Achievement Education Quotes

Positive expectations are the mark of the superior personality.

Dignity /ˈdignitē/ noun 1. The moment you realize that the person you cared for has nothing intellectually or spiritually to offer you, but a headache. 2. The moment you realize God had greater plans for you that don’t involve crying at night or sad Pinterest quotes. 3. The moment you stop comparing yourself to others because it undermines your worth, education and your parent’s wisdom. 4. The moment you live your dreams, not because of what it will prove or get you, but because that is all you want to do. People’s opinions don’t matter. 5. The moment you realize that no one is your enemy, except yourself. 6. The moment you realize that you can have everything you want in life. However, it takes timing, the right heart, the right actions, the right passion and a willingness to risk it all. If it is not yours, it is because you really didn’t want it, need it or God prevented it. 7. The moment you realize the ghost of your ancestors stood between you and the person you loved. They really don't want you mucking up the family line with someone that acts anything less than honorable. 8. The moment you realize that happiness was never about getting a person. They are only a helpmate towards achieving your life mission. 9. The moment you believe that love is not about losing or winning. It is just a few moments in time, followed by an eternity of situations to grow from. 10. The moment you realize that you were always the right person. Only ignorant people walk away from greatness.

Simplicity is a great virtue but it requires hard work to achieve it and education to appreciate it. And to make matters worse: complexity sells better.

I believe that we learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the same. In each, it is the performance of a dedicated precise set of acts, physical or intellectual, from which comes shape of achievement, a sense of one's being, a satisfaction of spirit. One becomes, in some area, an athlete of God. Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired.

The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

Imagination is the source of every form of human achievement. And it's the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.

I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

We are always falling in love or quarreling, looking for jobs or fearing to lose them, getting ill and recovering, following public affairs. If we let ourselves, we shall always be waiting for some distraction or other to end before we can really get down to our work. The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavorable. Favorable conditions never come.

State propaganda, when supported by the educated classes and when no deviation is permitted from it, can have a big effect. It was a lesson learned by Hitler and many others, and it has been pursued to this day.

A garden should make you feel you've entered privileged space -- a place not just set apart but reverberant -- and it seems to me that, to achieve this, the gardener must put some kind of twist on the existing landscape, turn its prose into something nearer poetry.

Act as if it was, and it will be.

Whether one is rich or poor, educated or illiterate, religious or nonbelieving, man or woman, black, white, or brown, we are all the same. Physically, emotionally, and mentally, we are all equal. We all share basic needs for food, shelter, safety, and love. We all aspire to happiness and we all shun suffering. Each of us has hopes, worries, fears, and dreams. Each of us wants the best for our family and loved ones. We all experience pain when we suffer loss and joy when we achieve what we seek. On this fundamental level, religion, ethnicity, culture, and language make no difference.

The possibility of the dream gives strength.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

Why is it that people seek recognition from others? In many cases, it is due to the influence of reward-and-punishment education.

Slippery use of the word “privilege” is part of a vogue of calling achievements “privileges”—a vogue which extends far beyond educational issues, spreading a toxic confusion in many other aspects of life.

The judges of normality are present everywhere. We are in the society of the teacher-judge, the doctor-judge, the educator-judge, the social worker-judge; it is on them that the universal reign of the normative is based; and each individual, wherever he may find himself, subjects to it his body, his gestures, his behavior, his aptitudes, his achievements.

An uneducated thief may steal goods from the train but an educated one may steal the entire train. We need to compete for knowledge and wisdom, not for grades.

Take the challenge of your life. Reach out to your goals. There is no limit to what you can achieve.

The biggest lie women tell themselves about men: When I get what I want, I will be happy.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

The point of being a teacher is to do more than impart facts, it's to shape the way students perceive the world, to help a student absorb the rules of a discipline. The teachers who do that get remembered.

You have to go head, even if no one goes with you.

I've managed to bring the backlog down to a mere sixty-eight years," she announced with some small sense of achievement. "I hope to be able to start marking the papers of pupils who are still alive by the end of the decade.

A public-school system, if it means the providing of free education for those who desire it, is a noteworthy and beneficent achievement of modern times; but when once it becomes monopolistic it is the most perfect instrument for tyranny which has yet been devised. Freedom of thought in the middle ages was combated by the Inquisition, but the modern method is far more effective.’ (1923)

With adequate planning, passion and perseverance, you can achieve the God-given goals.

Every great achiever is inspired by a great mentor.

To make a resolution and act accordingly is to live with hope. There may be difficulties and hardships, but not disappointment or despair if you follow the path steadily. Do not hurry. This is a fundamental rule. If you hurry and collapse or tumble down, nothing is achieved. DO not rest in your efforts; this is another fundamental rule. Without stopping, without haste, carefully taking a step at a time forward will surely get you there.

We know – it has been measured in many experiments – that children with strong impulse control grow to be better adjusted, more dependable, achieve higher grades in school and college and have more success in their careers than others. Success depends on the ability to delay gratification, which is precisely what a consumerist culture undermines. At every stage, the emphasis is on the instant gratification of instinct. In the words of the pop group Queen, “I want it all and I want it now.” A whole culture is being infantilised.

No one warned you that having children reduced you right down to some smaller, rudimentary, primitive version of yourself, where your talents and your education and your achievements meant nothing. Clementine

Working harder to achieve results usually results in frustration and failure. The focus of work is the activities that generate results, not the results themselves.

You may encounter many disappointments. Be strong. Tell yourself, “I am good enough, I will try again.

Go forward and conquer any mountain on your path.

Someone gave me a copy of The Alchemist by Paulo Coelho, a fable about a shepherd boy who travels to the Pyramids in search of treasure when all the time it's at home. I loved that book and read it over and over again. 'When you want something all the universe conspires in helping you achieve it,' it says. I don't think that Paulo Coelho had come across the Taliban or our useless politicians.

We have gone on too long blaming or pitying the mothers who devour their children, who sow the seeds of progressive dehumanization, because they have never grown to full humanity themselves. If the mother is at fault, why isn't it time to break the pattern by urging all these Sleeping Beauties to grow up and live their own lives? There never will be enough Prince Charmings or enough therapists to break that pattern now. It is society's job, and finally that of each woman alone. For it is not the strength of the mothers that is at fault but their weakness, their passive childlike dependency and immaturity that is mistaken for "femininity." Our society forces boys, insofar as it can, to grow up, to endure the pains of growth, to educate themselves to work, to move on. Why aren't girls forced to grow up - to achieve somehow the core of self that will end the unnecessary dilemma, the mistaken choice between femaleness and humanness that is implied in the feminine mystique?

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

Man, at least when educated, is a pessimist. He believes it safer not to reflect on his achievements; Jove is known to strike such people down.

It is what you think, not what you achieve, that makes you happy.

But artists didn't need to achieve "firsts", and Hughes wanted to be an artist.

The strength of every individual is the grace for great work.

When you arrive at the destination, never forget where the journey began.

Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.

Inherently, each one of us has the substance within to achieve whatever our goals and dreams define. What is missing from each of us is the training, education, knowledge and insight to utilize what we already have.

There are growing domestic social and economic problems, in fact, maybe catastrophes. Nobody in power has any intention of doing anything about them. If you look at the domestic programs of the administrations of the past ten years-I include here the Democratic opposition-there's really no serious proposal about what to do about the severe problems of health, education, homelessness, joblessness, crime, soaring criminal populations, jails, deterioration in the inner cities - the whole raft of problems... In such circumstances you've got to divert the bewildered herd, because if they start noticing this they may not like it, since they're the ones suffering from it. Just having them watch the Superbowl and the sitcoms may not be enough. You have to whip them up into fear of enemies. In the 1930s Hitler whipped them into fear of the Jews and gypsies. You had to crush them to defend yourselves. We have our ways, too. Over the last ten years, every year ot two, some major monster is constructed that we have to defend ourselves against.

a system that sets people against each other fundamentally misunderstands the dynamics that drive achievement. Education thrives on partnership and collaboration—within schools, between schools, and with other groups and organizations.

Make plans for your new goals. And press towards achieving the goals with all your strength.

The world needs great inspires, who will encourage every living soul to reach their highest potential. You can be one.

With great enthusiasm and determination you will master the art in your field.

Experimentation is the essence of living a satisfying, productive, fulfilling life. The more you Experiment, the more you learn, and the more you’ll achieve.

If we all make systematic mistakes in our decisions, then why not develop new strategies, tools, and methods to help us make better decisions and improve our overall well-being? That's exactly the meaning of free lunches- the idea that there are tools, methods, and policies that can help all of us make better decisions and as a consequence achieve what we desire-pg. 241

our progenitors, our educational systems, the land, the media, the way have deluded and misled the masses: they have been defeated by the aridity of the actual dream. they were unaware that achievement or victory or luck or whatever the hell you want to call it must have its defeats.

How can I accept the Communist doctrine, which sets up as its bible, above and beyond criticism, an obsolete textbook which I know not only to be scientifically erroneous but without interest or application to the modern world? How can I adopt a creed which, preferring the mud to the fish, exalts the boorish proletariat above the bourgeoisie and the intelligentsia, who with all their faults, are the quality of life and surely carry the seeds of all human achievement? Even if we need a religion, how can we find it in the turbid rubbish of the red bookshop? It is hard for an educated, decent, intelligent son of Western Europe to find his ideals here, unless he has first suffered some strange and horrid process of conversion which has changed all his values.

