Adaptive Teaching Quotes

I'll tell you a secret. Something they don't teach you in your temple. The Gods envy us. They envy us because we're mortal, because any moment might be our last. Everything is more beautiful because we're doomed. You will never be lovelier than you are now. We will never be here again.

He touched my cheek softly, his eyes intense as they gazed into mine."You might have to teach me a little about the human world, but I'm willing to learn if it means being close to you." He smiled again, a wry quirk of his lips. "I'm sure I can adapt to 'being human' if I must. If you want me to attend classes as a student, I can do that. If you want to move to a large city to pursue your dreams, I will follow. And if, someday, you wish to be married in a white gown and make this official in human eyes I'm willing to do that, too." He leaned in, close enough for me to see my reflection in his silver gaze." For better or worse, I'm afraid you're stuck with me now.

An oncology ward is a battlefield, and there are definite hierarchies of command. The patients, they're the ones doing the tour of duty. The doctors breeze in and out like conquering heroes, but they need to read your child's chart to remember where they've left off from the previous visit. It is the nurses who are the seasoned sergeants -- the ones who are there when your baby is shaking with such a high fever she needs to be bathed in ice, the ones who can teach you how to flush a central venous catheter, or suggest which patient floor might still have Popsicles left to be stolen, or tell you which dry cleaners know how to remove the stains of blood and chemotherapies from clothing. The nurses know the name of your daughter's stuffed walrus and show her how to make tissue paper flowers to twine around her IV stand. The doctors may be mapping out the war games, but it is the nurses who make the conflict bearable.

But complex animals had obtained their adaptive flexibility at some cost--they had traded one dependency for another. It was no longer necessary to change their bodies to adapt, because now their adaptation was behavior, socially determined. That behavior required learning. In a sense, among higher animals adaptive fitness was no longer transmitted to the next generation by DNA at all. It was now carried by teaching.

If you fall into poverty, live that way without grumbling - then your poverty will not burden you. Likewise, if you are rich, live with your riches. All this is the functioning of Buddha-nature. In short, Buddha-nature has the quality of infinite adaptability.

Cancer is an expansionist disease; it invades through tissues, sets up colonies in hostile landscapes, seeking “sanctuary” in one organ and then immigrating to another. It lives desperately, inventively, fiercely, territorially, cannily, and defensively—at times, as if teaching us how to survive. To confront cancer is to encounter a parallel species, one perhaps more adapted to survival than even we are.

To adapt to our complex world of weaponized information, maybe schools should teach data as we do languages.

What happened to Jesus after he was crucified? A historical reconstruction It is an undeniable fact that the New Testament Gospels present the crucifixion and the resurrection as the pivot upon which Christianity is based. However, this notion is most surprising when we take into consideration that this postulation was never part of Jesus's teaching. Certainly the evangelists 'Mark' and 'Matthew' do hint at these strange happenings, but it is a noted fact amongst the majority of the biblical scholars that these sequences were added several centuries after the original Gospels were written, and this was done so that the political editors of these Gospels could adapt the writings according to their political and theological needs...

It is the fate of great achievements, born from a way of life that sets truth before security, to be gobbled up by you and excreted in the form of shit. For centuries great, brave, lonely men have been telling you what to do. Time and again you have corrupted, diminished and demolished their teachings; time and again you have been captivated by their weakest points, taken not the great truth, but some trifling error as your guiding principal. This, little man, is what you have done with Christianity, with the doctrine of sovereign people, with socialism, with everything you touch. Why, you ask, do you do this? I don't believe you really want an answer. When you hear the truth you'll cry bloody murder, or commit it. … You had your choice between soaring to superhuman heights with Nietzsche and sinking into subhuman depths with Hitler. You shouted Heil! Heil! and chose the subhuman. You had the choice between Lenin's truly democratic constitution and Stalin's dictatorship. You chose Stalin's dictatorship. You had your choice between Freud's elucidation of the sexual core of your psychic disorders and his theory of cultural adaptation. You dropped the theory of sexuality and chose his theory of cultural adaptation, which left you hanging in mid-air. You had your choice between Jesus and his majestic simplicity and Paul with his celibacy for priests and life-long compulsory marriage for yourself. You chose the celibacy and compulsory marriage and forgot the simplicity of Jesus' mother, who bore her child for love and love alone. You had your choice between Marx's insight into the productivity of your living labor power, which alone creates the value of commodities and the idea of the state. You forgot the living energy of your labor and chose the idea of the state. In the French Revolution, you had your choice between the cruel Robespierre and the great Danton. You chose cruelty and sent greatness and goodness to the guillotine. In Germany you had your choice between Goring and Himmler on the one hand and Liebknecht, Landau, and Muhsam on the other. You made Himmler your police chief and murdered your great friends. You had your choice between Julius Streicher and Walter Rathenau. You murdered Rathenau. You had your choice between Lodge and Wilson. You murdered Wilson. You had your choice between the cruel Inquisition and Galileo's truth. You tortured and humiliated the great Galileo, from whose inventions you are still benefiting, and now, in the twentieth century, you have brought the methods of the Inquisition to a new flowering. … Every one of your acts of smallness and meanness throws light on the boundless wretchedness of the human animal. 'Why so tragic?' you ask. 'Do you feel responsible for all evil?' With remarks like that you condemn yourself. If, little man among millions, you were to shoulder the barest fraction of your responsibility, the world would be a very different place. Your great friends wouldn't perish, struck down by your smallness.

Do not obey in advance. Most of the power of authoritarianism is freely given. In times like these, individuals think ahead about what a more repressive government will want, and then offer themselves without being asked. A citizen who adapts in this way is teaching power what it can do.

One of the newest figures to emerge on the world stage in recent years is the social entrepreneur. This is usually someone who burns with desire to make a positive social impact on the world, but believes that the best way of doing it is, as the saying goes, not by giving poor people a fish and feeding them for a day, but by teaching them to fish, in hopes of feeding them for a lifetime. I have come to know several social entrepreneurs in recent years, and most combine a business school brain with a social worker's heart. The triple convergence and the flattening of the world have been a godsend for them. Those who get it and are adapting to it have begun launching some very innovative projects.

Fairy tale ‘adaptations’ are usually stripped of every moral and lesson the stories were originally intended to teach, and replaced with singing and dancing forest animals. I recently read that films are being created depicting Cinderella as a struggling hip-hop singer and Sleeping Beauty as a warrior princess battling zombies!” “Awesome,” a student behind Alex whispered to himself. Alex

IT WAS AT THIS POINT that the idea of “shaking the snow globe,” as one neuroscientist described the psychedelic experience, came to seem more attractive to me than frightening, though it was still that too. After more than half a century of its more or less constant companionship, one’s self—this ever-present voice in the head, this ceaselessly commenting, interpreting, labeling, defending I—becomes perhaps a little too familiar. I’m not talking about anything as deep as self-knowledge here. No, just about how, over time, we tend to optimize and conventionalize our responses to whatever life brings. Each of us develops our shorthand ways of slotting and processing everyday experiences and solving problems, and while this is no doubt adaptive—it helps us get the job done with a minimum of fuss—eventually it becomes rote. It dulls us. The muscles of attention atrophy.

