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.

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.

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.

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.

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

The possibility of the dream gives strength.

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.

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

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.

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

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.

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

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

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

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.

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.

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.

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)

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

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.

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.

Education is a constant, lifelong process of learning, unlearning and relearning - from the playground all the way to the boardroom.

We need to become ‘perfect imperfectionists’.

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?

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.

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.

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

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

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

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.

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.

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

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 strength of every individual is the grace for great work.

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.

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.

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.

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.

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

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 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.

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.

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.

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.

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.

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.

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.

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?

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.

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.

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.

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.

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!

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.

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?

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.)

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.

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.

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. 

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.

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