In reality, freedom is aristocratic, not democratic. With sorrow we must recognize the fact that freedom is dear only to those men who think creatively. It is not very necessary to those who do not value thinking. In the so-called democracies, based on the principle of popular sovereignty, a considerable proportion of the people are those who have not yet become conscious of themselves as free beings, bearing within themselves the dignity of freedom. Education to freedom is something still ahead of us, and this will not be achieved in a hurry.

The greatest miracle Christianity has achieved in America is that the black man in white Christian hands has not grown violent. It is a miracle that 22 million black people have not risen up against their oppressors – in which they would have been justified by all moral criteria, and even by the democratic tradition! It is a miracle that a nation of black people has so fervently continued to believe in a turn-the-other-cheek and heaven-for-you-after-you-die philosophy! It is a miracle that the American black people have remained a peaceful people, while catching all the centuries of hell that they have caught, here in white man’s heaven! The miracle is that the white man’s puppet Negro ‘leaders’, his preachers and the educated Negroes laden with degrees, and others who have been allowed to wax fat off their black poor brothers, have been able to hold the black masses quiet until now.

Great achievement requires personal force, determined spirit and self-confidence.

Gracious words refresh, restore and revive the soul.

Failure is a sign post, directing the right road for life’s journey.

Losing privilege can feel a lot like inequality. If something feels unfair to you as a white person, it's likely that equality is actually being achieved in that moment.

We Pashtuns love shoes but don't love the cobbler; we love our scarves and blankets but do not respect the weaver. Manual workers made a great contribution to our society but received no recognition, and this is the reason so many of them joined the Taliban—to finally achieve status and power.

The best learning is achieved through experience, not by instruction. Though instruction is sometimes necessary and helpful, it is often best to foster conditions and allow conditions whereby students learn through experience.

No one warned you that having children reduced you right down to some smaller, rudimentary, primitive version of yourself, where your talents and your education and your achievements meant nothing.

Love as education is one of the great powers of the world, but it hangs in a delicate suspension; it achieves its harmony as seldom as does love by the senses. Frustrated, it creates even greater havoc, for like all love it is a madness.

Your traditional EDUCATION is not going to CHANGE your life but the life you are experiencing that can change you. Choose a POSITIVE life STYLE with positive ATTITUDE which could bring you a life with HAPPINESS and WISDOM

Expectations define achievement.

There is no need for comparison. Be happy with yourself and find satisfaction in your work.

Have the imagination, create the vision, go with passion, and take the action; you will achieve all of your goals.

In life, you achieve nirvana when you learn to love unconditionally.

Goals are important but what you become to achieve goals is much more important.

Blessed is the person who desired to read the Holy Scriptures. It’s brings great reward to those who believe, trust and obey the Holy instructions.

May God guide and lead us to a glorious future.

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

The only enemy which stands between the talent you posses and success you achieve is known as "EGO" in our Society

Life is a teacher. We are the student.

God holds the right key to every door.

One merely had the feeling that the disease had exhausted itself, or perhaps that it was retiring after achieving all of its objectives.

To me, the moral of the story was that there will always be hurdles in life, but if you want to achieve a goal, you must continue.

Aristotle said, “It is the mark of an educated mind to be able to entertain a thought without accepting it.

What lies ahead is often unknown. But keep traveling.

The future,” wrote C. K. Brightbill, “will belong not only to the educated man, but to the man who is educated to use his leisure wisely.

see first-hand the ways that democratic education is being undermined as the interests of big business and corporate capitalism encourage students to see education solely as a means to achieve material success. Such thinking makes acquiring information more important than gaining knowledge or learning how to think critically.

We have the opportunity to get an education and make something of ourselves. We have many reasons to hope for great happiness, but we have to earn it. And that is something you can't achieve by taking the easy ways out. Earning happiness means doing good and working, not speculating and being lazy.

The issue is whether we want to live in a free society or whether we want to live under what amounts to a form of self-imposed totalitarianism, with the bewildered herd marginalized, directed elsewhere, terrified, screaming patriotic slogans, fearing for their lives, and admiring with awe the leader who saved them from destruction, while the educated masses goose-step on command and repeat the slogans they’re supposed to repeat and the society deteriorates at home.

Hindutava's nationalism ignores the rationalist traditions of India, a country in which some of the earliest steps in algebra, geometry, and astronomy were taken, where the decimal system emerged, where early philosophy — secular as well as religious — achieved exceptional sophistication, where people invented games like chess, pioneered sex education, and began the first systematic study of political economy. The Hindu militant chooses instead to present India — explicitly or implicitly — as a country of unquestioning idolaters, delirious fanatics, belligerent devotees, and religious murderers

Because the state uses violence to achieve its ends, and there is no rational end to the use of violence, states grow until they destroy civilized interactions through the corruption of money, contracts, honesty, family and self-reliance. No state in history has ever been contained. It’s only taken a little more than a century for the US – founded on the idea of limited government, to break the bonds of the constitution, institute the income tax, take control of the money supply and the educational system and begin its catastrophic expansion.

Trust, trust in the world, because this human being exists - that is the most inward achievement of the relation in education. Because this human being exists, meaninglessness, however hard pressed you are by it, cannot be the real truth. Because this human being exists, in the darkness the light lies hidden, in fear salvation, and in the callousness of one's fellow-men the great Love.

Make a freaking impact and start providing value! Let money come to you! Look around outside your world, stop being selfish, and help your fellow humans solve their problems. In a world of selfishness, become unselfish. Need something more concrete? No problem. Make 1 million people achieve any of the following: Make them feel better. Help them solve a problem. Educate them. Make them look better (health, nutrition, clothing, makeup). Give them security (housing, safety, health). Raise a positive emotion (love, happiness, laughter, self-confidence). Satisfy appetites, from basic (food) to the risqué (sexual). Make things easier. Enhance their dreams and give hope. … and I guarantee, you will be worth millions.

The primary, the most urgent requirement is the promotion of education. It is inconceivable that any nation should achieve prosperity and success unless this paramount, this fundamental concern is carried forward. The principal reason for the decline and fall of peoples is ignorance. Today the mass of the people are uninformed even as to ordinary affairs, how much less do they grasp the core of the important problems and complex needs of the time.

The greatest gift of education, Korya, is the years of shelter provided when learning. Do not think to reduce that learning to facts and the utterances of presumed sages. Much of what one learns in that time is in the sphere of concord, the ways of society, the proprieties of behaviour and thought. Haut would tell you that this is another hard-won achievement of civilization: the time and safe environment in which to learn how to live. When this is destroyed, undermined or discounted, then that civilization is in trouble.

Nothing great was ever achieved without a personal sacrifice. You have to pay the price to realize your goals.

Life isn't about achieving success But about creating joy and happiness.

Be strong, be confident and be determined.

I will pursue the dream, no matter how long it takes to fulfil it.

Have you achieved your goal today? Fantastic! Set a goal for tomorrow, next month, next year, and years from now.

Think deeply to find the purpose of life but commit deeply to achieve success in life.

Knowledge is learning without a limit.

The tragedy is that there are many walking encyclopedias who are living failures.

If you have a definite purpose, if you have a driving desire to achieve it and if you go with passion, then don't wait for success because you are already a success.

If I don’t succeed, I will try again and never stop trying. When I succeed, I will again explore new opportunities.

Keep on desiring. Keep on seeking.

You can do great and mighty things by the power of God.

Dare to try again when you failure.

Do all the work you while you still have strength.

Learn, believe and achieve!

The true wealth of a nation is not their natural resources but their achievements in education.

There is no achievement gap at birth.

Although I had once pinned all my hopes on putting myself through school, believing I could thereby make something of myself, I now realized the futility of this all too clearly. No amount of struggling for an education is going to help one get ahead in this world. And what does it mean to get ahead anyway? is there any more worthless lot than the so-called great people of this world? What is so admirable about being looked up to by others? I do not live for other. What I had to achieve was my own freedom, my own satisfaction. I had to be myself.

In this world, the optimists have it, not because they are always right, but because they are positive. Even when wrong, they are positive, and that is the way of achievement, correction, improvement, and success. Educated, eyes-open optimism pays; pessimism can only offer the empty consolation of being right. The one lesson that emerges is the need to keep trying. No miracles. No perfection. No millennium. No apocalypse. We must cultivate a skeptical faith, avoid dogma, listen and watch well, try to clarify and define ends, the better to choose means.

That’s why they nurture such a strong commitment to calm. A quiet evening feels like an achievement. A day without anxiety is something to be celebrated. They are not afraid of having a somewhat boring time. There could, and will again, be so much worse.

If the breadth of perspectives is wide enough to represent the fullest range of views, consensus is unlikely. If consensus is swiftly achieved, it probably means too few voices have been heard.

My definition of marketing is simple—it’s all about educating the marketplace that your business can solve problems, fill voids, or achieve opportunities and goals the way no other business can.

