Active Learning Quotes

The highest activity a human being can attain is learning for understanding, because to understand is to be free.

Rouse him, and learn the principle of his activity or inactivity. Force him to reveal himself, so as to find out his vulnerable spots.

This is my living faith, an active faith, a faith of verbs: to question, explore, experiment, experience, walk, run, dance, play, eat, love, learn, dare, taste, touch, smell, listen, speak, write, read, draw, provoke, emote, scream, sin, repent, cry, kneel, pray, bow, rise, stand, look, laugh, cajole, create, confront, confound, walk back, walk forward, circle, hide, and seek.

Creative activity is a type of learning process where the teacher and pupil are located in the same individual.

Being a person, I had come to realize, is a communal activity. Dogs know how to be dogs. But people do not know how to be people unless and until they learn from other people.

The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.

To be strong does not mean to sprout muscles and flex. It means meeting one's own numinosity without fleeing, actively living with the wild nature in one's own way. It means to be able to learn, to be able to stand what we know. It means to stand and live.

I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created.

In a society in which nearly everybody is dominated by somebody else's mind or by a disembodied mind, it becomes increasingly difficult to learn the truth about the activities of governments and corporations, about the quality or value of products, or about the health of one's own place and economy. In such a society, also, our private economies will depend less and less upon the private ownership of real, usable property, and more and more upon property that is institutional and abstract, beyond individual control, such as money, insurance policies, certificates of deposit, stocks, and shares. And as our private economies become more abstract, the mutual, free helps and pleasures of family and community life will be supplanted by a kind of displaced or placeless citizenship and by commerce with impersonal and self-interested suppliers... Thus, although we are not slaves in name, and cannot be carried to market and sold as somebody else's legal chattels, we are free only within narrow limits. For all our talk about liberation and personal autonomy, there are few choices that we are free to make. What would be the point, for example, if a majority of our people decided to be self-employed? The great enemy of freedom is the alignment of political power with wealth. This alignment destroys the commonwealth - that is, the natural wealth of localities and the local economies of household, neighborhood, and community - and so destroys democracy, of which the commonwealth is the foundation and practical means.

One of the biggest, and possibly the biggest, obstacle to becoming a writer... is learning to live with the fact that the wonderful story in your head is infinitely better, truer, more moving, more fascinating, more perceptive, than anything you're going to manage to get down on paper. (And if you ever think otherwise, then you've turned into an arrogant self-satisfied prat, and should look for another job or another avocation or another weekend activity.) So you have to learn to live with the fact that you're never going to write well enough. Of course that's what keeps you trying -- trying as hard as you can -- which is a good thing.

Of all human activities, writing is the one for which it is easiest to find excuses not to begin – the desk’s too big, the desk’s too small, there’s too much noise, there’s too much quiet, it’s too hot, too cold, too early, too late. I had learned over the years to ignore them all, and simply to start.

Few activities are as delightful as learning new vocabulary.

Learn to say no to demands, requests, invitations, and activities that leave you with no time for yourself. Until I learned to say no, and mean it, I was always overloaded by stress. You may feel guilty and selfish at first for guarding your down- time, but you’ll soon find that you are a much nicer, more present, more productive person in each instance you do choose to say yes.

Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn.

Getting over it so soon? But the words are ambiguous. To say the patient is getting over it after an operation for appendicitis is one thing; after he’s had his leg off is quite another. After that operation either the wounded stump heals or the man dies. If it heals, the fierce, continuous pain will stop. Presently he’ll get back his strength and be able to stump about on his wooden leg. He has ‘got over it.’ But he will probably have recurrent pains in the stump all his life, and perhaps pretty bad ones; and he will always be a one-legged man. There will be hardly any moment when he forgets it. Bathing, dressing, sitting down and getting up again, even lying in bed, will all be different. His whole way of life will be changed. All sorts of pleasures and activities that he once took for granted will have to be simply written off. Duties too. At present I am learning to get about on crutches. Perhaps I shall presently be given a wooden leg. But I shall never be a biped again.

Even though Mr. Roo had been very hard on him, Mouse felt compassion and kindness...

What is Insulin? Insulin is a hormone that allows the glucose (also called blood sugar) in your blood to get out of your bloodstream and into your cells for energy for whatever your current activity or inactivity is. If you have more glucose in your bloodstream than your current energy need, the excess is stored in your liver (called glycogen in its storage form). If your liver is full and you still have excess glucose in your bloodstream, the rest is stored as body fat around your butt, thighs, belly—and generally every place you don’t want it to be. 

It is useless to try to make peace with ourselves by being pleased with everything we have done. In order to settle down in the quiet of our own being we must learn to be detached from the results of our own activity. We must withdraw ourselves, to some extent, from the effects that are beyond our control and be content with the good will and the work that are the quiet expression of our inner life. We must be content to live without watching ourselves live, to work without expecting any immediate reward, to love without an instantaneous satisfaction, and to exist without any special recognition.

Wandering is the activity of the child, the passion of the genius; it is the discovery of the self, the discovery of the outside world, and the learning of how the self is both "at one with" and "separate from" the outside world. These discoveries are as fundamental to the soul as "learning to survive" is fundamental to the body. These discoveries are essential to realizing what it means to be human. To wander is to be alive.

You must learn to be still in the midst of activity and vibrantly alive in repose.

If happiness is a skill, then sadness is, too. Perhaps through all those years at school, or perhaps through other terrors, we are taught to ignore sadness, to stuff it down into our satchels and pretend it isn’t there. As adults, we often have to learn to hear the clarity of its call. That is wintering. It is the active acceptance of sadness. It is the practice of allowing ourselves to feel it as a need. It is the courage to stare down the worst parts of our experience and to commit to healing them the best we can. Wintering is a moment of intuition, our true needs felt keenly as a knife.

I learned early that crying out in protest could accomplish things. My older brothers and sister had started to school when, sometimes, they would come in and ask for a buttered biscuit or something and my mother, impatiently, would tell them no. But I would cry out and make a fuss until I got what I wanted. I remember well how my mother asked me why I couldn't be a nice boy like Wilfred; but I would think to myself that Wilfred, for being so nice and quiet, often stayed hungry. So early in life, I had learned that if you want something, you had better make some noise.

The only way to consciously deactivate a thought is to activate another. In other words, the only way to deliberately withdraw your attention from one thought is to give your attention to another.

Challenging power structures from the inside, working the cracks within the system, however, requires learning to speak multiple languages of power convincingly.

The highest activity a human being can attain is learning for understanding, because to understand is to be free.

The history of science, like the history of all human ideas, is a history of irresponsible dreams, of obstinacy, and of error. But science is one of the very few human activities — perhaps the only one — in which errors are systematically criticized and fairly often, in time, corrected. This is why we can say that, in science, we often learn from our mistakes, and why we can speak clearly and sensibly about making progress there.