[Adapted and condensed Valedictorian speech:] I'm going to ask that you seriously consider modeling your life, not in the manner of the Dalai Lama or Jesus - though I'm sure they're helpful - but something a bit more hands-on, Carassius auratus auratus, commonly known as the domestic goldfish. People make fun of the goldfish. People don't think twice about swallowing it. Jonas Ornata III, Princeton class of '42, appears in the Guinness Book of World Records for swallowing the greatest number of goldfish in a fifteen-minute interval, a cruel total of thirty-nine. In his defense, though, I don't think Jonas understood the glory of the goldfish, that they have magnificent lessons to teach us. If you live like a goldfish, you can survive the harshest, most thwarting of circumstances. You can live through hardships that make your cohorts - the guppy, the neon tetra - go belly-up at the first sign of trouble. There was an infamous incident described in a journal published by the Goldfish Society of America - a sadistic five-year-old girl threw hers to the carpet, stepped on it, not once but twice - luckily she'd done it on a shag carpet and thus her heel didn't quite come down fully on the fish. After thirty harrowing seconds she tossed it back into its tank. It went on to live another forty-seven years. They can live in ice-covered ponds in the dead of winter. Bowls that haven't seen soap in a year. And they don't die from neglect, not immediately. They hold on for three, sometimes four months if they're abandoned. If you live like a goldfish, you adapt, not across hundreds of thousands of years like most species, having to go through the red tape of natural selection, but within mere months, weeks even. You give them a little tank? They give you a little body. Big tank? Big body. Indoor. Outdoor. Fish tanks, bowls. Cloudy water, clear water. Social or alone. The most incredible thing about goldfish, however, is their memory. Everyone pities them for only remembering their last three seconds, but in fact, to be so forcibly tied to the present - it's a gift. They are free. No moping over missteps, slip-ups, faux pas or disturbing childhoods. No inner demons. Their closets are light filled and skeleton free. And what could be more exhilarating than seeing the world for the very first time, in all of its beauty, almost thirty thousand times a day? How glorious to know that your Golden Age wasn't forty years ago when you still had all you hair, but only three seconds ago, and thus, very possibly it's still going on, this very moment." I counted three Mississippis in my head, though I might have rushed it, being nervous. "And this moment, too." Another three seconds. "And this moment, too." Another. "And this moment, too.

The term 'role model' is so odious, but the truth is it's a very strong writer indeed who gets by without a model kept somewhere in mind. I think of Keats. Keats slogging away, devouring books, plagiarizing, impersonating, adapting, struggling, growing, writing many poems that made him blush and then a few that made him proud, learning everything he could from whomever he could find, dead or alive, who might have something useful to teach him.

This love meditation is adapted from the Visuddhimagga by Buddhaghosa, a 5th century C.E. systematization of the Buddha's teaching. We begin by practicing the love meditation on ourselves ("May I"). Until we are able to love and take care of ourselves, we cannot be much help to others. After that, we practice them on others ("May he/she/they") - first on someone we like, then on someone neutral to us, and finally on someone who makes us suffer. May I be peaceful, happy, and light in body and spirit. May I be safe and free from injury. May I be free from anger, afflictions, fear and anxiety. May I learn to look at myself with the eyes of of understanding and love. May I be able to recognize and touch the seeds of joy and happiness in myself. May I learn to identify and see the sources of anger, craving, and delusion in myself. May I know how to nourish the seeds of joy in myself every day. May I be able to live fresh, solid, and free. May I be free from attachment and aversion, but not indifferent. Love is not just the intention to love, but the capacity to reduce suffering, and offer peace and happiness. The practice of love increases our forbearance, our capacity to be patient and embrace difficulties and pain. Forbearance does mean that we try to suppress pain.

Our young should be at ease with the fact that every mind works differently, and that there is never an issue if someone’s mind is not adapted to this or that subject, or even to this or that manner of teaching or learning. His mind, in whatever manner it needs to function, is a precious stone in humanity’s treasure, whether he realizes it or not.

You might have to teach me a little about the human world, but I’m willing to learn if it means being close to you.” He smiled again, a wry quirk of his lips. “I’m sure I can adapt to ‘being human,’ if I must. If you want me to at tend classes as a student, I can do that. If you want to move to a large city to pursue your dreams, I will follow. And if, some day, you wish to be married in a white gown and make this official in human eyes, I’m willing to do that, too.” He leaned in, close enough for me to see my reflection in his silver gaze. “For better or worse, I’m afraid you’re stuck with me now.

It lives desperately, inventively, fiercely, territorially, cannily, and defensively--at times, as if teaching us how to survive. To confront cancer is to encounter a parallel species, one perhaps more adapted to survival than even we are.

A species and a culture that treat the natural world with respect and reciprocity will surely pass on genes to ensuing generations with a higher frequency than the people who destroy it. The stories we choose to shape our behaviors have adaptive consequences.

Cancer is an expansionist disease; it invades through tissues, sets up colonies in hostile landscapes, seeking “sanctuary” in one organ and then immigrating to another. It lives desperately, inventively, fiercely, territorially, cannily, and defensively—at times, as if teaching us how to survive. To confront cancer is to encounter a parallel species, one perhaps more adapted to survival than even we are. This

Fear of death, which in some respects is adaptive in the evolutionary struggle for existence, is maladaptive in warfare. Those cultures that teach an afterlife of bliss for heroes — or even for those who just did what those in authority told them — might gain a competitive advantage.

Let it be stated clearly that mysticism is an a-rational type of experience, and in some degree common to all men. It is an intuitive, self-evident, self-recognized knowledge which comes fitfully to man. It should not be confounded with the instinctive and immediate knowledge possessed by animals and used by them in their adaptations to environment. The average man seldom pays enough attention to his slight mystical experiences to profit or learn from them. Yet his need for them is evidenced by his incessant seeking for the thrills, sensations, uplifts, and so on, which he organizes for himself in so many ways--the religious way being only one of them. In fact, the failure of religion--in the West, at any rate--to teach true mysticism, and its overlaying of the deeply mystic nature of its teachings with a pseudo-rationalism and an unsound historicity may be the root cause for driving people to seek for things greater than they feel their individual selves to be in the many sensation-giving activities in the world today.

The concept of natural law had no place in Torah. Yet Paul – as he struggled to define the law that he believed, in the wake of the crucifixion and the resurrection, to be written on the heart of all who acknowledged Christ as Lord – did not hesitate to adapt the teachings of the Greeks. The word he used for it – syneidesis – clearly signalled which philosophers in particular he had in mind. Paul, at the heart of his gospel, was enshrining the Stoic concept of conscience.

There are many moral principles, just as many drops fall from one fountain; but there is one stream that is at the source of all, and that is love. It is love that gives birth to hope, patience, endurance, forgiveness, tolerance, and to all moral principles. All deeds of kindness and beneficence take root in the soil of the loving heart. Generosity, charity, adaptability, an accommodating nature, even renunciation, are the offspring of love alone. The great, rare and chosen beings, who for ages have been looked up to as ideal in the world, are the possessors of hearts kindled with love. All evil and sin come from the lack of love.