The cultural situation in America today (and indeed in all Western societies) is determined by the cultural earthquake of the nineteen-sixties, the consequences of which are very much in evidence. What began as a counter-culture only some thirty years ago has achieved dominance in elite culture and, from the bastions of the latter (in the educational system, the media, the higher reaches of the law, and key positions within government bureaucracy), has penetrated both popular culture and the corporate world. It is characterized by an amalgam of both sentiments and beliefs that cannot be easily catalogued, though terms like 'progressive,' 'emancipators or 'liberationist' serve to describe it. Intellectually, this new culture is legitimated by a number of loosely connected ideologies— leftover Marxism, feminism and other sexual identity doctrines, racial and ethnic separatism, various brands of therapeutic gospels and of environmentalism. An underlying theme is antagonism toward Western culture in general and American culture in particular. A prevailing spirit is one of intolerance and a grim orthodoxy, precisely caught in the phrase "political correctness.

Whatever your aptitudes, the greatest source of achievement is passion. Aptitude matters, but passion often matters more… If you love doing something, you’ll be constantly drawn to get better at it.

When society questions a victim’s reluctance to report, I will be here to remind you that you ask us to sacrifice our sanity to fight outdated structures that were designed to keep us down. Victims do not have the time for this. Victims are also students, teachers, parents, who can’t give up work or education. The average adult can barely find time to renew their license at the DMV. It is not reasonable to casually demand that victims put aside their lives to spend more time pursuing something they never asked for in the first place. This is not about the victims’ lack of effort. This is about society’s failure to have systems in place in which victims feel there’s a probable chance of achieving safety, justice, and restoration rather than being retraumatized, publicly shamed, psychologically tormented, and verbally mauled. The real question we need to be asking is not, Why didn’t she report, the question is, Why would you?

Success for the black person requires effective functioning achieved with the knowledge that his or her work will not be recognized or rewarded to the same degree as a white person doing the same thing.

If life is a movie most people would consider themselves the star of their own feature. Guys might imagine they're living some action adventure epic. Chicks maybe are in a rose-colored fantasy romance. And homosexuals are living la vida loca in a fabulous musical. Still others may take the indie approach and think of themselves as an anti-hero in a coming of age flick. Or a retro badass in an exploitation B movie. Or the cable man in a very steamy adult picture. Some people's lives are experimental student art films that don't make any sense. Some are screwball comedies. Others resemble a documentary, all serious and educational. A few lives achieve blockbuster status and are hailed as a tribute to the human spirit. Some gain a small following and enjoy cult status. And some never got off the ground due to insufficient funding. I don't know what my life is but I do know that I'm constantly squabbling with the director over creative control, throwing prima donna tantrums and pouting in my personal trailor when things don't go my way. Much of our lives is spent on marketing. Make-up, exercise, dieting, clothes, hair, money, charm, attitude, the strut, the pose, the Blue Steel look. We're like walking billboards advertising ourselves. A sneak peek of upcoming attractions. Meanwhile our actual production is in disarray--we're over budget, doing poorly at private test screenings and focus groups, creatively stagnant, morale low. So we're endlessly tinkering, touching up, editing, rewriting, tailoring ourselves to best suit a mass audience. There's like this studio executive in our heads telling us to cut certain things out, make it "lighter," give it a happy ending, and put some explosions in there too. Kids love explosions. And the uncompromising artist within protests: "But that's not life!" Thus the inner conflict of our movie life: To be a palatable crowd-pleaser catering to the mainstream... or something true to life no matter what they say?

The last time such a loss occurred was during the 1930s, and what makes it such a concern this time is that the dismal job creation statistic has been accompanied by huge and rising budget deficits, large and persistent trade deficits, enormous indebtedness, a low saving rate, a worsening state of indispensable modern infrastructure, poor achievements in education for the masses, worrisome public health (marked by a historically unprecedented incidence of obesity)—and a grossly dysfunctional government to run it all. When seen from this perspective, the state of US manufacturing is a clear cause for concern.

I ran across an excerpt today (in English translation) of some dialogue/narration from the modern popular writer, Paulo Coelho in his book: Aleph.(Note: bracketed text is mine.)... 'I spoke to three scholars,' [the character says 'at last.'] ...two of them said that, after death, the [sic (misprint, fault of the publisher)] just go to Paradise. The third one, though, told me to consult some verses from the Koran. [end quote]' ...I can see that he's excited. [narrator]' ...Now I have many positive things to say about Coelho: He is respectable, inspiring as a man, a truth-seeker, and an appealing writer; but one should hesitate to call him a 'literary' writer based on this quote. A 'literary' author knows that a character's excitement should be 'shown' in his or her dialogue and not in the narrator's commentary on it. Advice for Coelho: Remove the 'I can see that he's excited' sentence and show his excitement in the phrasing of his quote.(Now, in defense of Coelho, I am firmly of the opinion, having myself written plenty of prose that is flawed, that a novelist should be forgiven for slipping here and there.)Lastly, it appears that a belief in reincarnation is of great interest to Mr. Coelho ... Just think! He is a man who has achieved, (as Leonard Cohen would call it), 'a remote human possibility.' He has won lots of fame and tons of money. And yet, how his preoccupation with reincarnation—none other than an interest in being born again as somebody else—suggests that he is not happy!

But my biggest joy and best education and proudest achievement has been being able to show up for work and life and not cause too much trouble a day at a time in spite of my hysterical, somewhat dramatic, nature.

A cultivated mind—I do not mean that of a philosopher, but any mind to which the fountains of knowledge have been opened, and which has been taught, in any tolerable degree, to exercise its faculties—finds sources of inexhaustible interest in all that surrounds it: in the objects of nature, the achievements of art, the imaginations of poetry, the incidents of history, the ways of mankind, past and present, and their prospects in the future.

Children need to be moral more than they need to be in touch with their feelings. They need to be well educated more than they need classroom self-esteem exercises and support groups. Nor are they improved by having their femininity or masculinity “reinvented.” Emotional fixes are not the answer. Genuine self-esteem comes with pride in achievement, which is the fruit of disciplined effort.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder.

What the critic as a teacher of language tries to teach is not an elegant accomplishment, but the means of conscious life. Literary education should lead not merely to the admiration of great literature, but to some possession of its power of utterance. The ultimate aim is an ethical and participating aim, not an aesthetic or contemplative one, even though the latter may be the means of achieving the former.

The Biblical educator must not only have a Christian understanding of the material, he must have a Biblical understanding of the student. If he does not, then the result will be a hybrid Christian methodology employed to achieve a humanistic goal.

What really shapes and conditions and makes us is somebody only a few of us ever have the courage to face: and that is the child you once were, long before formal education ever got its claws into you - that impatient, all-demanding child who wants love and power and can't get enough of either and who goes on raging and weeping in your spirit till at last your eyes are closed and all the fools say, 'Doesn't he look peaceful?' It is those pent-up, craving children who make all the wars and all the horrors and all the art and all the beauty and discovery in life, because they are trying to achieve what lay beyond their grasp before they were five years old.

The naive idea that, through education, one can transmit culture to all of society is destroying ‘higher culture’, because the only way of achieving this universal democratization of culture is by impoverishing culture, making it ever more superficial.

It is really one of the most serious faults which can be found with the whole conception of democracy, that its cultural function must move on the basis of the common denominator. Such a point of view indeed would make a mess of all of the values which we have developed for examining works of art. It would address one end of education in that it would consider that culture which was available to everyone, but in that achievement it would eliminate culture itself. This is surely the death of all thought. This quote is taken from "The Artist’s Reality: Philosophies of Art" by Mark Rothko, written 1940-1 and published posthumously in 2004 by Yale University Press, pp.126-7.

Instead of instilling a sense of the absolutes in abilities, says Professor Dweck, what we as parents and educators must engender is the sense that effort is the pivotal factor in achievement, that giving up, not a lack of ability, is usually the cause of failure.

Think like a winner. Speak like a winner. Walk like a winner.

The moment men begin to care more for education than for religion they begin to care more for ambition than for education. It is no longer a world in which the souls of all are equal before heaven, but a world in which the mind of each is bent on achieving unequal advantage over the other. There begins to be a mere vanity in being educated whether it be self-educated or merely state-educated. Education ought to be a searchlight given to a man to explore everything, but very specially the things most distant from himself. Education tends to be a spotlight; which is centered entirely on himself. Some improvement may be made by turning equally vivid and perhaps vulgar spotlights upon a large number of other people as well. But the only final cure is to turn off the limelight and let him realize the stars.

In judging our progress as individual we tend to concentrate on external factors such as one's social position, influence and popularity, wealth and standard of education. These are, of course, important in measuring one's success in material matters and it is perfectly understandable if many people exert themselves mainly to achieve all these. But internal factors may be even more crucial in assessing one's development as a human being. Honesty, sincerity, simplicity, humility, pure generosity, absence of vanity, readiness to serve others - qualites which are within reach of every soul - are the foundation of one's spiritual life.

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.

Mastering the art of selling involves mastering the craft of providing your clients the education, products, services, and personal contact before, during and after the sale that they want, need and, more important, deserve. That’s how you succeed. That’s how you’ll not only survive and grow in this business, but will thrive, prosper, and achieve greatness through it.

