Alternative School Quotes

Socialism is an alternative to capitalism as potassium cyanide is an alternative to water.

Because salvation is by grace through faith, I believe that among the countless number of people standing in front of the throne and in front of the Lamb, dressed in white robes and holding palms in their hands (see Revelation 7:9), I shall see the prostitute from the Kit-Kat Ranch in Carson City, Nevada, who tearfully told me that she could find no other employment to support her two-year-old son. I shall see the woman who had an abortion and is haunted by guilt and remorse but did the best she could faced with grueling alternatives; the businessman besieged with debt who sold his integrity in a series of desperate transactions; the insecure clergyman addicted to being liked, who never challenged his people from the pulpit and longed for unconditional love; the sexually abused teen molested by his father and now selling his body on the street, who, as he falls asleep each night after his last 'trick', whispers the name of the unknown God he learned about in Sunday school. 'But how?' we ask. Then the voice says, 'They have washed their robes and have made them white in the blood of the Lamb.' There they are. There *we* are - the multitude who so wanted to be faithful, who at times got defeated, soiled by life, and bested by trials, wearing the bloodied garments of life's tribulations, but through it all clung to faith. My friends, if this is not good news to you, you have never understood the gospel of grace.

The hope was, people like me got to finally find our place in college or in the actual world. People who understood this told you that high school wasn't the actual world, that it was more like a temporary alternate reality you were forced to believe in for four years. A video game you played, where you could never get to the next level no matter how hard you tried.

Mr. Greer timed all our speeches with an oven timer. Things were nothing at Tribeca Alternative, considered one of Manhattan's finest prep schools, if not high tech.

A man who chooses between drinking a glass of milk and a glass of a solution of potassium cyanide does not choose between two beverages; he chooses between life and death. A society that chooses between capitalism and socialism does not choose between two social systems; it chooses between social cooperation and the disintegration of society. Socialism is not an alternative to capitalism; it is an alternative to any system under which men can live as human beings.

We have not noticed how fast the rest has risen. Most of the industrialized world--and a good part of the nonindustrialized world as well--has better cell phone service than the United States. Broadband is faster and cheaper across the industrial world, from Canada to France to Japan, and the United States now stands sixteenth in the world in broadband penetration per capita. Americans are constantly told by their politicians that the only thing we have to learn from other countries' health care systems is to be thankful for ours. Most Americans ignore the fact that a third of the country's public schools are totally dysfunctional (because their children go to the other two-thirds). The American litigation system is now routinely referred to as a huge cost to doing business, but no one dares propose any reform of it. Our mortgage deduction for housing costs a staggering $80 billion a year, and we are told it is crucial to support home ownership, except that Margaret Thatcher eliminated it in Britain, and yet that country has the same rate of home ownership as the United States. We rarely look around and notice other options and alternatives, convinced that "we're number one.

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

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.

Terror and rapture to Emily Dickinson are alternative words for "transport".

Like most things in the story the natural sciences can tell about the world, it’s all so beautiful, so gracefully simple, yet so rewardingly complex, so neatly connected—not to mention true—that I can’t even begin to imagine why anyone would ever want to believe some New Age ‘alternative’ nonsense instead. I would go so far as to say that even if we are all under the control of a benevolent God, and the whole of reality turns out to be down to some flaky spiritual ‘energy’ that only alternative therapists can truly harness, that’s still neither so interesting nor so graceful as the most basic stuff I was taught at school about how plants work.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.

forward-thinking teachers and school administrators across the country are creating a whole range of alternatives to cookie-cutter teaching and evaluation methods, such as the use of student portfolios and exhibitions in addition to conventional exams to assess students' progress.

Real life, however, is very different from school sums. There is usually more than one answer. Some answers are much better than others: they cost less, are more reliable or are more easy to implement. There is no reason at all for supposing that the first answer has to be the best one.

There are more and more visibly weird and freaky people in the world these days, and it’s high time we stop carrying forward the junior high school dynamic of excluding them all from our lives or worse . . . nailing them to some cross.