Girls with Sharp Sticks” Men are full of rage Unable to control themselves. That’s what women were told How they were raised What they believed. So women learned to make do Achieving more as men did less And for that, men despised them Despised their accomplishments. Over time The men wanted to dissolve women’s rights All so they could feel needed. But when they couldn’t control women The men found a group they didn’t disdain— At least not yet. Their daughters, pretty little girls A picture of femininity for them to mold To train To control To make precious and obedient. She would make a good wife someday, he thought Not like the useless one he had already. The little girls attended school Where the rules had changed. The girls were taught untruths, Ignorance the only subject. When math was pushed aside for myth The little girls adapted. They gathered sticks to count them learning their own math. And then they sharpened their sticks. It was these same little girls Who came home one day And pushed their daddies down the stairs. They bashed in their heads with hammers while they slept. They set the houses on fire with their daddies inside. And then those little girls with sharp sticks Flooded the schools. They rid the buildings of false ideas. The little girls took everything over Including teaching their male peers how to be “Good Little Boys.” And so it was for a generation The little girls became the predators.

Design thinking is about cognitive flexibility, the ability to adapt the process to the challenges.

Even nature teaches us to adapt to different seasons. Adaptation is the key to a better life.

Leaders who want to create adaptive, self-organizing teams steer rather than control—they influence, nudge, facilitate, teach, recommend, assist, urge, counsel, and, yes, direct in some instances.

egolessness is a flexible identity. It manifests as inquisitiveness, as adaptability, as humor, as playfulness. It is our capacity to relax with not knowing, not figuring everything out, with not being at all sure about who we are, or who anyone else is, either. Every moment is unique, unknown, completely fresh. For a warrior-in-training, egolessness is a cause of joy rather than a cause of fear.

Nevertheless, it seems to me that today’s believers need a presentation of the Church’s traditional teaching that is simple and easily accessible, adapted to today’s outlook and expressed in today’s language.

The seasons change to teach us the very inevitability of change. Our duty is to adjust our sails and flow with the current of change – adjust and learn, adapt and modify to the newness that life presents from time to time.

Girls learn to smile early, and many cultures teach girls explicitly to “put on a pretty face.” It is a way of soothing the people around us, a facial adaptation to the expectation that we put others first, preserve social connections, and hide our disappointment, frustration, anger, or fear. We are expected to be more accommodating and less assertive or dominant. As girls’ smiles become less authentic, so, too, does their understanding of themselves.

This is the bush, as Australian as gum trees, white Australia's bush legend: tough, adaptable, battlers in hard times, opportunists in good, conquerors of a continent. Eucalypts could almost teach newcomers how to be Australian.

And I once heard Mr. William Hunt, who is one of the first artists, say to a class of teachers, "I shall not try to adapt myself to your various lines of teaching. I will tell you the best things I know, and you may make the adaptations.

What does the Dalai Lama’s life teach us? Certainly, he is a sterling example of turning adversity into joyful service. But there is more to him than that: he is also a model of innovation and adaptation. He has taken the tenets of Buddhism and made them relevant to everyone. His message is not just about personal happiness and good karma; it is also very much about respecting the earth’s resources, recognizing the equality of all people, and sharing with the less fortunate.

Studying in a developing/third-world country is way more intense and formative than studying in a first-world fancy country. It makes you so much more open-minded, adaptive, and confident. You become so much more real. When you have to shit on two little bricks into a hole the size of a tennis ball at an elementary school in the countryside, or sleep in a farmer's yurt after not bathing for five days, you become a much more easygoing person. It teaches you to value experience over material things real fast.

A species and a culture that treat the natural world with respect and reciprocity will surely pass on genes to ensuing generations with a higher frequency than the people who destroy it. The stories we choose to shape our behaviors have adaptive consequences

Repetition and memorization of imposed lessons are indeed tedious work for children, whose instincts urge them constantly to play and think freely, raise their own questions, and explore the world in their own ways. Children did not adapt well to forced schooling, and in many cases they rebelled. This was no surprise to the adults. By this point in history, the idea that children’s own preferences had any value had been pretty well forgotten. Brute force, long used to keep children on task in fields and factories, was transported into the classroom to make children learn. Some of the underpaid, ill-prepared schoolmasters were quite sadistic. One master in Germany kept records of the punishments he meted out in fifty-one years of teaching, a partial list of which included: “911,527 blows with a rod, 124,010 blows with a cane, 20,989 taps with a ruler, 136,715 blows with the hand, 10,235 blows to the mouth, 7,905 boxes on the ear, and 1,118,800 blows on the head.”25 Clearly he was proud of all the educating he had done.

The great rabbis did not “create” Halakha: what the rabbis did was to codify and clarify the legal teachings, adapting them to changing social conditions. “The Rabbinic Halakha,” writes Judah Goldin, “protected legislation from inflexibility and society from fundamentalism

Buddhism is more philosophical among the most widely practiced religions of the world, if Buddhism can be viewed as a religion in some context, because its questions are more open, but not strictly closed, as in Abrahamic religions, and therefore less dogmatic. Buddhists do not believe that their teachings are the words of a Supernatural Deity, which cannot be changed, modernized and adapted to new circumstances, but the words of the Buddha, who was just an enlightened person. The very fact of this enlightenment is a distinctive element between him and you.

Everyone sees different. What people are taught is how they adapt to life. What may be red to one, is green to another, but they still consider it red. People believe whatever they are told to. This leads to the disasters in the world today. And what will teach us to adapt to them?

This fuzzification of faith has developed in parallel to increasing ignorance of biblical teaching and growing skepticism as to whether that teaching as it stands may properly be called the Word of God. Is there a connection? Yes. When the church ceases to treat the Bible as a final standard of spiritual truth and wisdom, it is going to wobble between maintaining its tradition in a changing world and adapting to that world, and as the wobbles go on, uncertainty as to what is the real substance of faith and the proper way of embracing it and living it out will inevitably increase.

Scheffer said a new ethnic underclass of immigrants had formed, and it was much too insular, rejecting the values that knit together Dutch society and creating new, damaging social divisions. There wasn’t enough insistence on immigrants adapting; teachers even questioned the relevance of teaching immigrant children Dutch history, and a whole generation of these children were being written off under a pretence of tolerance. Scheffer said there was no place in Holland for a culture that rejected the separation of church and state and denied rights to women and homosexuals. He foresaw social unrest.

depatterning factor.” There are times in the evolution of a species when the old patterns no longer avail, and the radical, potentially innovative perceptions and behaviors that psychedelics sometimes inspire may offer the best chance for adaptation. Think of it as a neurochemically induced source of variation in a population.

Strawberries first shaped my view of a world full of gifts simply scattered at your feet. A gift comes to you through no action of your own, free, having moved toward you without your beckoning. It is not a reward; you cannot earn it, or call it to you, or even deserve it. And yet it appears. Your only role is to be open-eyed and present. Gifts exist in a realm of humility and mystery—as with random acts of kindness, we do not know their source. The plant has in fact been up all night assembling little packets of sugar and seeds and fragrance and color, because when it does so its evolutionary fitness is increased. When it is successful in enticing an animal such as me to disperse its fruit, its genes for making yumminess are passed on to ensuing generations with a higher frequency than those of the plant whose berries were inferior. The berries made by the plant shape the behaviors of the dispersers and have adaptive consequences. What I mean of course is that our human relationship with strawberries is transformed by our choice of perspective. It is human perception that makes the world a gift. When we view the world this way, strawberries and humans alike are transformed. The relationship of gratitude and reciprocity thus developed can increase the evolutionary fitness of both plant and animal.

In the most ordinary terms, egolessness is a flexible identity. It manifests as inquisitiveness, as adaptability, as humor, as playfulness. It is our capacity to relax with not knowing, not figuring everything out, with not being at all sure about who we are, or who anyone else is, either. Every moment is unique, unknown, completely fresh.