Neither season after season of extreme weather events nor the risk of extinction for a million animal species around the world could push environmental destruction to the top of our country’s list of concerns. And how sad, he said, to see so many among the most creative and best-educated classes, those from whom we might have hoped for inventive solutions, instead embracing personal therapies and pseudo-religious practices that promoted detachment, a focus on the moment, acceptance of one’s surroundings as they were, equanimity in the face of worldly cares. (This world is but a shadow, it is a carcass, it is nothing, this world is not real, do not mistake this hallucination for the real world.) Self-care, relieving one’s own everyday anxieties, avoiding stress: these had become some of our society’s highest goals, he said—higher, apparently, than the salvation of society itself. The mindfulness rage was just another distraction, he said. Of course we should be stressed, he said. We should be utterly consumed with dread. Mindful meditation might help a person face drowning with equanimity, but it would do absolutely nothing to right the Titanic, he said. It wasn’t individual efforts to achieve inner peace, it wasn’t a compassionate attitude toward others that might have led to timely preventative action, but rather a collective, fanatical, over-the-top obsession with impending doom.

The real flight of this hawk is impending. Still,this bird is yet to be tested for real. Though I have leaped over the seas, well,the entire sky is still remaining to fly. And make sure that ,i am gonna do it with all my heart and all my soul. #loveyoourlife #liveyourlife #hvFUN

[Young] adults who take gap years tended to be less motivated than their peers before the gap year. But after their gap year, most of them find new motivation. They had higher performance outcomes, career choice formation, improved employability, and a variety of life skills. The gap year can be seen as an educational process in which skills and critical reflection contribute to an individual's development.

All great achievements arose from dissatisfaction. It is the desire to do better, to dig deeper that propels a civilization to greatness. All of us have heard the story of Icarus, the young boy who took the wings his father built for him. Wings that were meant to carry him over the ocean to freedom and used them instead for a joyride. For a brief moment Icarus felt what it was like to live like a god, to touch the sun, to soar above the common man. And for doing so he payed the ultimate price. Like Icarus we too have been given gifts: knowledge, education, experience. And with these gifts comes the responsibility of choice. We alone decide how our talents are bestowed upon the world. This is our destiny and we hold it in the palm of our hands.

One of the keys to happiness, experts tell us, is autonomy in one’s life – the luxury of being able to decide your own destiny and achieve the fulfilment of self-realisation. It is no coincidence that the region that is consistently judged to have the highest levels of well-being and life quality, and the happiest, most fulfilled people, also has the greatest equality of educational opportunity and, according to a London School of Economics study comparing the incomes of fathers and sons over thirty years, among the very highest levels of social mobility in the world. The four main Nordic countries occupied the top four places on the list.

...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

Black anti-semitism is a form of underdog resentment and envy, directed at another underdog who has made it in American society. The remarkable upward mobility of American Jews--rooted chiefly in a history and culture that places a premium on higher education and self-organization--easily lends itself to myths of Jewish unity and homogeneity that have gained currency among other groups, especially among relatively unorganized groups like black Americans. The high visibility of Jews in the upper reaches of the academy, journalism, the entertainment industry, and the professions--though less so percentage-wise in corporate America and national political office--is viewed less as a result of hard work and success fairly won and more as a matter of favoritism and nepotism among Jews. Ironically, calls for black solidarity and achievement are often modeled on myths of Jewish unity--as both groups respond to American xenophobia and racism. But in times such as these, some blacks view Jews as obstacles rather than allies in the struggle for racial justice.

People have traditionally turned to ritual to help them frame and acknowledge and ultimately even find joy in just such a paradox of being human - in the fact that so much of what we desire for our happiness and need for our survival comes at a heavy cost. We kill to eat, we cut down trees to build our homes, we exploit other people and the earth. Sacrifice - of nature, of the interests of others, even of our earlier selves - appears to be an inescapable part of our condition, the unavoidable price of all our achievements. A successful ritual is one that addresses both aspects of our predicament, recalling us to the shamefulness of our deeds at the same time it celebrates what the poet Frederick Turner calls "the beauty we have paid for with our shame." Without the double awareness pricked by such rituals, people are liable to find themselves either plundering the earth without restraint or descending into self-loathing and misanthropy. Perhaps it's not surprising that most of us today bring one of those attitudes or the other to our conduct in nature.

If I must needs boast, I will boast of my sufferings." II Corinthians 11:30 People boast about their wealth, their physical strength, their financial success, their educational achievements... but there are only a few people who can boast about their pains and sufferings. Those who are able to lay down their lives for a great mission are rare, but they are those who are able to transcend themselves and stand as great leaders and heroes in front of humanity. -Torkom Saraydarian

From time to time our national history has been marred by forgetfulness of the Jeffersonian principle that restraint is at the heart of liberty. In 1789 the Federalists adopted Alien and Sedition Acts in a shabby political effort to isolate the Republic from the world and to punish political criticism as seditious libel. In 1865 the Radical Republicans sought to snare private conscience in a web of oaths and affirmations of loyalty. Spokesmen for the South did service for the Nation in resisting the petty tyranny of distrustful vengeance. In the 1920's the Attorney General of the United States degraded his office by hunting political radicals as if they were Salem witches. The Nation's only gain from his efforts were the classic dissents of Holmes and Brandeis. In our own times, the old blunt instruments have again been put to work. The States have followed in the footsteps of the Federalists and have put Alien and Sedition Acts upon their statute books. An epidemic of loyalty oaths has spread across the Nation until no town or village seems to feel secure until its servants have purged themselves of all suspicion of non-conformity by swearing to their political cleanliness. Those who love the twilight speak as if public education must be training in conformity, and government support of science be public aid of caution. We have also seen a sharpening and refinement of abusive power. The legislative investigation, designed and often exercised for the achievement of high ends, has too frequently been used by the Nation and the States as a means for effecting the disgrace and degradation of private persons. Unscrupulous demagogues have used the power to investigate as tyrants of an earlier day used the bill of attainder. The architects of fear have converted a wholesome law against conspiracy into an instrument for making association a crime. Pretending to fear government they have asked government to outlaw private protest. They glorify "togetherness" when it is theirs, and call it conspiracy when it is that of others. In listing these abuses I do not mean to condemn our central effort to protect the Nation's security. The dangers that surround us have been very great, and many of our measures of vigilance have ample justification. Yet there are few among us who do not share a portion of the blame for not recognizing soon enough the dark tendency towards excess of caution.

In the United States I saw how the market liberates the individual and allows people to be free to make personal choices. But the biggest drawback was that the market always pushes things to the side of the powerful. I thought the poor should be able to take advantage of the system in order to improve their lot. Grameen is a private-sector self-help bank, and as its members gain personal wealth they acquire water-pumps, latrines, housing, education, access to health care, and so on. Another way to achieve this is to let abusiness earn profit that is then txed by the government, and the tax can be used to provide services to the poor. But in practice it never works that way. In real life, taxes only pay for a government bureaucracy that collects the tax and provides little or nothing to the poor. And since most government bureaucracies are not profit motivated, they have little incentive to increase their efficiency. In fact, they have a disincentive: governments often cannot cut social services without a public outcry, so the behemoth continues, blind and inefficient, year after year.

There is ONE difference between a successful and unsuccessful people. There is ONE difference between happy and unhappy people. There is ONE difference between wise and unwise people. There is ONE difference between achievers and non-achievers. And that ONE difference is the BEHAVIOUR of an individual. It is neither your education nor your wealth or social status but your BEHAVIOUR that decides your happiness, success and wisdom. Mind your behaviour and it will take care of everything else.

Two seemingly antagonistic forces, equally deleterious in their actions and ultimately combining to produce their results, are at present ruling over our educational institutions, although these were based originally upon very different principles. These forces are: a striving to achieve the greatest possible extension of education on the one hand, and a tendency to minimize and to weaken it on the other. The first-named would fain spread learning among the greatest possible number of people; the second would compel education to renounce its highest and most independent claims in order to subordinate itself to the service of the State.

You won’t fail! That’s the fear in you lying to you. You will succeed! That’s why fear is trying so hard to stop you. I encourage you to take that first step. Walk into your purpose and do what you were born to do. Have faith in yourself. Have courage to move forward doubting NOTHING. Doubt has no place and serves no purpose. Give yourself a chance to uncover all of the greatness that’s within you!

With a true masterpiece, there are no words required. Discourse is rendered redundant. That's why the work of a master transcends all notions of education, of class. It rises above the onlooker's understanding of what is considered good or bad, or right or wrong in the world of art. With the artist who has achieved mastery, skill, experience and knowledge are transparent, leaving only the message for all to see.

I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it.

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

I believe that a proper education in grade school would achieve much more for the general public than getting an M.A. in the best college today ever would. You do not need millions of courses across decades and decades. That is a modern absurdity. It is the result of a worthless, self-perpetuating educational bureaucracy. Even with the explosion of knowledge, you can give people a proper, thorough education by the time they are a normal high school graduate.

As inequality has grown, as its negative consequences have become harder and harder to ignore, our response has been to put more and more weight on the educational system, to look to school reform as the means of closing the 'achievement gap' and of guaranteeing the increasingly illusory promise of equal opportunity. We ask the education system to expiate the sins of the rest of the society and then condemn it as hopelessly broken when it doesn't prove up to the task.