Sometimes, when people have a low opinion of their own worth—or, perhaps, when they refuse responsibility for their lives—they choose a new acquaintance, of precisely the type who proved troublesome in the past. Such people don’t believe that they deserve any better—so they don’t go looking for it. Or, perhaps, they don’t want the trouble of better. Freud called this a “repetition compulsion.” He thought of it as an unconscious drive to repeat the horrors of the past—sometimes, perhaps, to formulate those horrors more precisely, sometimes to attempt more active mastery and sometimes, perhaps, because no alternatives beckon. People create their worlds with the tools they have directly at hand. Faulty tools produce faulty results. Repeated use of the same faulty tools produces the same faulty results. It is in this manner that those who fail to learn from the past doom themselves to repeat it. It’s partly fate. It’s partly inability. It’s partly … unwillingness to learn? Refusal to learn? Motivated refusal to learn?

Grades are a problem. On the most general level, they're an explicit acknowledgment that what you're doing is insufficiently interesting or rewarding for you to do it on your own. Nobody ever gave you a grade for learning how to play, how to ride a bicycle, or how to kiss. One of the best ways to destroy love for any of these activities would be through the use of grades, and the coercion and judgment they represent. Grades are a cudgel to bludgeon the unwilling into doing what they don't want to do, an important instrument in inculcating children into a lifelong subservience to whatever authority happens to be thrust over them.

...learn not to overstretch ourselves with extraneous activities and preoccupations, but to simplify our lives more and more. The key to finding a happy balance in modern lives is simplicity.

One of the chief things which my typical man has to learn is that the mental faculties are capable of a continuous hard activity; they do not tire like an arm or a leg. All they want is change - not rest, except in sleep.

. . . I feel we don’t really need scriptures. The entire life is an open book, a scripture. Read it. Learn while digging a pit or chopping some wood or cooking some food. If you can’t learn from your daily activities, how are you going to understand the scriptures? (233)

We do not learn for the benefit of anyone, we learn to unlearn ignorance.

When the reward is the activity itself--deepening learning, delighting customers, doing one's best--there are no shortcuts.

I suppose the most important thing, the heaviest single factor in one's life, is whether one's born male or female. In most societies it determines one's expectations, activities, outlook, ethics, manners—almost everything. Vocabulary. Semiotic usages. Clothing. Even food. Women... women tend to eat less... It's extremely hard to separate the innate differences from the learned ones. Even where women participate equally with men in the society, they still after all do all the childbearing, and so most of the child-rearing....

First act and then think...We discover the possibilities by doing, by trying new activities, building new networks, finding new role models." We learn who we are in practice, not in theory.

Possessing a creative mind, after all, is something like having a border collie for a pet: It needs to work, or else it will cause you an outrageous amount of trouble. Give your mind a job to do, or else it will find a job to do, and you might not like the job it invents (eating the couch, digging a hole through the living room floor, biting the mailman, etc.). It has taken me years to learn this, but it does seem to be the case that if I am not actively creating something, then I am probably actively destroying something (myself, a relationship, or my own peace of mind).

Learning is not the product of teaching. Learning is the product of the activity of learners.

Habitual, comfortable activity is the worst kind of prison, because the bars are concealed. You can never learn anything that way.

Philosophy is not a body of doctrine but an activity.

The Night Vale PTA released a statement today saying that if the School Board could not promise to prevent children from learning about dangerous activities like drug use and library science during recess periods, they would be blocking all school entrances with their bodies. They pulled hundreds of bodies out from trucks, saying, “We own all of these bodies and we will not hesitate to use them to create great flesh barricades if that is what it takes to prevent our children from learning.

The critical question about regret is whether experience led to growth and new learning. Some people seem to keep on making the same mistakes, while others at least make new ones. Regret and remorse can be either paralyzing or inspiring. [p. 199]

I will be forever grateful for your presence in my life. I am a much better human being because of you. The experience of loving you, living with you, was the greatest journey of my life thus far. You showed me an alternative to the man I was becoming. I know I still have much to learn, much to accomplish, and I know my future is bright. I owe you the confidence I now have in myself. This is the confidence that could only come from the knowledge that a woman of your caliber loved me for who I am; for what you saw in me. You are a great woman and I mean that in the strongest sense of the phrase. You feel deeply, think deeply, and live deeply. I admire so much about you. Regardless of whether our paths cross again, know that I am actively wishing you success and happiness. I pray that you will once again be part of my life. But if left with just the experience we've shared, I know my life was better because of it.

And what of the dead? I own that I thought of myself, at times, almost as dead. Are they not locked below ground in chambers smaller than mine was, in their millions of millions? There is no category of human activity in which the dead do not outnumber the living many times over. Most beautiful children are dead. Most soldiers, most cowards. The fairest women and the most learned men – all are dead. Their bodies repose in caskets, in sarcophagi, beneath arches of rude stone, everywhere under the earth. Their spirits haunt our minds, ears pressed to the bones of our foreheads. Who can say how intently they listen as we speak, or for what word?

The contrast with the scans of the eighteen chronic PTSD patients with severe early-life trauma was startling. There was almost no activation of any of the self-sensing areas of the brain: The MPFC, the anterior cingulate, the parietal cortex, and the insula did not light up at all; the only area that showed a slight activation was the posterior cingulate, which is responsible for basic orientation in space. There could be only one explanation for such results: In response to the trauma itself, and in coping with the dread that persisted long afterward, these patients had learned to shut down the brain areas that transmit the visceral feelings and emotions that accompany and define terror. Yet in everyday life, those same brain areas are responsible for registering the entire range of emotions and sensations that form the foundation of our self-awareness, our sense of who we are. What we witnessed here was a tragic adaptation: In an effort to shut off terrifying sensations, they also deadened their capacity to feel fully alive.

You are not always right. It’s not always about being right. The best thing you can offer others is understanding. Being an active listener is about more than just listening, it is about reciprocating and being receptive to somebody else. Everybody has woes. Nobody is safe from pain. However, we all suffer in different ways. So learn to adapt to each person, know your audience and reserve yourself for people who have earned the depths of you

Solitude helps the mind to see itself clearly as in a mirror, and to free itself from the vain endeavor of ambition with all its complexities, fears, and frustrations, which are the outcome of self-centered activity.

Children learn who they are and what they really enjoy if they are allowed to sit with themselves. Inundated with activity and subjected to lesson upon lesson, how can they hope to recognize their authentic voice amid the din of all this “doing?

Self-regulation can be taught to many kids who cycle between frantic activity and immobility. In addition to reading, writing, and arithmetic, all kids need to learn self-awareness, self-regulation, and communication as part of their core curriculum. Just as we teach history and geography, we need to teach children how their brains and bodies work. For adults and children alike, being in control of ourselves requires becoming familiar with our inner world and accurately identifying what scares, upsets, or delights us.

The level of intelligence has been tremendously increased, because people are thinking and communicating in terms of screens, and not in lettered books. Much of the real action is taking place in what is called cyberspace. People have learned how to boot up, activate, and transmit their brains. Essentially, there’s a universe inside your brain. The number of connections possible inside your brain is limitless. And as people have learned to have more managerial and direct creative access to their brains, they have also developed matrices or networks of people that communicate electronically. There are direct brain/computer link-ups. You can just jack yourself in and pilot your brain around in cyberspace-electronic space.