I’m sure if Socrates were alive today, and had to sit through even a single meeting discussing how to use data to inform instruction, he’d kill himself all over again.

I taught how to be sociable with ink on paper. I told my students that when they were writing they should be good dates on blind dates, should show strangers good times. Alternatively, they should run really nice whorehouses, come one, come all, although they were in fact working in perfect solitude. I said I expected them to do this with nothing but idiosyncratic arrangements in horizontal lines of twenty-six phonetic symbols, ten numbers, and maybe eight punctuation marks, because it wasn't anything that hadn't been done before. In 1996, with movies and TV doing such good jobs of holding the attention of literates and illiterates alike, I have to question the value of my very strange, when you think about it, charm school. There is this: Attempted seductions with nothing but words on paper are so cheap for would-be ink-stained Don Juans or Cleopatras!They don't have to get a bankable actor or actress to commit to the project, and then a bankable director, and so on, and then raise millions and millions of buckareenies from manic-depressive experts on what most people want. Still and all, why bother? Here's my answer: Many people need desperately to receive this message: "I feel and think much as you do, care about many of the things you care about, although most people don't care about them. You are not alone.

And I am proud, but mostly, I’m angry. I’m angry, because when I look around, I’m still alone. I’m still the only black woman in the room. And when I look at what I’ve fought so hard to accomplish next to those who will never know that struggle I wonder, “How many were left behind?” I think about my first-grade class and wonder how many black and brown kids weren’t identified as “talented” because their parents were too busy trying to pay bills to pester the school the way my mom did. Surely there were more than two, me and the brown boy who sat next to me in the hall each day. I think about my brother and wonder how many black boys were similarly labeled as “trouble” and were unable to claw out of the dark abyss that my brother had spent so many years in. I think about the boys and girls playing at recess who were dragged to the principal’s office because their dark skin made their play look like fight. I think about my friend who became disillusioned with a budding teaching career, when she worked at the alternative school and found that it was almost entirely populated with black and brown kids who had been sent away from the general school population for minor infractions. From there would only be expulsions or juvenile detention. I think about every black and brown person, every queer person, every disabled person, who could be in the room with me, but isn’t, and I’m not proud. I’m heartbroken. We should not have a society where the value of marginalized people is determined by how well they can scale often impossible obstacles that others will never know. I have been exceptional, and I shouldn’t have to be exceptional to be just barely getting by. But we live in a society where if you are a person of color, a disabled person, a single mother, or an LGBT person you have to be exceptional. And if you are exceptional by the standards put forth by white supremacist patriarchy, and you are lucky, you will most likely just barely get by. There’s nothing inspirational about that.

If the educational system can claim anything consistently it would be that it is masterful at evoking a destructive axis of boredom and anxiety accounting for the increasing levels of mental health problems in young people.

All global ambitions are based on a definition of productivity and the good life so alienated from common human reality that I am convinced it is wrong and that most people would agree with me if they could perceive an alternative. We might be able to see that if we regained a hold on a philosophy that locates meaning where meaning is genuinely to be found — in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built — then we would be so self-sufficient we would not even need the material “sufficiency” which our global “experts” are so insistent we be concerned about.

There is no religion and no philosophy that can give us a comprehensive answer to the whole of our problems, and the abandonment and isolation of the individual who is given no answer, or only inadequate answers, to his question lead to a situation in which more and more cheap, obvious solutions and answers are sought and provided. As, everywhere and in all departments of life, there are contradictory schools and parties, and an equal number of contradictory answers, one of the most frequent reactions is that modern man ceases to ask questions and takes refuge in a conception that considers only the most obvious, superficial aspects, and becomes skeptical, nihilistic, and egocentric. Or, alternatively, he tries to solve all his problems by plunging headlong into a collective situation and a collective conviction, and seeks to redeem himself in this way.

No teacher has the right to cure a child of making noises on a drum. The only curing that should be practiced is the curing of unhappiness.