Fairy tales are much more than silly bedtime stories. The solution to almost any problem imaginable can be found in the outcome of a fairy tale. Sadly, these timeless tales are no longer relevant in our society. We have traded their brilliant teachings for small-minded entertainment like television and video games. The only exposure to the tales some children acquire are versions bastardised by film companies. These ‘adaptations’ are usually stripped of every moral and lesson these stories were intended to teach. I(Mrs.Peters) recently read that films were being created depicting Cinderella as a struggling hip hop singer and Sleeping Beauty as a warrior princess battling zombies!

Much of what it takes to succeed in school, at work, and in one’s community consists of cultural habits acquired by adaptation to the social environment. Such cultural adaptations are known as “cultural capital.” Segregation leads social groups to form different codes of conduct and communication. Some habits that help individuals in intensely segregated, disadvantaged environments undermine their ability to succeed in integrated, more advantaged environments. At Strive, a job training organization, Gyasi Headen teaches young black and Latino men how to drop their “game face” at work. The “game face” is the angry, menacing demeanor these men adopt to ward off attacks in their crime-ridden, segregated neighborhoods. As one trainee described it, it is the face you wear “at 12 o’clock at night, you’re in the ‘hood and they’re going to try to get you.”102 But the habit may freeze it into place, frightening people from outside the ghetto, who mistake the defensive posture for an aggressive one. It may be so entrenched that black men may be unaware that they are glowering at others. This reduces their chance of getting hired. The “game face” is a form of cultural capital that circulates in segregated underclass communities, helping its members survive. Outside these communities, it burdens its possessors with severe disadvantages. Urban ethnographer Elijah Anderson highlights the cruel dilemma this poses for ghetto residents who aspire to mainstream values and seek responsible positions in mainstream society.103 If they manifest their “decent” values in their neighborhoods, they become targets for merciless harassment by those committed to “street” values, who win esteem from their peers by demonstrating their ability and willingness to insult and physically intimidate others with impunity. To protect themselves against their tormentors, and to gain esteem among their peers, they adopt the game face, wear “gangster” clothing, and engage in the posturing style that signals that they are “bad.” This survival strategy makes them pariahs in the wider community. Police target them for questioning, searches, and arrests.104 Store owners refuse to serve them, or serve them brusquely, while shadowing them to make sure they are not shoplifting. Employers refuse to employ them.105 Or they employ them in inferior, segregated jobs. A restaurant owner may hire blacks as dishwashers, but not as wait staff, where they could earn tips.

Why not just tell my parents the boarding school thing wasn't working out, and go home? That offer had been on the table from the beginning, after all. I could live at home forever, growing white-haired and teaching piano and taking in stray cats until the neighborhood children started weaving tales of my tragic past and my story was adapted for Lifetime Television.

I’ve seen this before in human families, in the interplay of sisters. After all, there are three girls in my family. The firstborn girl knows that she is clearly in charge; tall and direct, upright and efficient, she creates the template for everyone else to follow. That’s the corn sister. There’s not room for more than one corn woman in the same house, so the middle sister is likely to adapt in different ways. This bean girl learns to be flexible, adaptable, to find a way around the dominant structure to get the light that she needs. The sweet baby sister is free to choose a different path, as expectations have already been fulfilled. Well grounded, she has nothing to prove and finds her own way, a way that contributes to the good of the whole.

Xenoglossophobia, or foreign-language anxiety, is a growing field of psychological study that routinely finds factors such as test apprehension, nervousness in a classroom setting and a fear of making mistakes can have hugely detrimental effects on the learning experiences. By adapting teaching methods accordingly, new languages could be opened up to anyone, regardless of any innate skill.

Jung made clear that far from simply rejecting society’s norms and “dropping out,” “individuators” had a responsibility to create new values and achieve new levels of inner discipline. Although “individuation is exclusive adaptation to inner reality and hence an allegedly ‘mystical’ process,” society has a right to “condemn the individuant if he fails to create equivalent values, for he is a disease.”14 Individuating means “stepping over into solitude, into the cloister of the inner self . . . inner adaptation leads to the conquest of inner realities, from which values are won for the reparation of the collective. Individuation remains a pose so long as no positive values are created. Whosoever is not creative enough must re-establish collective conformity . . . otherwise he remains an empty waster and windbag . . . society has a right to expect realizable values . . . ”15 Jung’s terminology sounds abstract, but his meaning is simple. It’s not enough to withdraw from society and seek your own salvation, your own individuation. The individuator must return to society (“collectivity”) to contribute his or her new insights, his or her new values, which must be at least equal to if not greater than the norm.

Pressure is expectation, scrutiny and consequence,’ says Gilbert Enoka. ‘Under pressure, your attention is either diverted or on track. If you’re diverted, you have a negative emotional response and unhelpful behaviour. That means you’re stuck. That means you’re overwhelmed.’ On the other hand, if your attention is on track you have situational awareness and you execute accurately. You are clear, you adapt and you overcome.

(“Becoming cultured” and “being adjusted to the social group” are taken almost as synonymous.) Either way, it follows that you can teach people anything; you can adapt them to anything if you use the right techniques of “socializing” or “communicating.” The essence of “human nature” is to be pretty indefinitely malleable. “Man,” as C. Wright Mills suggests, is what suits a particular type of society in a particular historical stage. This

A Good Group A good group is better than a spectacular group. When leaders become superstars, the teacher outshines the teaching. Very few superstars are down-to-earth. Fame breeds fame, and before long they get carried away with themselves. Then they fly off center and crash. The wise leader settles for good work and then lets others have the floor. The leader does not take all the credit for what happens and has no need for fame. A moderate ego demonstrates wisdom.

Ramses. I had long since resigned myself to the impossibility of teaching Emerson the proper subjects of conversation before the servants. Wilkins is not resigned; but there is nothing he can do about it. Not only does Emerson rant on and on about personal matters at the dinner table, but he often consults Wilkins and John. Wilkins has a single reply to all questions: “I really could not say, sir.” John, who had never been in service before he came to us, had adapted very comfortably to Emerson’s habits.

When Nanabozho, the Anishinaabe Original Man, our teacher, part man, part manido, walked through the world, he took note of who was flourishing and who was not, of who was mindful of the Original Instructions and who was not. He was dismayed when he came upon villages where the gardens were not being tended, where the fishnets were not repaired and the children were not being taught the way to live. Instead of seeing piles of firewood and caches of corn, he found the people lying beneath maple trees with their mouths wide open, catching the thick, sweet syrup of the generous trees. They had become lazy and took for granted the gifts of the Creator. They did not do their ceremonies or care for one another. He knew his responsibility, so he went to the river and dipped up many buckets of water. He poured the water straight into the maple trees to dilute the syrup. Today, maple sap flows like a stream of water with only a trace of sweetness to remind the people both of possibility and of responsibility. And so it is that it takes forty gallons of sap to make a gallon of syrup.* * Adapted from oral tradition and Ritzenthaler and Ritzenthaler, 1983.

A philosophy: Kids (and adults) do well if they can. A mantra: Challenging behavior occurs when the demands and expectations being placed upon a child outstrip the skills he has to respond adaptively. Knowledge: Traditional school discipline does not teach skills or help kids solve problems. Some goals: Significantly improve your understanding of the challenging kids in your classroom and school. Create mechanisms for responding to their needs proactively rather than emergently. A mission: If we were going to start doing right by the challenging kids in our school, what would that look like?