Emotions are the lowest form of consciousness. Emotional actions are the most contracted, narrowing, dangerous form of behavior. The romantic poetry and fiction of the last 200 years has quite blinded us to the fact that emotions are an active and harmful form of stupor. Any peasant can tell you that. Beware of emotions. Any child can tell you that. Watch out for the emotional person. He is a lurching lunatic. Emotions are caused by biochemical secretions in the body to serve during the state of acute emergency. An emotional person is a blind, crazed maniac. Emotions are addictive and narcotic and stupefacient. Do not trust anyone who comes on emotional. What are the emotions? In a book entitled Interpersonal Diagnosis of Personality, written when I was a psychologist, I presented classifications of emotions and detailed descriptions of their moderate and extreme manifestations. Emotions are all based on fear. [...] The emotional person cannot think; he cannot perform any effective game action (except in acts of physical aggression and strength). The emotional person is turned off sensually. His body is a churning robot. [...] The only state in which we can learn, harmonize, grow, merge, join, understand is the absence of emotion. This is called bliss or ecstasy, attained through centering the emotions. [...] Conscious love is not an emotion; it is serene merging with yourself, with other people, with other forms of energy. Love cannot exist in an emotional state. [...] The great kick of the mystic experience, the exultant, ecstatic hit, is the sudden relief from emotional pressure. Did you imagine that there could be emotions in heaven? Emotions are closely tied to ego games. Check your emotions at the door to paradise.

Not everyone with a problem needs you to solve it. Sometimes all a person needs is to feel like they've been heard. Listening without judging can be more effective than injecting your opinions or trying to solve a problem that doesn't have an easy answer.

One of the ways that your project, your personal healing, or your social invention can change the world is through story. But even if no one ever learns of it, even if it is invisible to every human on Earth, it will have no less of an effect.

If, by the virtue of charity or the circumstance of desperation, you ever chance to spend a little time around a Substance-recovery halfway facility like Enfield MA’s state-funded Ennet House, you will acquire many exotic new facts… That certain persons simply will not like you no matter what you do. That sleeping can be a form of emotional escape and can with sustained effort be abused. That purposeful sleep-deprivation can also be an abusable escape. That you do not have to like a person in order to learn from him/her/it. That loneliness is not a function of solitude. That logical validity is not a guarantee of truth. That it takes effort to pay attention to any one stimulus for more than a few seconds. That boring activities become, perversely, much less boring if you concentrate intently on them. That if enough people in a silent room are drinking coffee it is possible to make out the sound of steam coming off the coffee. That sometimes human beings have to just sit in one place and, like, hurt. That you will become way less concerned with what other people think of you when you realize how seldom they do. That there is such a thing as raw, unalloyed, agendaless kindness. That it is possible to fall asleep during an anxiety attack. That concentrating intently on anything is very hard work. That 99% of compulsive thinkers’ thinking is about themselves; that 99% of this self-directed thinking consists of imagining and then getting ready for things that are going to happen to them; and then, weirdly, that if they stop to think about it, that 100% of the things they spend 99% of their time and energy imagining and trying to prepare for all the contingencies and consequences of are never good. In short that 99% of the head’s thinking activity consists of trying to scare the everliving shit out of itself. That it is possible to make rather tasty poached eggs in a microwave oven. That some people’s moms never taught them to cover up or turn away when they sneeze. That the people to be the most frightened of are the people who are the most frightened. That it takes great personal courage to let yourself appear weak. That no single, individual moment is in and of itself unendurable. That other people can often see things about you that you yourself cannot see, even if those people are stupid. That having a lot of money does not immunize people from suffering or fear. That trying to dance sober is a whole different kettle of fish. That different people have radically different ideas of basic personal hygiene. That, perversely, it is often more fun to want something than to have it. That if you do something nice for somebody in secret, anonymously, without letting the person you did it for know it was you or anybody else know what it was you did or in any way or form trying to get credit for it, it’s almost its own form of intoxicating buzz. That anonymous generosity, too, can be abused. That it is permissible to want. That everybody is identical in their unspoken belief that way deep down they are different from everyone else. That this isn’t necessarily perverse. That there might not be angels, but there are people who might as well be angels.

Everyone holds his fortune in his own hands, like a sculptor the raw material he will fashion into a figure. But it’s the same with that type of artistic activity as with all others: We are merely born with the capability to do it. The skill to mold the material into what we want must be learned and attentively cultivated.

A constant element of enjoyment must be mingled with our studies, so that we think of learning as a game rather than a form of drudgery, for no activity can be continued for long if it does not to some extent afford pleasure to the participant.

The abnormally large female cut the sandwich into four pieces and gave one to each before taking one for herself. They all took a bite and she grinned at their appreciative groans. “See?” she said around a mouthful of peanut butter and jelly. “Isn’t that good?” “And so decadent,” Berg sighed. “I feel like I’m eating evil. Pure, unadulterated evil.” “But good evil,” Finn added. “The finest evil ever.” “Come!” Carl, the unabashed history fan and future historical “re-creator” of the lot—an activity Irene had always thought was an incredible waste of time for any human being with a brain—cried out,“Let us tell the others of this glory and what we have learned here today from the enemy She-wolf!” “Huzzah!” they all cheered and ran out the kitchen back door.

Don’t think it is enough to attend meetings and sit there like a lump…. It is better to address envelopes than to attend foolish meetings. It is better to study than act too quickly; but it is best to be ready to act intelligently when the appropriate opportunity arises… Speak up. Learn to talk clearly and forcefully in public. Speak simply and not too long at a time, without over-emotion, always from sound preparation and knowledge. Be a nuisance where it counts, but don’t be a bore at any time… Do your part to inform and stimulate the public to join your action…. Be depressed, discouraged and disappointed at failure and the disheartening effects of ignorance, greed, corruption and bad politics — but never give up.

Generally the rational brain can override the emotional brain, as long as our fears don’t hijack us. (For example, your fear at being flagged down by the police can turn instantly to gratitude when the cop warns you that there’s an accident ahead.) But the moment we feel trapped, enraged, or rejected, we are vulnerable to activating old maps and to follow their directions. Change begins when we learn to "own" our emotional brains. That means learning to observe and tolerate the heartbreaking and gut-wrenching sensations that register misery and humiliation. Only after learning to bear what is going on inside can we start to befriend, rather than obliterate, the emotions that keep our maps fixed and immutable.