People have to be able to access your businesses product or service. They have to notice your product or service among alternatives. And they have to feel an authentic connection.

Still not going back to school, I see.' 'I'm never going back,' I confess. 'A library's a pretty good alternative, then,' he says.

The only alternative to making mistakes is for someone to make all your decisions for you, in which case you will make their mistakes instead of your own.

I love these alternative schools! No one hassles me here over being a crazed, notorious serial killer!

Part of the major problem attending schizophrenia is what it is defined to be, that is, abnormal, rather than an altered state of consciousness that has a specific ecological function for the species. In the West such states are labeled as an illness and are almost always medicated. Most psychoactive drug use is proscribed for exactly the same reason . . . You must not extend perception further than the society wants it to go There are very few people in the West (and virtually none who are clinically schooled) who understand how to train someone in the use of that enhanced perception. Once such gating dynamics are labeled abnormal, accepted to be neuropathological, there is generally no alternative (in that system) except pharmaceutical suppression.

Deleuze says that Control societies are based on debt rather than enclosure; but there is a way in which the current education system both indebts and encloses students. Pay for your own exploitation, the logic insists – get into debt so you can get the same McJob you could have walked into if you’d left school at sixteen… Jameson

How many of us have read history, and shook our heads and puffed our chest, and said, “If I were alive during that period, I would never have done those things to those people!” Yet here we are, doing those things to those people.

Know what you’re working toward and eliminate debt, so that if you change your mind later it doesn’t kill you to know you have a hundred thousand dollar biology degree hanging in the kitchen of the tapas restaurant you just opened.

No matter where you are on the issue, there is no solution to it within a government school context, only perpetual conflict. The answer involves choice, competition and private alternatives. If you don't like what a business offers, you don't argue endlessly about it; you walk across the street. Why is this principle so complicated for some people?

Rome sees some bloke from the London School of Economics on the telly while he’s flicking through the channels. This chap makes the point that governments don’t actually do anything for us. The only thing that makes them boss is that they control all the currency. Historically, anyone proposing an alternative to cash is brutally suppressed, but then historically they haven’t got the Internet, which makes such things much easier to set up; much harder to crack down on.

Attempting to read many of the works set forth as resentment’s alternatives to the Canon, I reflect that these aspirants must believe they have spoken prose all their lives, or else that their sincere passions are already poems, requiring only a little overwriting.

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.

1.There are no rules, because life is made up of too many rules as it is 2.But there are three "guidelines" (which sounds less rigid than "rules"): a)No using our phones to get us there. We have to do this strictly old-school, which means learning to read actual maps b)We alternate choosing places to go, but we also have to be willing to go where the road takes us. This means the grand, the small, the bizarre, the poetic, the beautiful, the ugly, the surprising. Just like life. But absolutely, unconditionally, resolutely nothing ordinary. c)At each site, we leave something almost like an offering. It can be our own private game of geocaching( "the recreational activity of hunting for and finding a hidden object by means of GPS coordinates posted on a website"), only not a game, and just for us. The rules of geocaching say "takes something, leave something." The way I figure it, we stand to get something out of each place, so why not give something back? Also, it's a way to prove we've been there, and a way to leave a part of us behind.

Instead, they drew dragons. Big dragons, tiny dragons. Dragons destroying skyscrapers and dragons swimming with whales and dragons dancing on the head of a pin and dragons skidding down one arm of the Milky Way. Dragons in school desks. Dragons in cars. Dragons doing dishes. Dragons downing missiles. Dragons laying waste to armies or governments or home economics classrooms. There were no words. No explanations. No statements of intent. Just dragons.

It was my assumption that skilled teachers spent their days imparting important and meaningful knowledge to eager students. I also believed, as many of you do, that I didn’t remember or wasn’t good at the things we learned in high school because I didn’t pay close enough attention or didn’t work hard enough.

Alternatively, there are ‘political’ schools of history, slanted to discredit the actions of our past leaders, in order to support modern political movements. In all these cases, history is not an attempt to ascertain the truth, but a system of propaganda, devoted to the furtherance of modern projects, or the gratification of national vanity. Men can scarcely be blamed for not learning from the history they are taught. There is nothing to learn from it, because it is not true.