As we're told that 10 percent of all high school education will be computer-based by 2014 and rise to 50 percent by 2019, and as the PowerPoint throws up aphoristic bromides by the corporate heroes of the digitally driven 'global economy' -- the implication being that 'great companies' know what they're doing, while most schools don't -- and as we're goaded mercilessly to the conclusion that everything we are, know, and do is bound for the dustbin of history, I want to ask what kind of schooling Bill Gates and Steve Jobs had. Wasn't it at bottom the very sort of book-based, content-driven education that we declare obsolete in the name of their achievements?

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Terry took the silence as acquiescence, “The other way to make money is to exploit people, oh, no sorry, that’s the ‘only’ way to make money, exploit other people, that’s how the billionaires have acquired all their money by exploiting others… So how did they achieve it? You’re going to love this… they changed all the rules to accommodate what they wanted to do. How I hear you ask… easy, they own the politicians, they own the banks, they own industry and they own everything. They made it easier for themselves to invest in so called emerging markets. What once would’ve been considered treasonous was now considered virtuous. Instead of building up the nation state and its resources, all of its resources, including its people, they concentrated on building up their profits. That’s all they did. They invested in parts of the world where children could be worked for 12 hours a day 7 days a week, where grown men and women could be treated like slaves and all for a pittance and they did this because we here in the west had made it illegal to work children, because we’d abolished slavery, because we had fought for workers’ rights, for a minimum wage, for a 40 hr week, for pensions, for the right to retire, for a free NHS, for free education, all of these things were getting in the way of them making a quick and easy profit and worse …had been making us feel we were worth something.

We are not born with fixed abilities, and those who achieve at the highest level do not do so because of their genetics. They myth that our brains are fixed and that we simply don't have the aptitude for certain topics is not only scientifically inaccurate; it is omnipresent and negatively impacts education and many other events in our everyday lives.

A modern fad which has gained widespread acceptance amongst the semi-educated who wish to appear secular is the practice of meditation. They proclaim with an air of smug superiority, ‘Main mandir-vandir nahin jaata, meditate karta hoon (I don’t go to temples or other such places, I meditate).’ The exercise involves sitting lotus-pose (padma asana), regulating one’s breathing and making your mind go blank to prevent it from ‘jumping about like monkeys’ from one (thought) branch to another. This intense concentration awakens the kundalini serpent coiled at the base of the spine. It travels upwards through chakras (circles) till it reaches its destination in the cranium. Then the kundalini is fully jaagrit (roused) and the person is assured to have reached his goal. What does meditation achieve? The usual answer is ‘peace of mind’. If you probe further, ‘and what does peace of mind achieve?’, you will get no answer because there is none. Peace of mind is a sterile concept which achieves nothing. The exercise may be justified as therapy for those with disturbed minds or those suffering from hypertension, but there is no evidence to prove that it enhances creativity. On the contrary it can be established by statistical data that all the great works of art, literature, science and music were works of highly agitated minds, at times minds on the verge of collapse. Allama Iqbal’s short prayer is pertinent: Khuda tujhey kisee toofaan say aashna kar dey Keh terey beher kee maujon mein iztiraab naheen (May God bring a storm in your life, There is no agitation in the waves of your life’s ocean.)

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

There are several specific things that the church can do. First, it should try to get to the ideational roots of race hate, something that the law cannot accomplish. All race prejudice is based upon fears, suspicions, and misunderstandings, usually groundless. The church can be of immeasurable help in giving the popular mind direction here. Through its channels of religious education, the church can point out the irrationality of these beliefs. It can show that the idea of a superior or inferior race is a myth that has been completely refuted by anthropological evidence. It can show that Negroes are not innately inferior in academic, health, and moral standards. It can show that, when given equal opportunities, Negroes can demonstrate equal achievement.

I have devoted my whole life to Physical Culture. I shall devote the rest too for the same. I have seen the degradation in which we are at present. I have travelled extensively and all that I have remarked here is from experience; and my suggestions are to meet the situation. I know they would, if adapted remedy the evil; for, I have studied carefully the position. If we in all seriousness wish to call ourselves the descendants of the mighty Yoddhas of past, if we wish not to cast a blot on the fair name of India, if we wish that India should have a future vying with its glorious past, if we wish that we should gain an honorable and equal place among the peoples of the world it should be our sacred resolve from now to wake up from the sleep as a lion; we should muster muscle and steel the body. For all greatness lies in Culture and 1 should only be too gratified if my scheme could put the youth of the country on the right track to achieve our most cherished Ideals.

facts matter a great deal. What a patient does for a living, what his background is, what level of education he has achieved…all of these issues must be addressed in great detail in order to put his complaints and his disease in the proper context. If I ask a man to take the square root of 100 and he cannot, I might take this as proof of a left-hemispheric brain tumor, unless I know that he has worked on a farm since childhood and never attended school. Likewise, I might find it normal that a patient could not tell me the current exchange rate of the pound in Japanese yen. But if I knew that person was a merchant banker, on the other hand, ignorance of this fact would indicate a grave illness indeed! Americans have grown so dependent upon their scanning toys that they fail to view the patient as a multidimensional person. To have the audacity to cut into a person’s brain without the slightest clue of his life, his occupation…I find that most simply appalling.” These

...[I]t doesn't take an advanced degree to figure out that this education talk is less a strategy for mitigating inequality than it is a way of rationalizing it. To attribute economic results to school years finished and SAT scores achieved is to remove matters from the realm of, well, economics and to relocate them to the provinces of personal striving and individual intelligence. From this perspective, wages aren't what they are because one party (management) has a certain amount of power over the other (workers); wages are like that because the god of the market, being surpassingly fair, rewards those who show talent and gumption. Good people are those who get a gold star from their teacher in elementary school, a fat acceptance letter from a good college, and a good life when they graduate. All because they are the best. Those who don't pay attention in high school get to spend their days picking up discarded cans by the side of the road. Both outcomes are our own doing.

There are all different kinds of freedom, and the kind that is most precious you will not hear much talk about much in the great outside world of wanting and achieving.... The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day. That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.

Every genetic “illness” is a mismatch between an organism’s genome and its environment. In some cases, the appropriate medical intervention to mitigate a disease might be to alter the environment to make it “fit” an organismal form (building alternative architectural realms for those with dwarfism; imagining alternative educational landscapes for children with autism). In other cases, conversely, it might mean changing genes to fit environments. In yet other cases, the match may be impossible to achieve: the severest forms of genetic illnesses, such as those caused by nonfunction of essential genes, are incompatible with all environments. It is a peculiar modern fallacy to imagine that the definitive solution to illness is to change nature—i.e., genes—when the environment is often more malleable. 10.

Children have an elemental hunger for knowledge and understanding, for mental food and stimulation. They do not need to be told or “motivated” to explore or play, for play, like all creative or proto-creative activities, is deeply pleasurable in itself. Both the innovative and the imitative impulses come together in pretend play, often using toys or dolls or miniature replicas of real-world objects to act out new scenarios or rehearse and replay old ones. Children are drawn to narrative, not only soliciting and enjoying stories from others, but creating them themselves. Storytelling and mythmaking are primary human activities, a fundamental way of making sense of our world. Intelligence, imagination, talent, and creativity will get nowhere without a basis of knowledge and skills, and for this education must be sufficiently structured and focused. But an education too rigid, too formulaic, too lacking in narrative, may kill the once-active, inquisitive mind of a child. Education has to achieve a balance between structure and freedom, and each child’s needs may be extremely variable.

you weren’t that unhappy. “Contrast him with the Air Corps man of the same education and longevity,” Stouffer wrote. His chance of getting promoted to officer was greater than 50 percent. “If he had earned a [promotion], so had the majority of his fellows in the branch, and his achievement was less conspicuous than in the MP’s. If he had failed to earn a rating while the majority had succeeded, he had more reason to feel a sense of personal frustration, which could be expressed as criticism of the promotion system.” Stouffer’s point is that we form our impressions not globally, by placing ourselves in the broadest possible context, but locally—by comparing ourselves to people “in the same boat as ourselves.” Our sense of how deprived we are is relative. This is one of those observations that is both obvious and (upon exploration) deeply profound, and it explains all kinds of otherwise puzzling observations. Which do you

You always said that no one would strive for education if they knew how unbelievably small the number of truly educated people actually was, or ever could be. But that it was impossible to achieve even this small quota of truly educated people unless a great mass of people were tricked, seduced, into going against their nature and pursuing an education. As a result, we must never publicly betray the ridiculous disproportion between the number of truly educated people and the size of our monstrously overgrown educational system. That is the real secret of education, you said: Countless people fight for it, and think they are fighting for themselves, but at bottom it is only to make education possible for a very few.

In China, women who are single past the age of twenty-seven are stigmatized as sheng nu, or “leftover women.” They face severe pressure from their families to marry, stemming from the widespread belief that regardless of education and professional achievement, a woman is “absolutely nothing until she is married.” One thirty-six-year-old economics professor was rejected by fifteen men because she had an advanced degree; her father then forbade her younger sister from going to graduate school.