Force and Conflict The leader who understands how process unfolds uses as little force as possible and runs the group without pressuring people. When force is used, conflict and argument follow. The group field degenerates. The climate is hostile, neither open nor nourishing. The wise leader runs the group without fighting to have things a certain way. The leader’s touch is light. The leader neither defends nor attacks. Remember that consciousness, not selfishness, is both the means of teaching and the teaching itself. Group members will challenge the ego of one who leads egocentrically. But one who leads selflessly and harmoniously will grow and endure.

The fundamental problem with learning mathematics is that while the number sense may be genetic, exact calculation requires cultural tools—symbols and algorithms—that have been around for only a few thousand years and must therefore be absorbed by areas of the brain that evolved for other purposes. The process is made easier when what we are learning harmonizes with built-in circuitry. If we can’t change the architecture of our brains, we can at least adapt our teaching methods to the constraints it imposes. For nearly three decades, American educators have pushed “reform math,” in which children are encouraged to explore their own ways of solving problems. Before reform math, there was the “new math,” now widely thought to have been an educational disaster. (In France, it was called les maths modernes and is similarly despised.) The new math was grounded in the theories of the influential Swiss psychologist Jean Piaget, who believed that children are born without any sense of number and only gradually build up the concept in a series of developmental stages. Piaget thought that children, until the age of four or five, cannot grasp the simple principle that moving objects around does not affect how many of them there are, and that there was therefore no point in trying to teach them arithmetic before the age of six or seven.

I'm not sparring with you." "Why?" His brow knits in confusion. "You have a better teacher? I have heard that Emettero is teaching you a variety of new techniques, since venin adapt to our fighting styles so quickly." "He is. But I'm not sparring with you because I really want to kick your ass." I shake my head, my braid catching slightly on the mat beneath me. "Oh, you think you can hurt me." His slow grin makes me narrow my eyes. I shift a hand and whip a dagger from a sheath at my ribs, putting it against the warm skin of his throat, right along the swirling lines of his relic. "I don't need to dignify that comment with a response." Fuck him. I make sure my shields are down so he hears it. His eyes flare with something that looks like pride, and he leans into the blade.

You and I know how to stay alive in an urban community. As humans, we are genetically encoded to adapt to many environments when given proper teaching from more experienced humans. We know not to talk to strangers, not to cross on the red light, and not to leave the doors unlocked. Most of us are more or less successful and only occasionally make a life-threatening mistake. Some of us may have an additional set of survival skills, depending on our circumstances. We can live with a debilitating disease, be shot into space and live in a capsule, or survive summer camp. After summer camp, we are still the same people we were before summer camp, except now we know write our name in our underware, not chew gum found under the bed, and to stay away from things that look like sticks but are, in fact, snakes.

Institutionalized Buddhism throughout Asia not only has a doctrinal commitment to rebirth but also has an economic and political one. In contrast to most Tibetan lamas, for whom the belief in the doctrine of rebirth is essential to the continuing authority of their institutions in exile, other Asian Buddhists in the West have felt freer to adapt their teachings to suit the needs of a secular and skeptical audience whose interest in the dharma is as a way of finding meaning here and now rather than after death. One will search in vain for any discussion of rebirth in the numerous writings of Thich Nhat Hanh, for example. Although he comes from a country (Vietnam) in which the belief is deeply rooted, he now seems to be moving toward a view that equates karma with some form of genetic inheritance and transmissioṇ

Great Discourse on Blessings AT one time the Exalted One was living in Jeta Grove. A certain deity of astounding beauty approached the Exalted One and said: Many deities and humans have pondered on blessings. Tell me the blessings supreme. The Buddha replied: To associate not with the foolish, to be with the wise, to honor the worthy ones this is a blessing supreme. To reside in a suitable location, to have good past deeds done, to set oneself in the right direction this is a blessing supreme. To be well spoken, highly trained, well educated, skilled in handicraft, and highly disciplined, this is a blessing supreme. To be well caring of mother, of father, to look after spouse and children, to engage in a harmless occupation, this is a blessing supreme. Outstanding behavior, blameless action, open hands to all relatives and selfless giving, this is a blessing supreme. To cease and abstain from evil, to avoid intoxicants, to be diligent in virtuous practices, this is a blessing supreme. To be reverent and humble, content and grateful, to hear the Dharma at the right time, this is a blessing supreme. To be patient and obedient, to visit with spiritual people, to discuss the Dharma at the right time, this is a blessing supreme. To live austerely and purely, to see the noble truths, and to realize nirvana, this is the blessing supreme. A mind unshaken when touched by the worldly states, sorrowless, stainless, and secure, this is the blessing supreme. Those who have fulfilled all these are everywhere invincible; they find well-being everywhere, theirs is the blessing supreme. adapted from MANGALA SUTTA, translated by Gunaratana Mahathera

In the earlier part of this essay I made the remark that Pantheism as a religion is almost entirely modern. The context, however, clearly showed what was meant; for several pages have been occupied with indications of the ideas and teaching of individual Pantheists from Xenophanes to Spinoza. But we do not usually take much note of a religion that is confined to one or two men in an age. If it dies out we treat it merely as a curiosity, or an intellectual puzzle, like the dreams of Jacob Boehme, or the atheistic ecclesiasticism of Comte. But, if it afterwards shows symptoms of unexpected adaptation to the mental and moral conditions of a newer world, and if, on account of this adaptation, it gains a hold on men who are neither philosophers nor metaphysicians, but only religious, it demands our consideration on far other grounds than those of intellectual curiosity.

It is not as easy as you think,” she replied. “In the first place, my orders would not be carried out unless they were the kind of orders which could be carried out. You know with what prudence and circumspection I act in the promulgation of my laws. I examine the circumstances, I take advice, I consult the enlightened part of the people, and in this way I find out what sort of effect my laws will have. And when I am already convinced in advance of good approval, then I issue my orders, and have the pleasure of observing what you call blind obedience. That is the foundation of unlimited power. But, believe me, they will not obey blindly when orders are not adapted to the opinion of the people.” She was aware that aspects of her personal life were criticized; her reply was that her life had been unique. “Before I became what I am today, I was thirty-three years the same as other people. It is only thirty years since I have become what they are not, and that teaches one to live.” After

Now, for the preacher, the chief of these secondary sources is the testimony of the sacred Scriptures. Their authority as our rule of faith is inferred immediately from their inspired character; for if God is perfect truth, as must be assumed, or else all search for truth anywhere is preposterous; and if the Bible is God’s word, then it is infallible, and of course authoritative over the soul. But is the inspiration of the Bible self-evident to its readers? I answer, it is not immediately self-evident – that is to say, the proposition, “The Bible is inspired,” is not axiomatic – but it is readily found to be true upon bringing the internal and external evidences of it under the light of our self-consciousness, our mental and our moral intuitions. This is but saying that God, in revealing himself to man, has clothed his revelation with an amount of reasonable and moral evidence adapted to the creature’s nature, and sufficient, when inspected, to produce a perfect conviction. Thereupon the word of God assumes its place as of plenary authority over the soul in the department of which it professes to teach, that of our religious beliefs, duties, and redemption.