Rules. Even as the world of phone and computer sex (and dominance) were full of their own rules, so was the new world of doing-it-for real. And some of these new rules, (OK, most of them, Robin admitted) were just as silly as the ones she had learned and followed before. Safe words, for example. Magic words that when said by the bottom, stopped a scene so that some kind of inconvenient or dangerous activity could be halted. Robin had nothing against the concept......... Having a code to use so that you're free to pull against the bondage or whimper "no, no, no" seemed to be a great idea. But having all these possible ways to orchestrate what was happening seemed, well, contrary to the point........ I want to feel that I can't stop it. I want to be really mastered, taken over by someone who isn't goin to stop doing things because I'm not getting off on it. Someone who knows enough not to endanger me, unless that was what was intended.........

Skilled therapists and caregivers learn to discriminate between active and passive suicidal ideation, and do not panic and catastrophize when encountering the latter. Instead, the counselor invites the survivor to explore his suicidal thoughts and feelings knowing that in most cases, verbal ventilation of the flashback pain underneath it will deconstruct the suicidality.

The word "travel" comes from the Old French word "travail" (or "travailler"), which means "to work, to labor; a suffering or painful effort, an arduous journey, a tormenting experience." ("Travel," thus, is "a painful and laborious journey"). Whereas "to wander" comes from the West Germanic word "wandran," which simply means "to roam about." There is no labor or torment in "wandering." There is only "roaming." Wandering is the activity of the child, the passion of the genius; it is the discovery of the self, the discovery of the outside world, and the learning of how the self is both "at one with" and "separate from" the outside world. These discoveries are as fundamental to the soul as "learning to survive" is fundamental to the body. These discoveries are essential to realizing what it means to be human. To wander is to be alive.

Among other things, neuroplasticity means that emotions such as happiness and compassion can be cultivated in much the same way that a person can learn through repetition to play golf and basketball or master a musical instrument, and that such practice changes the activity and physical aspects of specific brain areas.

I dropped the head and kicked it into the crowd. I say “kicked” but in truth it’s a bad idea to kick a head. I learned that years ago, a lesson that cost me two broken toes. What you want to do is shove the head with the side of your foot, like you’re throwing it. It’s going to roll anyhow so you don’t need that much force. See, the thing about severed heads is the owner no longer has any interest in minimizing the force of the blow, or any ability to do so for that matter. When you kick somebody in the head as you do from time to time, they tend to be actively trying to move themselves out of the way and the contact is lessened. A severed head is a dead weight, even if it’s watching you. And that exhausts my insights into the kicking of severed heads. Admittedly it’s more than most people have to offer on the subject but there were Mayans who knew a lot more than I do. That of course is a whole different ball-game.

Learning to pause is the first step in the practice of Radical Acceptance. A pause is a suspension of activity, a time of temporary disengagement when we are no longer moving toward any goal. . . . The pause can occur in the midst of almost any activity and can last for an instant, for hours or for seasons of our life. . . . We may pause in the midst of meditation to let go of thoughts and reawaken our attention to the breath. We may pause by stepping out of daily life to go on a retreat or to spend time in nature or to take a sabbatical. . . . You might try it now: Stop reading and sit there, doing "no thing," and simply notice what you are experiencing.

God, the three of you. When I wake up on Saturday mornings--late you always let me sleep in--I come looking for you, and you're in the backyard with dirt on your knees and two little girls spinning around you in perfect orbit. And you put their hair in pigtails, and you let them wear whatever madness they want, and Alice planted a fruit cocktail tree, and Noomi ate a butterfly, and they look like me because they're round and golden, but the glow for you. And you built us a picnic table. And you learned to bake bread. And you've painted a mural on ever west-facing wall. And it isn't all bad, I promise. I swear to you. You might not be actively, thoughtfully happy 70 to 80 percent of the time, but maybe you wouldn't be anyway. And even when you're sad, Neal--even when you're falling asleep at the other side of the bed--I think you're happy, too. About some things. About a few things.

When I was little, I used to pour salt on slugs. I liked watching them dissolve before my eyes. Cruelty is always sort of fun until you realize that something’s getting hurt. It would be one thing to be a loser if it meant that no one paid attention to you, but in school, it means you’re actively sought out. You’re the slug, and they’re holding all the salt. And they haven’t developed a conscience. There’s a word we learned in social studies: schadenfreude. It’s when you enjoy watching someone else suffer. The real question though, is why? I think part of it is self preservation. And part of it is because a group always feels more like a group when it’s banded together against an enemy. It doesn’t matter if that enemy has never done anything to hurt you-you just have to pretend you hate someone even more than you hate yourself. You know why salt works on slugs? Because it dissolved in the water that’s part of a slug’s skin, so the water on the inside its body starts to flow out. They slug dehydrates. This works with snails, too. And with leeches. And with people like me. With any creature, really, too thin-skinned to stand up for itself.

In a way, mathematics is the only infinite human activity. It is conceivable that humanity could eventually learn everything in physics or biology. But humanity certainly won't ever be able to find out everything in mathematics, because the subject is infinite. Numbers themselves are infinite. That's why mathematics is really my only interest.

... one cannot read a book: one can only reread it. A good reader, a major reader, an active and creative reader is a rereader. And I shall tell you why. When we read a book for the first time the very process of laboriously moving our eyes from left to right, line after line, page after page, this complicated physical work upon the book, the very process of learning in terms of space and time what the book is about, this stands between us and artistic appreciation. When we look at a painting we do no have to move our eyes in a special way even if, as in a book, the picture contains elements of depth and development. The element of time does not really enter in a first contact with a painting. In reading a book, we must have time to acquaint ourselves with it. We have no physical organ (as we have the eye in regard to a painting) that takes in the whole picture and can enjoy its details. But at a second, or third, or fourth reading we do, in a sense, behave towards a book as we do towards a painting. However, let us not confuse the physical eye, that monstrous achievement of evolution, with the mind, an even more monstrous achievement. A book, no matter what it is - a work of fiction or a work of science (the boundary line between the two is not as clear as is generally believed) - a book of fiction appeals first of all to the mind. The mind, the brain, the top of the tingling spine, is, or should be, the only instrument used upon a book.

These examples suggest what one needs to learn to control attention. In principle any skill or discipline one can master on one’s own will serve: meditation and prayer if one is so inclined; exercise, aerobics, martial arts for those who prefer concentrating on physical skills. Any specialization or expertise that one finds enjoyable and where one can improve one’s knowledge over time. The important thing, however, is the attitude toward these disciplines. If one prays in order to be holy, or exercises to develop strong pectoral muscles, or learns to be knowledgeable, then a great deal of the benefit is lost. The important thing is to enjoy the activity for its own sake, and to know that what matters is not the result, but the control one is acquiring over one’s attention.

We need radical honesty—learning to speak from our root systems about how we feel and what we want. Speak our needs and listen to others’ needs. To say, “I need to hear that you miss me.” “When you’re high all the time it’s hard for me to feel your presence.” “I lied.” “The way you talked to that man made me feel unseen.” “Your jealousy makes me feel like an object and not a partner.” The result of this kind of speech is that our lives begin to align with our longings, and our lives become a building block for authentic community and ultimately a society that is built around true need and real people, not fake news and bullshit norms.