Don't beg for houses, build them. Don't beg for jobs, create them. Don't beg for degrees, acquire them. Don't beg for titles, earn them. Don't beg for opportunities, provide them. Don't beg for helpers, draw them. Don't beg for possessions, attain them. Don't beg for followers, win them. Don't beg for admirers, multiply them. Don't beg for money, work for it. Don't beg for power, contest for it. Don't beg for success, strive for it. Don't beg for respect, achieve for it. Don't beg for friendship, love for it. Don't beg for eminence, perform for it. Don't beg for honor, accomplish for it. Don't beg for devotion, contest it. Don't beg for love, serve for it. Don't beg for understanding, yearn for it. Don't beg for freedom, struggle for it. Don't beg for equality, vote for it. Don't beg for justice, combat for it. Don't beg for peace, battle for it. Don't beg for change, push for it. Don't beg for education, labor for it. Don't beg for dignity, contend for it. Don't beg for unity, endeavor for it.

The rulers of tomorrow's over-populated and over-organized world will try to impose social and cul­tural uniformity upon adults and their children. To achieve this end, they will (unless prevented) make use of all the mind-manipulating techniques at their disposal and will not hesitate to reinforce these methods of non-rational persuasion by economic coer­cion and threats of physical violence. If this kind of tyranny is to be avoided, we must begin without delay to educate ourselves and our children for freedom and self-government.

I find myself increasingly shocked at the unthinking and automatic rubbishing of men which is now so part of our culture that it is hardly even noticed. Great things have been achieved through feminism. We now have pretty much equality at least on the pay and opportunities front, though almost nothing has been done on child care, the real liberation. We have many wonderful, clever, powerful women everywhere, but what is happening to men? Why did this have to be at the cost of men? I was in a class of nine- and ten-year-olds, girls and boys, and this young woman was telling these kids that the reason for wars was the innately violent nature of men. You could see the little girls, fat with complacency and conceit while the little boys sat there crumpled, apologising for their existence, thinking this was going to be the pattern of their lives. The teacher tried to catch my eye, thinking I would approve of this rubbish. This kind of thing is happening in schools all over the place and no one says a thing. It has become a kind of religion that you can't criticise because then you become a traitor to the great cause, which I am not. It is time we began to ask who are these women who continually rubbish men. The most stupid, ill-educated and nasty woman can rubbish the nicest, kindest and most intelligent man and no one protests. Men seem to be so cowed that they can't fight back, and it is time they did.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.

To do a modest bit of good while doing nothing about the larger system is to keep the painting. You are chewing on the fruit of an injustice. You may be working on a prison education program, but you are choosing not to prioritize the pursuit of wage and labor laws that would make people's lives more stable and perhaps keep some of them out of jail. You may be sponsoring a loan forgiveness initiative for law school students, but you are choosing not to prioritize seeking a tax code that would take more from you and cut their debts. Your management consulting firm may be writing reports about unlocking trillions of dollars' worth of women's potential, but it is choosing not to advise its clients to stop lobbying against the social programs that have been shown in other societies to help women achieve the equality fantasized about in consultants' reports.

For those who still believe structural inequality is a figment of feminists’ imagination, let’s recap some of the ways the financial odds are stacked against women. The gender pay gap sits stubbornly at around 18 per cent in Australia. (It gets wider the higher up the ladder you go, by the way). Female-dominated occupations are less well paid than male-dominated ones. Six out of ten Australians work in an industry dominated by one gender. Australia has one of the highest rates of part-time work in the world: 25 per cent of us work part time. Women make up 71.6 per cent of all part-time workers and 54.7 per cent of all casual employees. Australian women are among the best educated in the world but have relatively low comparable workplace participation and achievement rates. And just to add insult to injury, products marketed to women are more expensive than those marketed to men!

Our successes and achievements, such as they are, do not remove the meaninglessness from our lives because our successes are transitory and fade, our achievements are themselves impermanent and do not last. Think of the ways in which people put countless years of effort into their loves, friendships, and family lives, their education, jobs, and careers—and for what? All of it is a Sisyphean effort leading nowhere and ending in death. Of course, one may have some good effect on the lives of others one cares about, but that serves only to illustrate the pointlessness of it all, for they too will die.

Ideological agendas in public schools absorb time, energy and resources that are especially needed in the education of young people from a cultural background often lacking in many of the things that youngsters in more fortunate circumstances can take for granted— such as highly educated parents, books in the home and a whole way of life that prepares them in childhood for achievements as adults. Propagandists in the classroom are a luxury that the poor can afford leas of all. While a mastery of mathematics and English can be a ticket out of poverty, a highly cultivated sense of grievance and resentment is not.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August in another class, and those born in September through December in the third class. They could let students learn with and compete against other students of the same maturity level. It would be a little bit more complicated administratively. But it wouldn’t necessarily cost that much more money, and it would level the playing field for those who — through no fault of their own — have been dealt a big disadvantage by the educational system. We could easily take control of the machinery of achievement, in other words — not just in sports but, as we will see, in other more consequential areas as well. But we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.

that play is trivial. Play is a waste of time. Play is unnecessary. Play is childish. Unfortunately, many of these negative messages come from the very place where imaginative play should be most encouraged, not stifled. The word school is derived from the Greek word schole, meaning “leisure.” Yet our modern school system, born in the Industrial Revolution, has removed the leisure—and much of the pleasure—out of learning. Sir Ken Robinson, who has made the study of creativity in schools his life’s work, has observed that instead of fueling creativity through play, schools can actually kill it: “We have sold ourselves into a fast-food model of education, and it’s impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.… Imagination is the source of every form of human achievement. And it’s the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”2 In this he is correct.

For example, my choice of career. You generously and patiently gave me complete freedom.  Though this followed the habits, or at least the values, of the Jewish middle class concerning their sons.  And here your misunder-standing of my character worked its effect, which – together with your father’s pride – blinded you to my real nature: to my weakness.  In your opinion, I was always studying as a child, and  later I was always writing.  Looking back that      is certainly not true.  I can say with very little exaggeration, I barely studied and I learnt nothing; to have retained something after so many years of education wasn’t remarkable for a man with a memory and some intelligence;  but given the vast expenditure of time and money, and my outwardly easy, unburdened life, what I achieved with regard to knowledge, especially sound knowledge, was nothing – certainly when compared to what others managed.  It is lamentable, but for me understandable.  I always had such a deep concern about the continued existence of my mind and spirit, that I was indifferent to everything else.  Jewish schoolboys have a reputation, for amongst them one finds the most improbable things; but my cold, barely disguised, permanent, childish, ridiculous, animal, self-satisfied indifference, and my cold and fantastical mind, are not things that I have ever met again – though admittedly they were just a defence against nervous destruction through fear and guilt.  And I was worried about myself in all manner of ways.  For example, I was worried about my health: I was worried about my hair falling out, my digestion, and my back – for it was stooped.  And my worries turned to fear and it all ended in true sickness.  But what was all that?  Not actual bodily sickness.  I was sick because I was a disinherited son, who needed constant reassurance about his own peculiar existence, who in the most profound sense never owned anything, and who was even insecure about the thing which was next to him: his own body. 

The lower middle class is petty bourgeois. These people seek their security in status; status in an organizational structure. They try to find a place for themselves in an organization which has a hierarchy in which they can count on moving up automatically simply by surviving. Some people still think that most Americans are active, assertive, aggressive, self-reliant people who need no help from anyone, especially the Government, and achieve success as individuals by competing freely with each other. That may have been true 100 years ago. It isn’t true today. Today more and more of us are petty bourgeois who snuggle down in a hierarchical bureaucracy where advancement is assured merely by keeping the body warm and not breaking the rules; it doesn’t matter whether it is education or the Armed Services or a big corporation or the Government. Notice that high school teachers are universally opposed to merit pay. They are paid on the basis of their degrees and years of teaching experience. Or consider the professor. He gets his Ph. D. by writing a large dissertation on a small subject, and he hopes to God he never meets anyone else who knows anything about that subject. If he does, they don’t talk about it; they talk about the weather or baseball. So our society is becoming more and more a society of white-collar clerks on many levels, including full professors. They live for retirement and find their security through status in structures.

Democracy provides the institutional framework for the reform of political institutions (other than this framework). It makes possible the reform of institutions without using violence, and thereby the use of reason in the designing of new institutions and the adjusting of old ones. It cannot provide reason. The question of the intellectual and moral standard of its citizens is to a large degree a personal problem. (The idea that this problem can be tackled, in turn, by an institutional eugenic and educational control is, I believe, mistaken ; some reasons for my belief will be given below.) It is quite wrong to blame democracy for the political shortcomings of a democratic state. We should rather blame ourselves. In a non-democratic state, the only way to achieve reasonable reforms is by the violent overthrow of the government, and the introduction of a democratic framework. Those who criticize democracy on any ' moral ' grounds fail to distinguish between personal and institutional problems. It rests with us to improve matters. The democratic institutions cannot improve themselves. The problem of improving them is always a problem of persons rather than of institutions.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.

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

The deception of men as to the role they play is more easily achieved, therefore, by influencing public opinion. While every man knows that he himself is not exploiting anyone, and that he personally is not raping his wife, he can be made to suppose that perhaps other men do. Hearing it daily on radio and television, not to mention the papers, will convince him eventually. When the better educated men keep on explaining to the simpler folk that even normal sexual intercourse must be interpreted as a rape of the female partner, and that the monotonous chores in a fully automated household, the day-long company of children and women friends, the eternal waiting for the husband's homecoming in the evening, all add up to the subtlest form of human enslavement the world has ever seen, they will learn to see themselves also as the kind of brutes who prevent their women from 'realizing their identity'. A man's daily struggle for his adoptive family thus acquires a new, sinister look.

