjustments the teacher has made. Or to put it even more simply, resistant student behavior elicits changes in teacher behavior, and when students respond positively to those changes, the teacher retains them as standard practice. From this observation, it follows that when boys succeed in revealing their learning preferences, responsive teachers adjust in a dynamic of continuous improvement.

Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.

The longest tenured First LOVE and Greatest TEACHER, in-fact life long, is none the other, but Mother.

Buddha told Kalamas , “I’ll tell you all, the criterion for rejection of someone’s teachings”; Do not believe anything on mere hearsay. Do not believe in traditions merely because they are old and have been handed down for many generations and in many places Do not believe anything on account of rumors or because people talk a great deal about it. Do not believe in anything just because you are shown the written testimony of some ancient sage. Do not believe in what you have fancied, thinking that, because it is extraordinary, it must have been inspired by some wonderful being. Do not believe anything because presumptions are in its favor or because the custom of many years inclines you to take it. Do not believe anything merely on the authority of your teacher and priests.   The Kalamas asked Buddha. “What should be the criterion for acceptance of someone’s teachings, venerable sir? “   Buddha replied, “ Whatever after thorough investigation and reflection, you find to agree with reason and experience ,as conductive to good and benefit of one and all and of the world at large, accept only that as true, and shape your life according with it.”   Buddha continued, “There are four solace found by people who are wise, they think this way, "'Suppose there is an afterlife and there is a fruit, result, of deeds done well or ill. Then it is possible that at the dissolution of the body after death, I shall arise in the heavenly world, which is possessed of the state of bliss.' This is the first solace found by him. "'Suppose there is no afterlife and there is no fruit, no result, of deeds done well or ill. Yet in this world, here and now, free from hatred, free from malice, safe and sound, and happy, I keep myself.' This is the second solace found by him.” "'Suppose evil (results) befall an evil-doer. I, however, think of doing evil to no one. Then, how can ill (results) affect me who do no evil deed?' This is the third solace found by him. "'Suppose evil (results) do not befall an evil-doer. Then I see myself purified in any case.' This is the fourth solace found by him

…That God will open up to us a door for the word, so that we may speak forth the mystery of Christ.… —Colossians 4:3 (NAS) Because of a staffing snag, our church’s teen class on Sundays had dwindled to practically no one. I offered to step in as teacher. So began a string of Sunday morning “sit-ins.” Many times I waited alone. But there was the day a boy dropped by with two cousins in tow. The sisters’ troubled home situation in another state had them temporarily residing with their aunt. We discussed the story of the Bible’s “cutter”— a wild man living among the tombs who cut himself with stones—and how Jesus healed him. The girls absorbed every word of this account of things gone wrong made right. They needed such hope. Another morning there was one girl. We each created a “word portrait” of ourselves and then explored the Bible’s portrait of Jesus. For an hour we talked animatedly about ourselves and Jesus. Where we were like Him (in joy and caring and love for nature and children) and where we had work to do (in areas of trust and self-control). She liked that Jesus was outside the mainstream of His day. She, too, felt different from others and was encouraged in her authenticity. The weeks of showing up every Sunday “just in case” had a reason. God wanted to open doors in these young lives…and made me a doorkeeper. Father, what I do for You matters…even if it's to be a doorkeeper, waiting “just in case.” —Carol Knapp Digging Deeper: Ps 84:10; Mt 19:14; Jas 3:18

The education-industrial system is addicted to homework. From a “business” perspective, it meets the needs of a K-12 school perfectly: It reduces the responsibility and accountability of the existing teachers and school processes. It makes parents accountable to the school, instead of the other way around. It keeps the student feeling guilty and unempowered. It maintains the illusion that there is so much to teach and the school mission is so important that they are worth consuming all aspects of a child’s life.