Not all activities are equal in this regard. Those that involve genuine concentration—studying a musical instrument, playing board games, reading, and dancing—are associated with a lower risk for dementia. Dancing, which requires learning new moves, is both physically and mentally challenging and requires much concentration. Less intense activities, such as bowling, babysitting, and golfing, are not associated with a reduced incidence of Alzheimer’s. (254)

When we’re in scientist mode, we refuse to let our ideas become ideologies. We don’t start with answers or solutions; we lead with questions and puzzles. We don’t preach from intuition; we teach from evidence. We don’t just have healthy skepticism about other people’s arguments; we dare to disagree with our own arguments. Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn.

One thing I've learned is that you can't want a relationship by yourself. A relationship, by definition, is an emotional or other connection between people-"between" being the operative word. That means, you can't be the only one wanting that relationship. If you continually find yourself in a place of being the only one actively participating and/or willing to fight for that relationship, maybe it's time to reexamine said relationship. Take care of your heart.

Their [girls] sexual energy, their evaluation of adolescent boys and other girls goes thwarted, deflected back upon the girls, unspoken, and their searching hungry gazed returned to their own bodies. The questions, Whom do I desire? Why? What will I do about it? are turned around: Would I desire myself? Why?...Why not? What can I do about it? The books and films they see survey from the young boy's point of view his first touch of a girl's thighs, his first glimpse of her breasts. The girls sit listening, absorbing, their familiar breasts estranged as if they were not part of their bodies, their thighs crossed self-consciously, learning how to leave their bodies and watch them from the outside. Since their bodies are seen from the point of view of strangeness and desire, it is no wonder that what should be familiar, felt to be whole, become estranged and divided into parts. What little girls learn is not the desire for the other, but the desire to be desired. Girls learn to watch their sex along with the boys; that takes up the space that should be devoted to finding out about what they are wanting, and reading and writing about it, seeking it and getting it. Sex is held hostage by beauty and its ransom terms are engraved in girls' minds early and deeply with instruments more beautiful that those which advertisers or pornographers know how to use: literature, poetry, painting, and film. This outside-in perspective on their own sexuality leads to the confusion that is at the heart of the myth. Women come to confuse sexual looking with being looked at sexually ("Clairol...it's the look you want"); many confuse sexually feeling with being sexually felt ("Gillete razors...the way a woman wants to feel"); many confuse desiring with being desirable. "My first sexual memory," a woman tells me, "was when I first shaved my legs, and when I ran my hand down the smooth skin I felt how it would feel to someone else's hand." Women say that when they lost weight they "feel sexier" but the nerve endings in the clitoris and nipples don't multiply with weight loss. Women tell me they're jealous of the men who get so much pleasure out of the female body that they imagine being inside the male body that is inside their own so that they can vicariously experience desire. Could it be then that women's famous slowness of arousal to men's, complex fantasy life, the lack of pleasure many experience in intercourse, is related to this cultural negation of sexual imagery that affirms the female point of view, the culture prohibition against seeing men's bodies as instruments of pleasure? Could it be related to the taboo against representing intercourse as an opportunity for a straight woman actively to pursue, grasp, savor, and consume the male body for her satisfaction, as much as she is pursued, grasped, savored, and consumed for his?

Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.

The first thing to do is to keep silent – to abolish audiences and learn to be your own judge. To keep a balance between active concern for the body and an attentive awareness of being alive. To abandon all claims and devote yourself to achieving two kinds of freedom: freedom from money, and freedom from your own vanity and cowardice. To have rules and stick to them. Two years is not too long to spend thinking about one single point. You must wipe out all earlier stages, and concentrate all your strength on forgetting nothing and learning patiently.

I learned a lot, when I was a child, from novels and stories, even fairytales have some point to them--the good ones. The thing that impressed me most forcibly was this: the villains went to work with their brains and always accomplished something. To be sure they were "foiled" in the end, but that was by some special interposition of Providence, not by any equal exertion of intellect on the part of the good people. The heroes and middle ones were mostly very stupid. If bad things happened, they practised patience, endurance, resignation, and similar virtues; if good things happened they practised modesty and magnanimity and virtues like that, but it never seemed to occur to any of them to make things move their way. Whatever the villains planned for them to do, they did, like sheep. The same old combinations of circumstances would be worked off on them in book after book--and they always tumbled. It used to worry me as a discord worries a musician. Hadn't they ever read anything? Couldn't they learn anything from what they read--ever? It appeared not. And it seemed to me, even as a very little child, that what we wanted was good people with brains, not just negative, passive, good people, but positive, active ones, who gave their minds to it. "A good villain. That's what we need!" I said to myself. "Why don't they write about them? Aren't there ever any?" I never found any in all my beloved story books, or in real life. And gradually, I made up my mind to be one.

Now, my dear little girl, you have come to an age when the inward life develops and when some people (and on the whole those who have most of a destiny) find that all is not a bed of roses. Among other things there will be waves of terrible sadness, which last sometimes for days; irritation, insensibility, etc., etc., which taken together form a melancholy. Now, painful as it is, this is sent to us for an enlightenment. It always passes off, and we learn about life from it, and we ought to learn a great many good things if we react on it right. (For instance, you learn how good a thing your home is, and your country, and your brothers, and you may learn to be more considerate of other people, who, you now learn, may have their inner weaknesses and sufferings, too.) Many persons take a kind of sickly delight in hugging it; and some sentimental ones may even be proud of it, as showing a fine sorrowful kind of sensibility. Such persons make a regular habit of the luxury of woe. That is the worst possible reaction on it. It is usually a sort of disease, when we get it strong, arising from the organism having generated some poison in the blood; and we mustn't submit to it an hour longer than we can help, but jump at every chance to attend to anything cheerful or comic or take part in anything active that will divert us from our mean, pining inward state of feeling. When it passes off, as I said, we know more than we did before. And we must try to make it last as short as time as possible. The worst of it often is that, while we are in it, we don't want to get out of it. We hate it, and yet we prefer staying in it—that is a part of the disease. If we find ourselves like that, we must make something ourselves to some hard work, make ourselves sweat, etc.; and that is the good way of reacting that makes of us a valuable character. The disease makes you think of yourself all the time; and the way out of it is to keep as busy as we can thinking of things and of other people—no matter what's the matter with our self.

So, what role does memory play in the understanding and treatment of trauma? There is a form of implicit memory that is profoundly unconscious and forms the basis for the imprint trauma leaves on the body/mind. The type of memory utilized in learning most physical activities (walking, riding a bike, skiing, etc.) is a form of implicit memory called procedural memory. Procedural or "body memories" are learned sequences of coordinated "motor acts" chained together into meaningful actions. You may not remember explicitly how and when you learned them, but, at the appropriate moment, they are (implicitly) "recalled" and mobilized (acted out) simultaneously. These memories (action patterns) are formed and orchestrated largely by involuntary structures in the cerebellum and basal ganglia. When a person is exposed to overwhelming stress, threat or injury, they develop a procedural memory. Trauma occurs when these implicit procedures are not neutralized. The failure to restore homeostasis is at the basis for the maladaptive and debilitating symptoms of trauma.