When an inner-city child is stuck in a school that doesn’t educate him, that is a tragedy. But the problem isn’t that other children get a better education—it’s that the government has created an educational system that often doesn’t educate, and that makes it virtually impossible for anyone but the affluent to seek out alternatives. Of

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

At a time of global instability we have become distanced from each other and the environment. We have lost the immediacy, comfort and truthfulness of the literal and actual, and need to find alternative ways to consume and connect. Hygge describes a way of being that introduces humanity and warmth in our homes, schools, workplaces, cities and nations.

If a law violates a person’s liberty, is it not our duty to disobey? Is it not your ethical responsibility to act? Did you not join this profession to help and serve kids?

Healing imagery is also problematic because it implies that the damage being done is primarily emotional. The goal becomes one of "getting along" better by being nicer and more tolerant toward one another, forgiving and forgetting, living in more authentic ways. I don’t object to this goal, but it ignores the fact that a lot of the trouble doesn’t begin and end with interpersonal relations and emotional wounds. Much of it is embedded in structures of power and inequality that shape almost every aspect of life in this society, from economics to politics to religion to schools and the family. The idea that we’re going to get out of this by somehow getting to a place where we’re kinder and more sensitive to one another ignores most of what we have to overcome. It sets us up to walk right past the trouble toward an alternative that doesn’t exist and can’t exist until we do something about what creates privilege and oppression in the first place. And that is something that needs to be changed, not healed.

Three things are required at a university: professional training, education of the whole man, research. For the university is simultaneously a professional school, a cultural center and a research institute. People have tried to force the university to choose between these three possibilities. They have asked what it is that we really expect the university to do. Since, so they say, it cannot do everything it ought to decide upon one of these three alternatives. It was even suggested that the university as such be dissolved, to be replaced by three special types of school: institutes for professional training, institutes for general education possibly involving a special staff, and research institutes. In the idea of the university, however, these three are indissolubly united. One cannot be cut off from the others without destroying the intellectual substance of the university, and without at the same time crippling itself. All three are factors of a living whole. By isolating them, the spirit of the university perishes.

It's beyond everything what's being done in the district, according to what this doctor tells me. He's a very intelligent fellow. And as I've told you before, I tell you again; it's not right for you not to go to the meetings, and altogether to keep out of the district business. If decent people won't go into it, of course it's bound to go all wrong. We pay the money, and it all goes in salaries, and there are no schools, not district nurses, nor midwives, nor drug-stores ---nothing [...] How can you think it a matter of no importance whether the peasant, whom you love as you assert...dies without help? The ignorant peasant-women starve the children, and the people stagnate in darkness, and are helpless in the hands of every village clerk, while you have at your disposal a means of helping them, and don't help them because to your mind it's of no importance." And Sergey Ivanovitch put before him the alternative: either you are so undeveloped that you can't see all that you can do , or you won't sacrifice your ease, your vanity, or whatever IT is, to do it.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.

When you're a demigod, you worry a lot about staying alive. You hardly ever think about old age. I'd been so focused on just making it out of high school, becoming an adult... but maybe that wasn't the ultimate goal. Getting old might be scary and difficult. It involved things I didn't wanna think about, like arthritis and varicose veins and hearing aids. But if you grew older with the people you loved, wasn't that better than any other alternative?

How else could we identify another weirdo or outlier? These symbols intimated a belief system, a way of thinking not just about music but about school and friends and politics and society. It was also a way to separate yourself, to feel bold or try on boldness without yet possessing it. A little inkling of the nonconformist person you could be—you wanted to be—but weren’t quite ready to commit to. I papered my walls with band posters and what little I could find in mainstream magazines about alternative and punk, maybe a picture of Babes in Toyland from Spin or Fugazi from Option. The iconoclast images and iconography covered my room, a jarring contrast to the preppy blue-and-white-striped wallpaper I’d insisted on in elementary school. I resented the parts of myself that were late to adopt coolness, late to learn—I wanted to have always possessed a savviness and sophistication, even though I clearly had neither.