People that think are many, people that reason are few. People that theorize are many, people that prove are few. People that speculate are many, people that know are few. People that assume are many, people that verify are few. People that hear are many, people that listen are few. People that preach are many, people that practice are few. People that see are many, people that observe are few. People that recall are many, people that comprehend are few. People that question are many, people that answer are few. People that entertain are many, people that educate are few. People that misguide are many, people that enlighten are few. People that lecture are many, people that demonstrate are few. People that start are many, people that finish are few. People that quit are many, people that persevere are few. People that fall are many, people that rise are few. People that compete are many, people that win are few. People that criticize are many, people that inspire are few. People that blame are many, people that pardon are few. People that condemn are many, people that console are few. People that undermine are many, people that strengthen are few. People that take are many, people that give are few. People that teach are many, people that mentor are few. People that harm are many, people that heal are few. People that doubt are many, people that believe are few. People that wish are many, people that strive are few. People that plan are many, people that prevail are few. People that lose are many, people that gain are few. People that fail are many, people that succeed are few. People that imitate are many, people that originate are few. People that innovate are many, people that invent are few. People that conceive are many, people that realize are few. People that dream are many, people that achieve are few. People that divide are many, people that unify are few. People that follow are many, people that lead are few. People that command are many, people that influence are few. People that control are many, people that guide are few. People that feel are many, people that empathize are few. People that yearn are many, people that fulfill are few. People that trust are many, people that are devoted are few. People that age are many, people that mature are few. People that rage are many, people that forgive are few. People that despair are many, people that hope are few. People that fear are many, people that love are few. People that curse are many, people that bless are few.

Many researchers have sought the secret of successful education by identifying the most successful schools in the hope of discovering what distinguishes them from others. One of the conclusions of this research is that the most successful schools, on average, are small. In a survey of 1,662 schools in Pennsylvania, for instance, 6 of the top 50 were small, which is an overrepresentation by a factor of 4. These data encouraged the Gates Foundation to make a substantial investment in the creation of small schools, sometimes by splitting large schools into smaller units. At least half a dozen other prominent institutions, such as the Annenberg Foundation and the Pew Charitable Trust, joined the effort, as did the U.S. Department of Education’s Smaller Learning Communities Program. This probably makes intuitive sense to you. It is easy to construct a causal story that explains how small schools are able to provide superior education and thus produce high-achieving scholars by giving them more personal attention and encouragement than they could get in larger schools. Unfortunately, the causal analysis is pointless because the facts are wrong. If the statisticians who reported to the Gates Foundation had asked about the characteristics of the worst schools, they would have found that bad schools also tend to be smaller than average. The truth is that small schools are not better on average; they are simply more variable. If anything, say Wainer and Zwerling, large schools tend to produce better results, especially in higher grades where a variety of curricular options is valuable. Thanks to recent advances in cognitive psychology,

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

I thought if I knew more my problem would be simplified, and maybe I should complete my formal education. But since I’ve been working for Robey I have reached the conclusion that I couldn’t utilize even ten percent of what I already knew. I’ll give you an example. I read about King Arthur’s Round Table when I was a kid, but what am I ever going to do about it? My heart was touched by sacrifice and pure attempts, so what should I do? Or take the Gospels. How are you supposed to put them to use? Why, they’re not utilizable! And then you go and pile on top of that more advice and information. Anything that just adds information that you can’t use is plain dangerous. Anyway, there’s too much of everything of this kind, that’s come home to me, too much history and culture to keep track of, too many details, too much news, too much example, too much influence, too many guys who tell you to be as they are, and all this hugeness, abundance, turbulence, Niagara Falls torrent. Which who is supposed to interpret? Me? I haven’t got that much head to master it all. I get carried away. It doesn’t give my feelings enough of a chance if I have to store up and become like an encyclopedia. Why, just as a question of time spent in getting prepared for life, look! a man could spend forty, fifty, sixty years like that inside the walls of his own being. And all great experience would only take place within the walls of his being. And all high conversation would take place within those walls. And all achievement would stay within those walls. And all glamour too. And even hate, monstrousness, enviousness, murder, would be inside them. This would be only a terrible, hideous dream about existing. It’s better to dig ditches and hit other guys with your shovel than die in the walls.

I believe the perception of what people think about DID is I might be crazy, unstable, and low functioning. After my diagnosis, I took a risk by sharing my story with a few friends. It was quite upsetting to lose a long term relationship with a friend because she could not accept my diagnosis. But it spurred me to take action. I wanted people to be informed that anyone can have DID and achieve highly functioning lives. I was successful in a career, I was married with children, and very active in numerous activities. I was highly functioning because I could dissociate the trauma from my life through my alters. Essentially, I survived because of DID. That's not to say I didn't fall down along the way. There were long term therapy visits, and plenty of hospitalizations for depression, medication adjustments, and suicide attempts. After a year, it became evident I was truly a patient with the diagnosis of DID from my therapist and psychiatrist. I had two choices. First, I could accept it and make choices about how I was going to deal with it. My therapist told me when faced with DID, a patient can learn to live with the live with the alters and make them part of one's life. Or, perhaps, the patient would like to have the alters integrate into one person, the host, so there are no more alters. Everyone is different. The patient and the therapist need to decide which is best for the patient. Secondly, the other choice was to resist having alters all together and be miserable, stuck in an existence that would continue to be crippling. Most people with DID are cognizant something is not right with themselves even if they are not properly diagnosed. My therapist was trustworthy, honest, and compassionate. Never for a moment did I believe she would steer me in the wrong direction. With her help and guidance, I chose to learn and understand my disorder. It was a turning point.

From Bourcet he learnt the principle of calculated dispersion to induce the enemy to disperse their own concentration preparatory to the swift reuniting of his own forces. Also, the value of a 'plan with several branches', and of operating in a line which threatened alternative objectives. Moreover, the very plan which Napoleon executed in his first campaign was based on one that Bourcet had designed half a century earlier. Form Guibert he acquired an idea of the supreme value of mobility and fluidity of force, and of the potentialities inherent in the new distribution of an army in self-contained divisions. Guibert had defined the Napoleonic method when he wrote, a generation earlier: 'The art is to extend forces without exposing them, to embrace the enemy without being disunited, to link up the moves or the attacks to take the enemy in flank without exposing one's own flank.' And Guibert's prescription for the rear attack, as the means of upsetting the enemy's balance, became Napoleon's practice. To the same source can be traced Napoleon's method of concentrating his mobile artillery to shatter, and make a breach at, a key point in the enemy's front. Moreover, it was the practical reforms achieved by Guibert in the French army shortly before the Revolution which fashioned the instrument that Napoleon applied. Above all, it was Guibert's vision of a coming revolution in warfare, carried out by a man who would arise from a revolutionary state, that kindled the youthful Napoleon's imagination and ambition. While Napoleon added little to the ideas he had imbibed, he gave them fulfilment. Without his dynamic application the new mobility might have remained merely a theory. Because his education coincided with his instincts, and because these in turn were given scope by his circumstances, he was able to exploit the full possibilities of the new 'divisional' system. In developing the wider range of strategic combinations thus possible Napoleon made his chief contribution to strategy.

I have spoken of reinventing marriage, of marriages achieving their rebirth in the middle age of the partners. This phenomenon has been called the 'comedy of remarriage' by Stanley Cavell, whose Pursuits of Happiness, a film book, is perhaps the best marriage manual ever published. One must, however, translate his formulation from the language of Hollywood, in which he developed it, into the language of middle age: less glamour, less supple youth, less fantasyland. Cavell writes specifically of Hollywood movies of the 1930s and 1940s in which couples -- one partner is often the dazzling Cary Grant -- learn to value each other, to educate themselves in equality, to remarry. Cavell recognizes that the actresses in these movie -- often the dazzling Katherine Hepburn -- are what made them possible. If read not as an account of beautiful people in hilarious situations, but as a deeply philosophical discussion of marriage, his book contains what are almost aphorisms of marital achievement. For example: ....'[The romance of remarriage] poses a structure in which we are permanently in doubt who the hero is, that is, whether it is the male or female who is the active partner, which of them is in quest, who is following whom.' Cary grant & Katherine Hepburn "Above all, despite the sexual attractiveness of the actors in the movies he discusses, Cavell knows that sexuality is not the ultimate secret in these marriage: 'in God's intention a meet and happy conversation is the chiefest and noblest end of marriage. Here is the reason that these relationships strike us as having the quality of friendship, a further factor in their exhilaration for us.' "He is wise enough, moreover, to emphasize 'the mystery of marriage by finding that neither law nor sexuality (nor, by implication, progeny) is sufficient to ensure true marriage and suggesting that what provides legitimacy is the mutual willingness for remarriage, for a sort of continuous affirmation. Remarriage, hence marriage, is, whatever else it is, an intellectual undertaking.