The root of all desires is the one desire: to come home, to be at peace. There may be a moment in life when our compensatory activities, the accumulation of money, learning and objects, leaves us feeling deeply apathetic. This can motivate us towards the search for our real nature beyond appearances. We may find ourselves asking, 'Why am I here? What is life? Who am I?' Sooner or later any intelligent person asks these questions. What you are looking for is what you already are, not what you will become. What you already are is the answer and the source of the question. In this lies its power of transformation. It is a present actual fact. Looking to become something is completely conceptual, merely an idea. The seeker will discover that he is what he seeks and that what he seeks is the source of the inquiry.

it is no wonder that it is hard for us to know, let alone admit, that we are angry. Why are angry women so threatening to others? If we are guilty, depressed, or self-doubting, we stay in place. We do not take action except against our own selves and we are unlikely to be agents of personal and social change. In contrast, angry women may change and challenge the lives of us all, as witnessed by the past decade of feminism. And change is an anxiety-arousing and difficult business for everyone, including those of us who are actively pushing for it. Thus, we too learn to fear our own anger, not only because it brings about the disapproval of others, but also because it signals the necessity for change. We may begin to ask ourselves questions that serve to block or invalidate our own experience of anger: “Is my anger legitimate?” “Do I have a right to be angry?” “What’s the use of my getting angry?” “What good will it do?” These questions can be excellent ways of silencing ourselves and shutting off our anger.

A month later Billie sits at her dining room table, sifting through the pictorial record of Chris's final days. It is all she can do to force herself to examine the fuzzy snapshots. As she studies the pictures, she breaks down from time to time, weeping as only a mother who has outlived a child can weep, betraying a sense of loss so huge and irreparable that the mind balks at taking its measure. Such bereavement, witnessed at close range, makes even the most eloquent apologia for high-risk activities ring fatuous and hollow." - describing the mother of Chris McCandless after learning of his starvation in the wild

Okay, here’s a cheat I learned in a leadership seminar. It’s called active listening. Someone says something, a complaint, or a criticism, or they’re excited about something that happened to them. For a lot of us, our instinct is to offer a solution, or expand on an idea, to fix or offer something. The key is to think about how they’re feeling, be receptive to that, and parrot it back to them. They just got a new car, and they’re happy about it? A simple ‘that’s excellent’ or ‘you must be so proud’ works. It leaves room for them to keep talking, to know you’re listening. For your teammate who just lost someone she obviously cared about, just recognizing that she’s upset and she’s right to feel upset, that’s enough.

As his mind becomes purer and his emotions come under control, his thoughts become clearer and his instincts truer. As he learns to live more and more in harmony with his higher Self, his body's natural intuition becomes active of itself. The result is that false desires and unnatural instincts which have been imposed upon it by others or by himself will become weaker and weaker and fall away entirely in time. This may happen without any attempt to undergo an elaborate system of self-discipline on his part: yet it will affect his way of living, his diet, his habits. False cravings like the craving for smoking tobacco will vanish of their own accord; false appetites like the appetite for alcoholic liquor or flesh food will likewise vanish; but the more deep-seated the desire, the longer it will take to uproot it--except in the case of some who will hear and answer a heroic call for an abrupt change.

One more comment from the heart: I’m old fashioned and think that reading books is the most glorious pastime that humankind has yet devised. Homo Ludens dances, sings, produces meaningful gestures, strikes poses, dresses up, revels and performs elaborate rituals. I don’t wish to diminish the significance of these distractions-without them human life would pass in unimaginable monotony and possibly dispersion and defeat. But these are group activities above which drifts a more or less perceptible whiff of collective gymnastics. Homo Ludens with a book is free. At least as free as he’s capable of being. He himself makes up the rules of the game, which are subject only to his own curiosity. He’s permitted to read intelligent books, from which he will benefit, as well as stupid ones, from which he may also learn something. He can stop before finishing one book, if he wishes, while starting another at the end and working his way back to the beginning. He may laugh in the wrong places or stop short at words he’ll keep for a life time. And finally, he’s free-and no other hobby can promise this-to eavesdrop on Montaigne’s arguments or take a quick dip in the Mesozoic.

Fiction has two uses. Firstly, it’s a gateway drug to reading. The drive to know what happens next, to want to turn the page, the need to keep going, even if it’s hard, because someone’s in trouble and you have to know how it’s all going to end … that’s a very real drive. And it forces you to learn new words, to think new thoughts, to keep going. To discover that reading per se is pleasurable. Once you learn that, you’re on the road to reading everything. And reading is key. There were noises made briefly, a few years ago, about the idea that we were living in a post-literate world, in which the ability to make sense out of written words was somehow redundant, but those days are gone: words are more important than they ever were: we navigate the world with words, and as the world slips onto the web, we need to follow, to communicate and to comprehend what we are reading. People who cannot understand each other cannot exchange ideas, cannot communicate, and translation programs only go so far. The simplest way to make sure that we raise literate children is to teach them to read, and to show them that reading is a pleasurable activity. And that means, at its simplest, finding books that they enjoy, giving them access to those books, and letting them read them. I don’t think there is such a thing as a bad book for children. Every now and again it becomes fashionable among some adults to point at a subset of children’s books, a genre, perhaps, or an author, and to declare them bad books, books that children should be stopped from reading. I’ve seen it happen over and over; Enid Blyton was declared a bad author, so was RL Stine, so were dozens of others. Comics have been decried as fostering illiteracy. It’s tosh. It’s snobbery and it’s foolishness. There are no bad authors for children, that children like and want to read and seek out, because every child is different. They can find the stories they need to, and they bring themselves to stories. A hackneyed, worn-out idea isn’t hackneyed and worn out to them. This is the first time the child has encountered it. Do not discourage children from reading because you feel they are reading the wrong thing. Fiction you do not like is a route to other books you may prefer. And not everyone has the same taste as you. Well-meaning adults can easily destroy a child’s love of reading: stop them reading what they enjoy, or give them worthy-but-dull books that you like, the 21st-century equivalents of Victorian “improving” literature. You’ll wind up with a generation convinced that reading is uncool and worse, unpleasant. We need our children to get onto the reading ladder: anything that they enjoy reading will move them up, rung by rung, into literacy. [from, Why our future depends on libraries, reading and daydreaming]

All great people of history, all the heroes and leaders and innovators who lit humanity’s way out of darkness and ignorance, forged within themselves the courage to overcome their internal conflicts when it mattered most. In many ways, they are just like us: They worried. They procrastinated. They sometimes had lower opinions of their fellow human beings. But what made them celebrated, what pushed society forward, what gave birth to their legend, was their sheer will to overcome such impulses and to faithfully, actively, and lovingly fight for a better life for themselves and others. Let us learn from them, let us master ourselves, and let us now add our own chapter of courage to the good book of humanity.