income, expenses, and finances: How much debt do I want to carry, and for what purpose? Would I like to pay off one or more of my credit accounts? By when? How much money do I want to make next month? Next year? Five years from now? What expenses do I want to cut down or cut out? — My home and community: What changes do I want to make in my current living environment? Do I want to fix up my home or yard? Do I want to move? What is my ideal home like? Where is it? What is my personal corner or room like? Does it have a garden, pool, or pond? Is it near the ocean, a lake, the desert, or mountains? Is it in the city or the country? What part of the world do I live in? What is my neighborhood like? What community projects am I involved in, if any? — My spiritual life: How much time do I want to devote to spiritual practices, such as meditation, classes, church, volunteer work, and so on? What books do I want to read? What classes do I want to take? What spiritual teachers, authors, or leaders do I want to meet, listen to, and/or work with? What spiritual power places do I want to visit, with whom, and when? What spiritual projects do I want to work on? What spiritual gift do I want to give to others? — My health and fitness: What changes do I want to make in my health and fitness? How much time per day or week do I want to spend exercising? What type of exercise program would I most enjoy and benefit from? Where would I exercise? With whom? What physical healings do I want? If I were to manifest my true natural state of perfect health right now, what would my body be like? About what weight or fat percentage would my body feel comfortable and healthy being? What types of foods would be in my regular diet? What would my ideal sleeping pattern be? How would I deal with stress or tension? What unnecessary stressors do I want to get rid of? What toxins (emotional or physical) can I eliminate from my diet or life? — My family life: What type of family life do I want? What about children? How much time do I want to spend with my kids? What do I want to teach or share with them? How can I be closer to my family and/or spend more quality time with them? What type of

Liked Following Message More Contact Us .. Status Photo / VideoOffer, Event + . Write something... . 1 Draft Created Saturday, November 5 at 4:05pm. See draft. . The Year of “Alphabetization In the Cuban post revolution era it was at “Che” Guevara who promoted educational and health reforms. 1961 became the “Year of Cuban Literacy” or the “Campaña Nacional de Alfabetización en Cuba,” meaning the “Year of Alphabetization in Cuba.” The illiteracy rate had increased throughout Cuba after the revolution. Fidel Castro in a speech told prospective literacy teachers, “You will teach, and you will learn,” meaning that this educational program would become a two-way street. Both public and private schools were closed two months earlier, for the summer than usual, so that both teachers and students could voluntarily participate in this special ambitious endeavor. A newly uniformed army of young teachers went out into the countryside, to help educate those in need of literacy education. It was the first time that a sexually commingled group would spend the summer together, raising the anxiety of many that had only known a more Victorian lifestyle. For the first time boys and girls, just coming of age, would be sharing living conditions together. This tended to make young people more self-sufficient and thought to give them a better understanding of the Revolution. It is estimated that a million Cubans took part in this educational program. Aside from the primary purpose of decreasing illiteracy, it gave the young people from urban areas an opportunity to see firsthand what conditions were like in the rural parts of Cuba. Since it was the government that provided books and supplies, as well as blankets, hammocks and uniforms, it is no surprise that the educational curriculum included the history of the Cuban Revolution, however it made Cuba the most literate countries in the world with a UNESCO literacy rate in 2015, of 99.7%. By Captain Hank Bracker, author of the award winning book “The Exciting Story of Cuba,” Follow Captain Hank Bracker on Facebook, Goodreads, his Website account and Twitter.

The proconsul ordered Polycarp to deny Christ and swear to Caesar, which shows that Pliny’s policy had become official. Polycarp refused, confessing that, as Christ had been faithful to him for so many years, he would be faithful to Christ. “If you imagine that I will swear by Caesar’s fortune, as you put it, pretending not to know who I am, I will tell you plainly, I am a Christian.” The proconsul threatened to throw Polycarp to the beasts, but Polycarp retorted, “Call them. . . . Do what you want.”9 Meanwhile, Polycarp remained serene and calm, full of courage and joy. A crier then walked to the middle of the arena and announced three times over, “Polycarp has confessed that he is a Christian.” And the crowd, boiling with anger, charged, “This fellow is the teacher of Asia, the father of the Christians, the destroyer of our gods, who teaches numbers of people not to sacrifice or even worship.”10 The enraged crowd demanded his death. Soldiers bound Polycarp to the stake, stacked wood around it, and set it on fire. Encircling him, the flames did not and—according to the account—could not consume him, as if held back by a protective curtain. Meanwhile, Polycarp prayed, “I bless Thee, because thou hast deemed me worthy of this day and hour, to take my part in the number of the martyrs, in the cup of thy Christ, for ‘resurrection to eternal life’ of soul and body.” The proconsul then ordered execution by sword.