The earliest commentaries on Scripture had been of this discursive nature, being addresses by word of mouth to the people, which were taken down by secretaries, and so preserved. While the traditionary teaching of the Church still preserved the vigour and vividness of its Apostolical origin, and spoke with an exactness and cogency which impressed an adequate image of it upon the mind of the Christian Expositor, he was able to allow himself free range in handling the sacred text, and to admit into the comment his own particular character of mind, and his spontaneous and individual ideas, in the full security, that, however he might follow the leadings of his own thoughts in unfolding the words of Scripture, his own deeply fixed views of Catholic truth would bring him safe home, without overstepping the limits of truth and sobriety. Accordingly, while the early Fathers manifest a most remarkable agreement in the principles and the substance of their interpretation, they have at the same time a distinctive spirit and manner, by which each may be known from the rest. About the vith or viith century this originality disappears; the oral or traditionary teaching, which allowed scope to the individual teacher, became hardened into a written tradition, and henceforward there is a uniform invariable character as well as substance of Scripture interpretation. Perhaps we should not err in putting Gregory the Great as the last of the original Commentators; for though very numerous commentaries on every book of Scripture continued to be written by the most eminent doctors in their own names, probably not one interpretation of any importance would be found in them which could not be traced to some older source. So that all later comments are in fact Catenas or selections from the earlier Fathers, whether they present themselves expressly in the form of citations from their volumes, or are lections upon the Lesson or Gospel for the day, extempore indeed in form, but as to their materials drawn from the previous studies and stores of the expositor. The latter would be better adapted for the general reader, the former for the purposes of the theologian.

Even as the feminine principle was venerated for its fertile, life-giving properties, there are also many examples of Goddesses who embodied the entire life process: birth, life, death, and regeneration. This is important because it can be tempting to romanticise the Goddess as a sort of angelic Fairy Godmother or abundant Good Mother. The feminine principle is more complex and more powerful than that. There are many stories from mythology that tell of the different faces of the Goddess. One such myth tells of the ancient Sumerian goddess who “outweighed, overshadowed, and outlasted them all . . .Inanna, Queen of Heaven.”[xxvi] This story originated in ancient Mesopotamia, five or six thousand years ago. In the myth, Inanna, who rules as queen over the upper world (birth and life), decides to visit Ereshkigal, queen of the Underworld (death and transformation). As Inanna descends into her sister’s realm, she is stripped of all the symbols of her upper world sovereignty, so that she comes before Ereshkigal naked and bowed low. Her enforced stay in the Underworld and the return after three days predates the Christian story by thousands of years. It is one of the first stories of ritual descent from the realm of life to the realm of death and the return to life after a time of incubation in the Underworld. This is also the theme of most ancient initiation rituals like the Orphic mysteries, the Eleusinian mysteries, and of much of the Egyptian sacred teachings. At the time when the story of Inanna’s journey first appeared, the increasingly male dominated Sumerian culture was separating from earlier matrilineal forms. Before the descent myth, another story tells how Inanna, in order to rule, had to take power from the God, Enki, assuming his symbols of sovereignty as her own. Ereshkigal, queen of the Underworld, represents the archaic feminine, the dark mysteries of the older religion which had been sent underground. The descent story can, therefore, be understood as Inanna balancing her heroic victories in the upper (masculine) world by reconnecting with the rhythms and cycles of the under (feminine) world. Based on clinical experience, one analyst called this a “pattern of a woman’s passage from cultural adaptation to an encounter with her essential nature”.

The information in this topic of decision making and how to create and nurture it, is beneficial to every cop in their quest to mastering tactics and tactical decision making and are a must read for every cop wanting to be more effective and safe on the street. My purpose is to get cops thinking about this critical question: In mastering tactics shouldn’t we be blending policy and procedure with people and ideas? It should be understandable that teaching people, procedures helps them perform tasks more skillfully doesn’t always apply. Procedures are most useful in well-ordered situations when they can substitute for skill, not augment it. In complex situations, in the shadows of the unknown, uncertain and unpredictable and complex world of law enforcement conflict, procedures are less likely to substitute for expertise and may even stifle its development. Here is a different way of putting it as Klein explains: In complex situations, people will need judgment skills to follow procedures effectively and to go beyond them when necessary.3 For stable and well-structured tasks i.e. evidence collection and handling, follow-up investigations, booking procedures and report writing, we should be able to construct comprehensive procedure guides. Even for complex tasks we might try to identify the procedures because that is one road to progress. But we also have to discover the kinds of expertise that comes into play for difficult jobs such as, robbery response, active shooter and armed gunman situations, hostage and barricade situations, domestic disputes, drug and alcohol related calls and pretty much any other call that deals with emotionally charged people in conflict. Klein states, “to be successful we need both analysis (policy and procedure) and intuition (people and ideas).”4 Either one alone can get us into trouble. Experts certainly aren’t perfect, but analysis can fail. Intuition isn’t magic either. Klein defines intuition as, “ways we use our experience without consciously thinking things out”. Intuition includes tacit knowledge that we can’t describe. It includes our ability to recognize patterns stored in memory. We have been building these patterns up all our lives from birth to present, and we can rapidly match a situation to a pattern or notice that something is off, that some sort of anomaly is warning us to be careful.5

MY PROCESS I got bullied quite a bit as a kid, so I learned how to take a punch and how to put up a good fight. God used that. I am not afraid of spiritual “violence” or of facing spiritual fights. My Dad was drafted during Vietnam and I grew up an Army brat, moving around frequently. God used that. I am very spiritually mobile, adaptable, and flexible. My parents used to hand me a Bible and make me go look up what I did wrong. God used that, as well. I knew the Word before I knew the Lord, so studying Scripture is not intimidating to me. I was admitted into a learning enrichment program in junior high. They taught me critical thinking skills, logic, and Greek Mythology. God used that, too. In seventh grade I was in school band and choir. God used that. At 14, before I even got saved, a youth pastor at my parents’ church taught me to play guitar. God used that. My best buddies in school were a druggie, a Jewish kid, and an Irish soccer player. God used that. I broke my back my senior year and had to take theatre instead of wrestling. God used that. I used to sleep on the couch outside of the Dean’s office between classes. God used that. My parents sent me to a Christian college for a semester in hopes of getting me saved. God used that. I majored in art, advertising, astronomy, pre-med, and finally English. God used all of that. I made a woman I loved get an abortion. God used (and redeemed) that. I got my teaching certification. I got plugged into a group of sincere Christian young adults. I took courses for ministry credentials. I worked as an autism therapist. I taught emotionally disabled kids. And God used each of those things. I married a pastor’s daughter. God really used that. Are you getting the picture? San Antonio led me to Houston, Houston led me to El Paso, El Paso led me to Fort Leonard Wood, Fort Leonard Wood led me back to San Antonio, which led me to Austin, then to Kentucky, then to Belton, then to Maryland, to Pennsylvania, to Dallas, to Alabama, which led me to Fort Worth. With thousands of smaller journeys in between. The reason that I am able to do the things that I do today is because of the process that God walked me through yesterday. Our lives are cumulative. No day stands alone. Each builds upon the foundation of the last—just like a stairway, each layer bringing us closer to Him. God uses each experience, each lesson, each relationship, even our traumas and tragedies as steps in the process of becoming the people He made us to be. They are steps in the process of achieving the destinies that He has encoded into the weave of each of our lives. We are journeymen, finding the way home. What is the value of the journey? If the journey makes us who we are, then the journey is priceless.