[L]et us not overlook the further great fact, that not only does science underlie sculpture, painting, music, poetry, but that science is itself poetic. The current opinion that science and poetry are opposed is a delusion. ... On the contrary science opens up realms of poetry where to the unscientific all is a blank. Those engaged in scientific researches constantly show us that they realize not less vividly, but more vividly, than others, the poetry of their subjects. Whoever will dip into Hugh Miller's works on geology, or read Mr. Lewes's “Seaside Studies,” will perceive that science excites poetry rather than extinguishes it. And whoever will contemplate the life of Goethe will see that the poet and the man of science can co-exist in equal activity. Is it not, indeed, an absurd and almost a sacrilegious belief that the more a man studies Nature the less he reveres it? Think you that a drop of water, which to the vulgar eye is but a drop of water, loses anything in the eye of the physicist who knows that its elements are held together by a force which, if suddenly liberated, would produce a flash of lightning? Think you that what is carelessly looked upon by the uninitiated as a mere snow-flake, does not suggest higher associations to one who has seen through a microscope the wondrously varied and elegant forms of snow-crystals? Think you that the rounded rock marked with parallel scratches calls up as much poetry in an ignorant mind as in the mind of a geologist, who knows that over this rock a glacier slid a million years ago? The truth is, that those who have never entered upon scientific pursuits know not a tithe of the poetry by which they are surrounded. Whoever has not in youth collected plants and insects, knows not half the halo of interest which lanes and hedge-rows can assume. Whoever has not sought for fossils, has little idea of the poetical associations that surround the places where imbedded treasures were found. Whoever at the seaside has not had a microscope and aquarium, has yet to learn what the highest pleasures of the seaside are. Sad, indeed, is it to see how men occupy themselves with trivialities, and are indifferent to the grandest phenomena—care not to understand the architecture of the universe, but are deeply interested in some contemptible controversy about the intrigues of Mary Queen of Scots!—are learnedly critical over a Greek ode, and pass by without a glance that grand epic... upon the strata of the Earth!

The basic message is this: If you’re losing your cool, you are losing. If you are triggered, it is because you allowed someone else to dictate your emotional state. If you are outraged, it is because you lack discipline and self-control. These are personal defeats, not the fault of anyone else. And each defeat shapes who you are as a person, and in the collective sense, who we are as a people. This book is about actively hardening your mind so that you can be the person you think you should be. It is about identifying who that person is in the first place, and taking responsibility for the self-improvement required to become them. It is about learning what it means to never quit. It is about learning to take a joke and giving others some charity when they make a bad one. It is about the importance of building a society of iron-tough individuals who can think for themselves, take care of themselves, and recognize that a culture characterized by grit, discipline, and self-reliance is a culture that survives.

The third leg of critical pedagogy's three-legged stool involves something called "affective learning." How students feel in class shapes so much of how they receive content as well as their ability to develop critical thinking. Emotions matter for students and teachers alike. Social inequalities become important here via all the classroom practices that create privilege and penalty in the classroom, with all the feelings of empowerment and hurt that go with them. When we set up our classes such that some people dominate classroom discussions and others never say anything, we are actually teaching inequality and the emotions that it engenders. Social hierarchy is quite crucial to how students feel about learning, regardless of content and critical thinking.

Masochism is more widespread than we realize because it takes an attenuated form. The basic dynamism is as follows: a human being sees something bad which is coming as inevitable. There is no way he can halt the process; he is helpess. This sense of helplessness generates a need to gain some control over the impending pain -- any kind of control will do. This makes sense; the subjective feeling of helplessness is more painful than the impending misery. So the person seizes control over the situation in the only way open to him: he connives to bring on the impending misery; he hastens it. This activity on his part promotes the false impression that he enjoys pain. Not so. It is simply that he cannot any longer endure the helplessness or the supposed helplessness. But in the process of gaining control over the inevitable misery he becomes, automatically, anhedonic. Anhedonia sets in stealthily. Over the years it takes control of him. For example, he learns to defer gratification; this is a step in the dismal process of anhedonia. In learning to defer he gratification he experiences a sense of self-mastery; he has become stoic, disciplined; he does not give way to impulse. He has "control". Control over himself in terms of his impulses and control over the external situation. He is a controlled and controlling person. Pretty soon he has branched out and is controlling other people, as part of the situation. He becomes a manipulator. Of course, he is not conciousily aware of this; all he intends to do is lessen his own sense of impotence. But in his task of lessening this sense, he insidiously overpowers the freedom of others. Yet, he dervies no pleasure from this, no positive psychological gain; all his gains are essential negative.

You can’t just do whatever you feel like.” “You can’t just do anything you want.” “You have to learn self-restraint.” “You’re only interested in gratifying your desires.” “You don’t care about anything but your own pleasure.” Can you hear the judgmentality in these admonitions? Can you see how they reproduce the mentality of domination that runs our civilization? Goodness comes through conquest. Health comes through conquering bacteria. Agriculture is improved by eliminating pests. Society is made safe by winning the war on crime. On my walk today, students accosted me, asking if I wanted to join the “fight” against pediatric cancer. There are so many fights, crusades, campaigns, so many calls to overcome the enemy by force. No wonder we apply the same strategy to ourselves. Thus it is that the inner devastation of the Western psyche matches exactly the outer devastation it has wreaked upon the planet. Wouldn’t you like to be part of a different kind of revolution?

But there is yet time to change our ways. Give up all those old discussions, old fights about things which are meaningless, which are nonsensical in their very nature. Think of the last six hundred or seven hundred years of degradation when grown-up men by hundreds have been discussing for years whether we should drink a glass of water with the right hand or the left, whether the hand should be washed three times or four times, whether we should gargle five or six times. What can you expect from men who pass their lives in discussing such momentous questions as these and writing most learned philosophies on them! There is a danger of our religion getting into the kitchen. We are neither Vedantists, most of us now, nor Pauranics, nor Tantrics. We are just "Don't-touchists". Our religion is in the kitchen. Our God is the cooking-pot, and our religion is, "Don't touch me, I am holy". If this goes on for another century, every one of us will be in a lunatic asylum. It is a sure sign of softening of the brain when the mind cannot grasp the higher problems of life; all originality is lost, the mind has lost all its strength, its activity, and its power of thought, and just tries to go round and round the smallest curve it can find.