And so Andy Malloy became the first of many managers I was to have throughout my career. Up to the time I teamed up with Jack Kearns, the managers I had were mostly my friends or well-meaning acquaintances who tried to help me get fights, arranging the small details so that I could dedicate myself to my training. I never signed a contract with any of them, not even Kearns. It just didn’t seem necessary in those days; a handshake was stronger and more meaningful than any inked signature. The only ingredients necessary were respect and trust. There is no doubt in my mind that a fighter needs a manager. Ideally, a manager gets up good likely bouts, arranges suitable dates and times and living accommodations, hires and sometimes fires sparring partners, “sells” his fighter’s ability and skill to others by taking scouting trips and being a good press agent, and honestly handles all accounts as well. This gives the fighter more time to keep himself in shape, running miles, punching bags, jumping rope, sleeping. Together the fighter and the manager are a team, pulling and pushing toward the same goal. If either takes advantage of the other, underestimates or oversteps the given role, then that’s it; a loss of respect sets in and the whole relationship is shot to hell. If such a split does take place, it is usually the fighter who winds up with the short end of the stick. I learned many things from my manager Andy Malloy. I learned to make my body a complete unit, the muscles of my feet, legs, waist, back and shoulders all contributing to the power of my arm. He taught me, in short, that my entire body was at stake in the ring, not just my fists. He was a good teacher.

The school culture creates press when it sets expectations that every student can master a high-standards curriculum. Principals create press when they expect teachers to teach the curriculum and to help each student reach the required mastery levels. Teachers can create press by expecting each student to learn the class’s objectives, by providing intellectually challenging and engaging work, by familiarizing students with the specific standards and criteria for work quality and quantity, and by the types and frequency of assignments and assessments they expect students to complete as evidence for accountability. Press also comes when school counselors include many demanding courses in students’ educational

We need industrious people in the education sector. The job is beyond the four walls of a classroom. Teaching itself is an empire. In it is the job of a healer, a doctor, a businessman, a researcher, a visionary, an accountant, an auditor, a leader, a manager, a designer...the list is so long, it scares the typical teacher.

For Aristotle, our visible world is not an illusion or a pale imitation of something else. It is substantial in a literal sense: it is real, and therefore worth knowing on its own terms. This is a crucial point, which Plato missed in two ways. First, Plato’s theory of knowledge leaves out the possibility of change. Back at the Academy, Aristotle’s teacher constantly stressed that true Reality is by definition changeless and eternal. In fact, Aristotle was able to answer, change is part of what makes the world what it is and what allows form to reach its full potential. There are no mature dogs without puppies; no men and women without boys and girls; and no certain knowledge that doesn’t take those facts into account.

An administrator at a middle school in New Haven, Connecticut, began a professional development activity by writing the reasons teachers gave for sending a student to the office on the blackboard. He then went down the list with the group and asked whether they felt the infractions listed were legitimate reasons for referring a student to the principal’s office for punishment. In a public setting with their colleagues present, no one would defend sending a student to the office for chewing gum, wearing a hat, or forgetting to bring a pencil. Yet, these and other minor infractions were the reasons given on the bulk of the referrals. He pointed out that Black and Latino boys received over 80 percent of these referrals; and he engaged the staff in a discussion of the implications of these practices. Holding educators accountable for racial imbalances in discipline need not result in finger-pointing or recriminations about racist intentions that cannot be proved. However, if educators are going to reduce the disproportionate discipline meted out to poor children of color, they must accept responsibility for racial disparities in discipline patterns. Analyzing their approaches to maintaining order can help educators to identify alternative methods for producing positive learning environments. Alternatives are essential if schools are to stop using discipline as a strategy for weeding out those they deem undesirable or difficult to teach and instead to use discipline to reconnect students to learning.

In 1990, the Colombian Ministry of Culture set up a system of itinerant libraries to take books to the inhabitants of distant rural regions. For this purpose, carrier book bags with capacious pockets were transported on donkeys’ backs up into the jungle and the sierra. Here the books were left for several weeks in the hands of a teacher or village elder who became, de facto, the librarian in charge. Most of the books were technical works, agricultural handbooks, collections of sewing patterns and the like, but a few literary works were also included. According to one librarian, the books were always safely accounted for. ‘I know of a single instance in which a book was not returned,’ she said. ‘We had taken, along with the usual practical titles, a Spanish translation of the Iliad. When the time came to exchange the book, the villagers refused to give it back. We decided to make them a present of it, but asked them why they wished to keep that particular title. They explained that Homer’s story reflected their own: it told of a war-torn country in which mad gods mix with men and women who never know exactly what the fighting is about, or when they will be happy, or why they will be killed.