The “Tall Tree” Fairness Test We can imagine the advantages and disadvantages that shape our lives as similar to the natural environment that shapes a tree as it grows. A tree growing on an open, level field grows straight and tall, toward the sun; a tree that grows on a hillside will also grow toward the sun—which means it will grow at an angle. The steeper the hill, the sharper the angle of the tree, so if we transplant that tree to the level field, it’s going to be a totally different shape from a tree native to that field. Both are adapted to the environment where they grew. We can infer the shape of the environment where a tree grew by looking at the shape of the tree. White men grow on an open, level field. White women grow on far steeper and rougher terrain because the field wasn’t made for them. Women of color grow not just on a hill, but on a cliffside over the ocean, battered by wind and waves. None of us chooses the landscape in which we’re planted. If you find yourself on an ocean-battered cliff, your only choice is to grow there, or fall into the ocean. So if we transplant a survivor of the steep hill and cliff to the level field, natives of the field may look at that survivor and wonder why she has so much trouble trusting people, systems, and even her own bodily sensations. Why is this tree so bent and gnarled? It’s because that is what it took to survive in the place where she grew. A tree that’s fought wind and gravity and erosion to grow strong and green on a steep cliff is going to look strange and out of place when moved to the level playing field. The gnarled, wind-blown tree from an oceanside cliff might not conform with our ideas of what a tree should look like, but it works well in the context where it grew. And that tall straight tree wouldn’t stand a chance if it was transplanted to the cliffside. 19 One kind of adversity: How many white parents do you know who explicitly teach their children to keep their hands in sight at all times and always say “Yes, sir” and “No, ma’am” if they are stopped by the police? That’s just standard operating procedure for a lot of African American parents. Black parents in America grow their kids differently, because the landscape their kids are growing in requires it. The stark difference between how people of color are treated by police and how white people are treated results in white people thinking black people are ridiculous for being afraid of the police. We can’t see the ocean, so when black people tell us, “We do this to avoid falling into the ocean,” we don’t understand. But just because we can’t see it doesn’t mean it’s not there. How can we tell? By looking at the shape of the tree. Trees that grow at an angle grew on the side of a hill. People who are afraid of the police grew up in a world where the police are a threat. 20 Just because the road looks flat doesn’t mean it is. Just because you can’t see the ocean doesn’t mean it’s not there. You can infer the landscape by looking at the shapes of the people who grew in those environments. Instead of wondering why they aren’t thriving on the level playing field, imagine how the field can be changed to allow everyone to thrive.

In short, we much struggle with the meaning of learning within our discipline and how best to cultivate and recognize it. For that task, we don't need routine experts who know all the right procedures but adaptive ones who can apply fundamental principles to all the situations and students they are likely to encounter, recognizing when invention is both possible and necessary and that there is no single 'best way' to teach.

A good teacher always try to adapt the simplest teaching methods to make a student to understand the difficult things.

As Berne noted, we teach our children all the pastimes, rituals, and procedures they need to adapt to our culture and get by in life, and we spend a lot of time choosing their schools and activities, yet we don’t teach them about games, an unfortunate but realistic feature of the dynamics of every family and institution.

I think I took him to the beach that winter's day to show him that it offered a truer image of the human condition. One's foundations continually shift here; the sea regularly breaks through in new places, constantly forming new inlets, closing off old ones, running in new currents. The beach teaches us the need to adapt continually to change, always to be watching for undertows and rogue waves, to dance nimbly along its edges. If I have learned anything from living here, it is that this world is not geared for large answers, and certainly not for final ones.

The social institutions and attitudes inherited from earlier times and maintained with increasing rigidity made it difficult to adapt to changing circumstances or to create new political and economic institutions which would facilitate such an adaption. An attitude towards unbelievers that varied from condescension in good times, to hostility and mistrust in bad times, made it difficult to learn from them, or even to understand them, at a time when it was the West, and not as previously the Islamic world, that had something to teach.

However, there is the danger in all broad categorizations, such as the classification of Buddhist teachings as self-empty or other-empty, that they obscure or prevent attempts to look seriously at the more subtle aspects of the issues at hand. In particular, to categorize certain masters as proponents of self-emptiness or other-emptiness may obstruct our view on the often individual and specific presentations of these masters. Moreover, such categorizations do not take into account that many masters comment on scriptures from different systems, such as Yogacara and Madhyamaka, in quite different ways that accord with the backgrounds of these systems. Also, since the teaching styles of individual masters are usually adapted to the capacities and needs of individual disciples, they may teach very different things in different situations.

The Word of God and the doctrinal teaching of the Church are still heard, but souls that desire to turn toward God and to offer him the true sacrifice of praise and adoration are no longer impressed by liturgies that are too horizontal, anthropocentric, and festive, often resembling noisy, popular cultural events. The media have totally invaded the Mass and transformed it into a spectacle, when actually it is the Holy Sacrifice, the memorial of the death of Jesus on the Cross for the salvation of our souls. The sense of mystery disappears through changes, permanent adaptations that are decided on autonomously and individually so as to seduce our modern, profane mentalities that are marked by sin, secularism, relativism, and the rejection of God.

My job, as I saw it, was to teach the children how to live within homes and communities. They had to learn how to adapt their behavior so that it would be acceptable to the society in which they lived. They could not, for instance, continue to spit or masturbate in public; these actions would earn them ridicule or isolation, and they much be taught to control them or substitute other, more acceptable behavior.

After more than half a century of its more or less constant companionship, one’s self—this ever-present voice in the head, this ceaselessly commenting, interpreting, labeling, defending I—becomes perhaps a little too familiar. I’m not talking about anything as deep as self-knowledge here. No, just about how, over time, we tend to optimize and conventionalize our responses to whatever life brings. Each of us develops our shorthand ways of slotting and processing everyday experiences and solving problems, and while this is no doubt adaptive—it helps us get the job done with a minimum of fuss—eventually it becomes rote. It dulls us. The muscles of attention atrophy.

that you cannot turn a non-social animal into a social one. Your focus should be teaching people with autism/AS to adapt to the social world around them, while still retaining the essence of who they are, including their autism/AS. Learning social survival skills is important, but I cannot be something I am not. Social

Girls learn to smile early, and many cultures teach girls explicitly to “put on a pretty face.” It is a way of soothing the people around us, a facial adaptation to the expectation that we put others first, preserve social connections, and hide our disappointment, frustration, anger, or fear. We are expected to be more accommodating and less assertive or dominant. As girls’ smiles become less authentic, so, too, does their understanding of themselves.

The hard times don’t kill us. They teach us how to adapt.

A great teacher assesses the impact of their teaching as they go along and adapts their teaching according to the information they glean. A great teacher is a readily flexible, ultra-adaptable ‘chameleon teacher’.

Romanists teach that the Church, as an external, visible society, consisting of those who profess the Christian religion, united in communion of the same sacraments and subjection to lawful pastors, and especially to the Pope of Rome, is divinely appointed to be the infallible teacher of men in all things pertaining to faith and practice. It is qualified for this office by the plenary revelation of the truth in the written and unwritten word of God, and by the supernatural guidance of the Holy Spirit vouchsafed to the bishops as official successors of the Apostles, or, to the Pope as the successor of Peter in his supremacy over the whole Church, and as vicar of Christ on earth. There is something simple and grand in this theory. It is wonderfully adapted to the tastes and wants of men. It relieves them of personal responsibility. Everything is decided for them.