Such is Fascist planning-the planning of those who reject the ideal postulates of Christian civilization and of the older Asiatic civilization which preceded ti and from which it derived-the planning of men whose intentions are avowedly bad. Let us now consider examples of planning by political leaders who accept the ideal postulates, whose intentions are good. The first thing to notice is that none of these men accepts the ideal postulates whole-heartedly. All believe that desirable ends can be achieved by undesirable means. Aiming to reach goals diametrically opposed to those of Fascism, they yet persist in taking the same roads as are taken by the Duces and Fuehrers. They are pacifists, but pacifists who act on the theory that peace can be achieved by means of war; they are reformers and revolutionaries, but reformers who imagine that unfair and arbitrary acts can produce social justice, revolutionaries who persuade themselves that the centralization of power and the enslavement of the masses can result in liberty for all. Revolutionary Russia has the largest army in the world; a secret police, that for ruthless efficiency rivals the German or the Italian; a rigid press censorship; a system of education that, since Stalin "reformed" it, is as authoritarian as Hitler's; an all-embracing system of military training that is applied to women and children as well as men; a dictator as slavishly adored as the man-gods of Rome and Berlin; a bureaucracy, solidly entrenched as the new ruling class and employing the powers of the state to preserve its privileges and protect its vested interests; an oligarchical party which dominates the entire country and within which there is no freedom even for faithful members. (Most ruling castes are democracies so far as their own members are concerned. Not so the Russian Communist Party, in which the Central Executive Committee acting through the Political Department, can override or altogether liquidate any district organization whatsoever.) No opposition is permitted in Russia. But where opposition is made illegal, it automatically goes underground and becomes conspiracy. Hence the treason trials and purges of 1936 and 1937. Large-scale manipulations of the social structure are pushed through against the wishes of the people concerned and with the utmost ruthlessness. (Several million peasants were deliberately starved to death in 1933 by the Soviet planners.) Ruthlessness begets resentment; resentment must be kept down by force. As usual the chief result of violence is the necessity to use more violence. Such then is Soviet planning-well-intentioned, but making use of evil means that are producing results utterly unlike those which the original makers of the revolution intended to produce.

Imaginary Lives Imaginary Lives is a thought experiment I have adapted from two important career-change thinkers, Julia Cameron and John Williams, which aims to take your ideas a stage closer towards specific job options.55 It’s simple but potentially powerful. • Imagine five parallel universes, in each of which you could have a whole year off to pursue absolutely any career you desired. Now think of five different jobs you might want to try out in each of these universes. Be bold in your thinking, have fun with your ideas and your multiple selves. Your five choices might be food photographer, member of parliament, tai chi instructor, social entrepreneur running a youth education project, and wide-achieving Renaissance generalist. One person I know who did this activity – a documentary film maker who was having doubts about her career – listed massage therapist, sculptor, cellist, screen-play writer, and owner of her own bar on a tiny, old-fashioned Canarian island. Now come back down to earth and look hard at your five choices. Write down what it is about them that attracts you. Then look at them again, and think about this question: • How does each career measure up against the two motivations in the previous activity that you chose to prioritize in the future? If you decided, for instance, that you want a combination of making a difference and high status, check whether your five imaginary careers might provide them. The point is to help you think more deeply about exactly what you are looking for in a career, the kind of experiences that you truly desire.

If I know the classical psychological theories well enough to pass my comps and can reformulate them in ways that can impress peer reviewers from the most prestigious journals, but have not the practical wisdom of love, I am only an intrusive muzak soothing the ego while missing the heart. And if I can read tea leaves, throw the bones and manipulate spirits so as to understand the mysteries of the universe and forecast the future with scientific precision, and if I have achieved a renaissance education in both the exoteric and esoteric sciences that would rival Faust and know the equation to convert the mass of mountains into psychic energy and back again, but have not love, I do not even exist. If I gain freedom from all my attachments and maintain constant alpha waves in my consciousness, showing perfect equanimity in all situations, ignoring every personal need and compulsively martyring myself for the glory of God, but this is not done freely from love, I have accomplished nothing. Love is great-hearted and unselfish; love is not emotionally reactive, it does not seek to draw attention to itself. Love does not accuse or compare. It does not seek to serve itself at the expense of others. Love does not take pleasure in other peeople's sufferings, but rejoices when the truth is revealed and meaningful life restored. Love always bears reality as it is, extending mercy to all people in every situation. Love is faithful in all things, is constantly hopeful and meets whatever comes with immovable forbearance and steadfastness. Love never quits. By contrast, prophecies give way before the infinite possibilities of eternity, and inspiration is as fleeting as a breath. To the writing and reading of many books and learning more and more, there is no end, and yet whatever is known is never sufficient to live the Truth who is revealed to the world only in loving relationship. When I was a beginning therapist, I thought a lot and anxiously tried to fix people in order to lower my own anxiety. As I matured, my mind quieted and I stopped being so concerned with labels and techniques and began to realize that, in the mystery of attentive presence to others, the guest becomes the host in the presence of God. In the hospitality of genuine encounter with the other, we come face to face with the mystery of God who is between us as both the One offered One who offers. When all the theorizing and methodological squabbles have been addressed, there will still only be three things that are essential to pastoral counseling: faith, hope, and love. When we abide in these, we each remain as well, without comprehending how, for the source and raison d'etre of all is Love.

Finally, the inner accessibility and reflectiveness of theoretical knowledge which cannot basically be withheld from anybody, as can certain emotions and volitions, has a consequence that directly offsets its practical results. In the first place, it is precisely because of their general accessibility that factors quite independent of personal capacities decide on the factual utilization of knowledge. This leads to the enormous preponderance of the most unintelligent 'educated' person over the cleverest proletarian. The apparent equality with which educational materials are available to everyone interested in them is, in reality, a sheer mockery. The same is true of the other freedoms accorded by the liberal doctrines which, though they certainly do not hamper the individual from gaining goods of any kind, do however disregard the fact that only those already privileged in some way or another have the possibility of acquiring them. For just as the substance of education - in spite of, or because of it general availability - can ultimately be acquired only through individual activity, so it gives rise to the most intangible and thus the most unassailable aristocracy, to a distinction between high and low which can be abolished neither (as can socioeconomic differences) by a decree or a revolution. Thus it was appropriate for Jesus to say to the rich youth: 'Give away your goods to the poor', but not for him to say: 'Give your education to the underprivileged'. There is no advantage that appears to those in inferior positions to be so despised, and before which they feel so deprived and helpless, as the advantage of education. For this reason, attempts to achieve practical equality very often and in so many variations scorn intellectual education. This is true of Buddha, the Cynics, certain currents in Christianity, down to Robespierre's 'nous n'avons pas besoin de savants'. In speech and writing - which, viewed abstractly, are a manifestation of its communal nature - makes possible its accumulation, and, especially, its concentration so that, in this respect, the gulf between high and low is persistently widened. The intellectually gifted or the materially independent person will have all the more chances for standing out from the masses the larger and more concentrated are the available educational materials. Just as the proletarian today has many comforts and cultural enjoyments that were formerly denied to him, while at the same time - particularly if we look back over several centuries and millennia - the gulf between his way of life and that of the higher strata has certainly become much deeper, so, similarly, the rise in the general level of knowledge as a whole does not by any means bring about a general levelling, but rather its opposite.

Equal protection under the law is not a hard principle to convince Americans of. The difficulty comes in persuading them that it has been violated in particular cases, and of the need to redress the wrong. Prejudice and indifference run deep. Education, social reform, and political action can persuade some. But most people will not feel the sufferings of others unless they feel, even in an abstract way, that 'it could have been me or someone close to me'. Consider the astonishingly rapid transformation of American attitudes toward homosexuality and even gay marriage over the past decades. Gay activism brought these issues to public attention but attitudes were changed during tearful conversations over dinner tables across American when children came out to their parents (and, sometimes, parents came out to their children). Once parents began to accept their children, extended families did too, and today same-sex marriages are celebrated across the country with all the pomp and joy and absurd overspending of traditional American marriages. Race is a wholly different matter. Given the segregation in American society white families have little chance of seeing and therefore understanding the lives of black Americans. I am not black male motorist and never will be. All the more reason, then, that I need some way to identify with one if I am going to be affected by his experience. And citizenship is the only thing I know we share. The more differences between us are emphasized, the less likely I will be to feel outrage at his mistreatment. Black Lives Matter is a textbook example of how not to build solidarity. There is no denying that by publicizing and protesting police mistreatment of African-Americans the movement mobilized supporters and delivered a wake-up call to every American with a conscience. But there is also no denying that the movement's decision to use this mistreatment to build a general indictment of American society, and its law enforcement institutions, and to use Mau-Mau tactics to put down dissent and demand a confession of sins and public penitence (most spectacularly in a public confrontation with Hillary Clinton, of all people), played into the hands of the Republican right. As soon as you cast an issue exclusively in terms of identity you invite your adversary to do the same. Those who play one race card should be prepared to be trumped by another, as we saw subtly and not so subtly in the 2016 presidential election. And it just gives that adversary an additional excuse to be indifferent to you. There is a reason why the leaders of the civil rights movement did not talk about identity the way black activists do today, and it was not cowardice or a failure to be "woke". The movement shamed America into action by consciously appealing to what we share, so that it became harder for white Americans to keep two sets of books, psychologically speaking: one for "Americans" and one for "Negroes". That those leaders did not achieve complete success does not mean that they failed, nor does it prove that a different approach is now necessary. No other approach is likely to succeed. Certainly not one that demands that white Americans agree in every case on what constitutes discrimination or racism today. In democratic politics it is suicidal to set the bar for agreement higher than necessary for winning adherents and elections.