Never having experienced inequality, therefore, the majority of straight white men will be absolutely oblivious to their own advantages – not because they must necessarily be insensitive, sexist, racist, homophobic or unaware of the principles of equality; but because they have been told, over and over again, that there is no inequality left for them – or anyone else – to experience – and everything they have experienced up to that point will only have proved them right. Let the impact of that sink in for a moment. By teaching children and teenagers that equality already exists, we are actively blinding the group that most benefits from inequality – straight white men – to the prospect that it doesn’t. Privilege to them feels indistinguishable from equality, because they’ve been raised to believe that this is how the world behaves for everyone. And because the majority of our popular culture is straight-white-male-dominated, stories that should be windows into empathy for other, less privileged experiences have instead become mirrors, reflecting back at them the one thing they already know: that their lives both are important and free from discrimination. And this hurts men. It hurts them by making them unconsciously perpetrate biases they’ve been actively taught to despise. It hurts them by making them complicit in the distress of others. It hurts them by shoehorning them into a restrictive definition masculinity from which any and all deviation is harshly punished. It hurts them by saying they will always be inferior parents and caregivers, that they must always be active and aggressive even when they long for passivity and quietude, that they must enjoy certain things like sports and beer and cars or else be deemed morally suspect. It hurts them through a process of indoctrination so subtle and pervasive that they never even knew it was happening , and when you’ve been raised to hate inequality, discovering that you’ve actually been its primary beneficiary is horrifying – like learning that the family fortune comes from blood money. Blog post 4/12/2012: Why Teaching Equality Hurts Men

The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together

Knowing that wisdom waits to be gathered, I actively search her out. I will change my actions TODAY! I will train my eyes and ears to read and listen to books and recordings that bring about positive changes in my personal relationships and a greater understanding of my fellow man. I will read and listen only to what increases my belief in myself and my future. I will seek wisdom. I will choose my friends with care. I am who my friends are. I speak their language, and I wear their clothes. I share their opinions and their habits. From this moment forward, I will choose to associate with people whose lives and lifestyles I admire. If I associate with chickens, I will learn to scratch at the ground and squabble over crumbs. If I associate with eagles, I will learn to soar to great heights. I am an eagle. It is my destiny to fly. I will seek wisdom. I will listen to the counsel of wise men. The words of a wise man are like raindrops on dry ground. They are precious and can be quickly used for immediate results. Only the blade of grass that catches a raindrop will prosper and grow. I will seek wisdom. I will be a servant to others. A wise man will cultivate a servant’s spirit, for that particular attribute attracts people like no other. As I humbly serve others, their wisdom will be freely shared with me. He who serves the most grows the fastest. I will become a humble servant. I will look to open the door for someone. I will be excited when I am available to help. I will be a servant to others. I will listen to the counsel of wise men. I will choose my friends with care. I will seek wisdom.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

When clients relinquish symptoms, succeed in achieving a personal goal, or make healthier choices for themselves, subsequently many will feel anxious, guilty, or depressed. That is, when clients make progress in treatment and get better, new therapists understandably are excited. But sometimes they will also be dismayed as they watch the client sabotage her success by gaining back unwanted weight or missing the next session after an important breakthrough and deep sharing with the therapist. Thus, loyalty and allegiance to symptoms—maladaptive behaviors originally developed to manage the “bad” or painfully frustrating aspects of parents—are not maladaptive to insecurely attached children. Such loyalty preserves “object ties,” or the connection to the “good” or loving aspects of the parent. Attachment fears of being left alone, helpless, or unwanted can be activated if clients disengage from the symptoms that represent these internalized “bad” objects (for example, if the client resolves an eating disorder or terminates a problematic relationship with a controlling/jealous partner). The goal of the interpersonal process approach is to help clients modify these early maladaptive schemas or internal working models by providing them with experiential or in vivo re-learning (that is, a “corrective emotional experience”). Through this real-life experience with the therapist, clients learn that, at least sometimes, some relationships can be different and do not have to follow the same familiar but problematic lines they have come to expect.

As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. One such example: my mother never mended my clothes. I remember going to her when I was in the early grades of elementary school, with holes in both socks of my favorite pair. My mom had just had her sixth child and was deeply involved in our church activities. She was very, very busy. Our family had no extra money anywhere, so buying new socks was just out of the question. So she told me to go string thread through a needle, and to come back when I had done it. That accomplished—it took me about ten minutes, whereas I’m sure she could have done it in ten seconds—she took one of the socks and showed me how to run the needle in and out around the periphery of the hole, rather than back and forth across the hole, and then simply to draw the hole closed. This took her about thirty seconds. Finally, she showed me how to cut and knot the thread. She then handed me the second sock, and went on her way. A year or so later—I probably was in third grade—I fell down on the playground at school and ripped my Levi’s. This was serious, because I had the standard family ration of two pairs of school trousers. So I took them to my mom and asked if she could repair them. She showed me how to set up and operate her sewing machine, including switching it to a zigzag stitch; gave me an idea or two about how she might try to repair it if it were she who was going to do the repair, and then went on her way. I sat there clueless at first, but eventually figured it out. Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. It’s funny, but every time I put those socks on until they were threadbare, I looked at that repair in the toe and thought, “I did that.” I have no memory now of what the repair to the knee of those Levi’s looked like, but I’m sure it wasn’t pretty. When I looked at it, however, it didn’t occur to me that I might not have done a perfect mending job. I only felt pride that I had done it. As for my mom, I have wondered what

Ritual abuse is highly organised and, obviously, secretive. It is often linked with other major crimes such as child pornography, child prostitution, the drugs industry, trafficking, and many other illegal and heinous activities. Ritual abuse is organised sexual, physical and psychological abuse, which can be systematic and sustained over a long period of time. It involves the use of rituals - things which the abusers 'need' to do, or 'need' to have in place - but it doesn't have to have a belief system. There doesn't have to be God or the Devil, or any other deity for it to be considered 'ritual'. It involves using patterns of learning and development to keep the abuse going and to make sure the child stays quiet. There has been, and still is a great deal of debate about whether or not such abuse exists anywhere in the world. There are many people who constantly deny that there is even such a thing as ritual abuse. All I can say is that I know there is. Not only have I been a victim of it myself, but I have been dealing with survivors of this type of abuse for almost 30 years. If there are survivors, there must be something that they have survived. The things is, most sexual abuse of children is ritualised in some way. Abusers use repetition, routine and ritual to forced children into the patterns of behaviour they require. Some abusers want their victims to wear certain clothing, to say certain things. They might bathe them or cut them, they might burn them or abuse them only on certain days of the week. They might do a hundred other things which are ritualistic, but aren't always called that - partly, I think because we have a terror of the word and of accepting just how premeditated abuse actually is. Abusers instill fear in their victims and ensure silence; they do all they can to avoid being caught. Sexual abuse of a child is rarely a random act. It involves thorough planning and preparation beforehand. They threaten the children with death, with being taken into care, with no one believing them, which physical violence or their favourite teddy being taken away. They are told that their mum will die, or their dad will hate them, the abusers say everyone will think it's their fault, that everyone already knows they are bad. Nothing is too big or small for an abuser to use as leverage. There is unmistakable proof that abusers do get together in order to share children, abuse more children, and even learn from each other. As more cases have come into the public eye in recent years, this has become increasingly obvious. More and more of this type of abuse is coming to light. I definitely think it is the word ritual which causes people to question, to feel uncomfortable, or even just disbelieve. It seems almost incredible that such things would happen, but too many of us know exactly how bad the lives of many children are. A great deal of child pornography shows children being abused in a ritualised setting, and many have now come forward to share their experiences, but there is a still tendency to say it just couldn't happen. p204-205