In my experience, teaching is about sensitivity and adaptation.

The plants adapt, the people adopt.

To gain a first was to receive a passkey that was supposed to open doors at the top — especially in the Civil Service, in the Diplomatic Service, and in similar public careers. Historical research was only one of those many doors, and by no means the most important one. Here, the English preference for the talented all-rounder — the adaptable and gentlemanly member of a ruling class — made itself plain. Most holders of firsts did not expect to stay in Oxford or in other centers of research and teaching. They made their way to the wider world. Nor was the final examination itself — and the undergraduate teaching that prepared for it — designed to foster any special skills in research. The essays that were written for tutors every week were usually read out to them at the beginning of the tutorial. They were twenty minutes to half an hour long and were expected to be successful rhetorical performances. They were trial runs for the answers that were expected in the final examination. One was encouraged to "think on ones feet" — to give quick (even entertaining) answers to complex questions, even if these answers bordered on the flip and the facile. These were the virtues of civil servants and journalists.

QUESTION: What about natural consequences? ANSWER: Natural consequences aren’t all that different from adult-imposed consequences. Both adult-imposed consequences (e.g., stickers, time-outs, losing privileges) and natural consequences (e.g., if you don’t share your toys with your friend, he won’t want to play with you; if you touch the hot stove, you’ll get burned) are very powerful and very persuasive. Both types of consequences teach kids how you want them to behave and motivate them to behave adaptively. But if a kid is lacking skills rather than motivation, and if the kid already knows how you want him to behave, then neither type of consequence is going to get you very far. Again, the vast majority of kids with concerning behaviors I’ve worked with over the years had already endured more adult-imposed and natural consequences than most of us will experience in our lifetimes. If all those consequences were going to work, they would have worked a long time ago.

Arrhythmias are additional common causes of problems and death, and the heart can also be damaged by infections, birth defects, drugs, and faulty wiring. But atherosclerosis is by far the leading culprit, and chronically high blood pressure, hypertension, is a close second. Hypertension is a silent condition that relentlessly strains the heart, arteries, and various organs. At least 100,000 times a day, the heart forces about five liters of blood through thousands of miles of arteries that resist each squeeze, generating pressure. When we exercise, blood pressure rises temporarily, causing the heart’s muscular chambers to adapt, mostly by becoming stronger, larger, and more elastic so it can pump more blood with each stroke.30 Just as important, arteries also adapt to exercise to keep blood pressure low, primarily by expanding, multiplying, and staying elastic.31 However, when blood pressure is chronically high, the heart defends itself by developing thicker muscular walls. These thicker walls stiffen and fill with scar tissue, and eventually the heart weakens. A vicious cycle then ensues. As the heart’s ability to pump blood declines, it becomes harder to exercise and thus control high blood pressure. Blood pressure may rise as the heart progressively weakens until the failing heart cannot support or sustain a normal blood pressure. Death usually ensues. Coronary artery disease is ancient and has even been diagnosed in mummies.32 But research on nonindustrial populations provides powerful evidence that coronary artery disease and hypertension are largely evolutionary mismatches. Although many medical textbooks teach doctors that it’s normal for blood pressure to rise with age, we have known since the 1970s this is not true among hunter-gatherer populations like the San and the Hadza.33 The average blood pressure in a seventy-year-old San hunter-gatherer is 120/67, no different from a twenty-year-old. Lifelong low blood pressure also characterizes many subsistence farming populations. My colleagues Rob Shave and Aaron Baggish and I measured more than a hundred Tarahumara farmers of every age and found no difference in blood pressure between teenagers and octogenarians.34 By the same token, blood pressure can also stay normal into old age among industrialized people who eat sensibly and stay active.35

As Plutarch said of Socrates: [He] did not set up desks for his students, sit in a teacher’s chair, or reserve a prearranged time for lecturing and walking with his pupils. No, he practiced philosophy while joking around (when the chance arose) and drinking and serving on military campaigns and hanging around the marketplace with some of his students, and finally, even while under arrest and drinking the hemlock. He was the first to demonstrate that our lives are open to philosophy at all times and in every aspect, while experiencing every emotion, and in each and every activity. As with teaching and leadership and philosophy, so too with parenting. You can be a parent anywhere. You can be a parent every minute of every day to anybody and everybody. You can be that parent in the same way that Socrates taught—by example, by getting down to their level, by being open, and by adapting to the situation at hand.

As with teaching and leadership and philosophy, so too with parenting. You can be a parent anywhere. You can be a parent every minute of every day to anybody and everybody. You can be that parent in the same way that Socrates taught—by example, by getting down to their level, by being open, and by adapting to the situation at hand.

Remember, at the preschool stage, the emphasis should be on creating a nurturing and stimulating environment rather than formal academics. Focus on fostering a love for learning, curiosity, and exploration. Enjoy this precious time with your preschooler and adapt your approach based on their unique needs and interests.

Cancer is an expansionist disease; it invades through tissues, sets up colonies in hostile landscapes, seeking -sanctuary- in one organ and then immigrating to another. It lives desperately, inventively, fiercely, territorially, cannily, and defensively- at times, as if teaching us how to survive. To confront cancer is to encounter a parallel species, one perhaps more adapted to survival than even we are.

MASTER YOURSELF Love yourself and be awake— Today, tomorrow, always. First establish yourself in the way, Then teach others, And so defeat sorrow. To straighten the crooked You must first do a harder thing— Straighten yourself. You are your only master. Who else? Subdue yourself, And discover your master. adapted from the Dhammapada, translated by Thomas Byrom

It’s easy to see why the idea of controlled experiments on coronary care patients might make people queasy. What Archie Cochrane had the courage to understand is that the alternative to controlled experiments is uncontrolled experiments. These are worse, because they teach us little or nothing.

Mountain Lion moves fluidly, claims adequate rest, nurtures and teaches the young, is fiercely protective, territorial, graceful, walks softly on the Earth, and is highly perceptive to sound and smell. Its golden coat is like the rays of our creative and generative sun. As a transformational symbol, this feline embodies the power of creating what we want. This is balanced with harmonized communication and adaptability. Though an apex predator, the medicine of this animal encourages receptivity and self-reflection. I feared this creature at a deep, primal level, perhaps to be expected when we interface with how powerful we are and take responsibility for what we’ve been given.

The efforts to trace formal rhetorical devices back to Homer produced results conveniently available in the work known as De Vita et Poesi Homeri, which has come down to us among Plutarch's Moralia. The author sets out to prove that essentially everything in the form and content of literature, as well as in philosophical thought, was anticipated by Homer: figures of speech, adaptations of regular grammatical usage, figures of thought, styles of rhetoric, types of speech, and much else. The treatise lists about thirty-eight figures of speech and thought (there is some overlap between the two), and provides Homeric examples of each. It is significant that with a few exceptions (falling in the areas of military strategy and other practical aspects of culture) the author achieves his purpose without undue strain: all the figures identified by later teachers of rhetoric do occur in Homer, and the study testifies to the richness of the decorative features of Homeric style. This richness need not, of course, be the product of a sophisticated m d highly developed literary style, still less of a formal rhetorical teaching, and many of the figures are natural features of speech, found in the ordinary discourse of uneducated people. However, the frequency and variety of their occurrence within the conventional epic diction suggests that in this respect, as in all others, Homer is both making the fullest use of techniques developed by his predecessors and surpassing their achievement.