The instinctual response today is to sue. This is so ingrained in our culture that our pop media mocked the knee-jerk reaction of litigation decades ago. To call in the sanctioned arbiters of fault and justice is the modern man's immediate response to challenge or a severe offense. No one dares knock down the doors of the offending party and seek immediate justice. That is barbaric. We are a nation of laws forgetting to check the men behind those laws. Men have been domesticated so quickly to shun all instincts and cry barbaric at the thought of beating someone who has wronged them. A child is stomped in school. Out of nowhere and for no reason. Eyewitness accounts from other students support the victim. What were the monitors and teachers on watch doing? The school gives poor excuses for not preventing it or breaking up the assault earlier. Parents are angry and the school-assigned cop even states that the family is making a big deal.

Soon my body will perish but my work will continue to create doctors with character and accountability - teachers with character and accountability - politicians with character and accountability - civil servants with character and accountability - scientists with character and accountability - preachers with character and accountability - janitors, bus conductors, waitresses and construction workers with character and accountability - in short, my body will perish but my work will continue to create human beings of character and accountability.

THE POOR FORGIVE YOUR WEALTHINESS. YOU OWE THEM KINDNESS. The poor have forgiven you for the advantage you took on account of wealthiness. You do owe them some kindness. They do look in you for signs of goodness.

Epicurus began his efforts to do so at the age of twelve, when to his disgust his teachers could not explain to him the meaning of chaos. Democritus’ old idea of atoms seemed to him the most promising clue, and he set to work to follow it wherever it would take him. By the age of thirty-two he was ready to found a school. There, in a garden in Athens, Epicurus constructed a whole account of the universe and a philosophy of human life.

My Favourite quote that was written on a coffee mug a parent gave to me a long time ago. It touched me then and it still does. “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove… but the world may be different because I was important in the life of a child.” – Forest E. Witcraft TEACHER, SCHOLAR

The Phlegmatic-Sanguine Person (PHLEG-SAN) These people are mostly seen as introverts. They are most peaceful people who go forgo their rights in order to live peacefully with others. Their temperament combination makes them very ideal people to get along with. Strengths of the PHLEG-SAN person They are gentle people who are honored in any group they find themselves. They are also very thoughtful and diplomatic. They are dependable and will rarely let the secret confided to them by friends. They have self-control. They are rarely seen exchanging words with people. They prefer forfeiting their rights and living peacefully with people to demanding these, which may lead to married relations. They enjoy the quiet life. They are the types who tell jokes without laughing. while others are laughing, they remain quiet, as if the humor came from somewhere else. It seems all fields of work are open to them. For example, they are good accountants, registrars, ministers, mechanics, teachers, and counsellors. This group of people do not enjoy trading activities but can do them when motivated Weaknesses of the PHLEG-SAN person These types of people are almost similar to their counterpart- the SAN-PHLEG. They lack motivation. They need to be motivated else they will leave their responsibilities undone. They allow themselves to be instructed and directed by people around them. Thus here, they fall victim to the sin of negligence. They procrastinate and often come out late. As senior officers their trays are always full of pending letters. They build shells around themselves and avoid many people and activities that could be useful to them in future. They let golden opportunities to pass by peacefully. Unless they develop personal discipline, they may never develop their natural potential. They are fearful; they need little motivation to put them to action. They lead a too relaxed life; they can even fall asleep while waiting for friends at the reception. A person of this temperament can always move peacefully with the strong willed CHOL-MEL person.

Need Teachers Not Cops (The Sonnet) The world needs less cops and more teachers, While cops enforce law, teachers instill accountability. Thus law enforcement only produces an illusion of order, It's the teachers who can create a crime-free society. If students are the future, teachers are future maker, So be civilized and focus on lifting teachers and students. Government of baboons invests in police 'n defense contracts, While a truly civilized government invests in education. Arm the teachers with books and students with sustenance, Then watch them accomplish the impossible future, A future of true lasting order, reform and harmony, Which a billion police cannot achieve in a billion years. Society that empowers teachers empowers peace. Society that empowers police empowers malice.