Bob is talking about alternative people. Alternative beliefs and outlooks, alternative business and politics, alternative lifestyles and healthcare. alternative foods and fabrics, alternative child-rearing and schooling, alternative fuels and energies—alternative everything, basically, but not very alternative. These are alternatives within the established paradigm. not alternatives to it: a subherd running in parallel to the main body. Rather than detaching from their ego structures, alternative people merely reshape them along more heart-felt and self-centric lines, their multivarious goals and ideals reducing to personal happiness via the removal, avoidance and denial of unhappiness.

What can those people do who feel as I do about them, but have children stuck in them? On the whole, there seem to me three possibilities: (1) Help the child to cope with S-chool. (2) Help him to escape it. (3) Give him an alternative.

And there you sit, atop the smoking mountain of rubble that was once your home, covered in gray dust, cradling the mangled corpse of your little girl in your arms, looking south to a Mexican people who, in solidarity with you, have stopped riding Uber.

Fairy tales, fantasy, legend and myth...these stories, and their topics, and the symbolism and interpretation of those topics...these things have always held an inexplicable fascination for me," she writes. "That fascination is at least in part an integral part of my character — I was always the kind of child who was convinced that elves lived in the parks, that trees were animate, and that holes in floorboards housed fairies rather than rodents. You need to know that my parents, unlike those typically found in fairy tales — the wicked stepmothers, the fathers who sold off their own flesh and blood if the need arose — had only the best intentions for their only child. They wanted me to be well educated, well cared for, safe — so rather than entrusting me to the public school system, which has engendered so many ugly urban legends, they sent me to a private school, where, automatically, I was outcast for being a latecomer, for being poor, for being unusual. However, as every cloud does have a silver lining — and every miserable private institution an excellent library — there was some solace to be found, between the carved oak cases, surrounded by the well–lined shelves, among the pages of the heavy antique tomes, within the realms of fantasy. Libraries and bookshops, and indulgent parents, and myriad books housed in a plethora of nooks to hide in when I should have been attending math classes...or cleaning my room...or doing homework...provided me with an alternative to a reality I didn't much like. Ten years ago, you could have seen a number of things in the literary field that just don't seem to exist anymore: valuable antique volumes routinely available on library shelves; privately run bookshops, rather than faceless chains; and one particular little girl who haunted both the latter two institutions. In either, you could have seen some variation upon a scene played out so often that it almost became an archetype: A little girl, contorted, with her legs twisted beneath her, shoulders hunched to bring her long nose closer to the pages that she peruses. Her eyes are glued to the pages, rapt with interest. Within them, she finds the kingdoms of Myth. Their borders stand unguarded, and any who would venture past them are free to stay and occupy themselves as they would.

A teenager’s nature is not laziness, their preferred state is not ignorance, and it is not necessary for extrinsic motivation to be delivered by trained professionals in order to prevent them from bareknuckle boxing under a bridge in exchange for drugs and money.

I tend to agree with Robert Frost when he says, 'Education is the ability to listen to almost anything without losing your temper or your self-confidence.' By this definition, I don’t think anyone can claim that we are successfully educating this next generation.

Why were self-imposed abortions and reluctant acts of infanticide such common occurrences during slavery? Not because Black women had discovered solutions to their predicament, but rather because they were desperate. Abortions and infanticides were acts of desperation, motivated not by the biological birth process but by the oppressive conditions of slavery. Most of these women, no doubt, would have expressed their deepest resentment had someone hailed their abortions as a stepping stone toward freedom. During the early abortion rights campaign it was too frequently assumed that legal abortions provided a viable alternative to the myriad problems posed by poverty. As if having fewer children could create more jobs, higher wages, better schools, etc., etc. This assumption reflected the tendency to blur the distinction between abortion rights and the general advocacy of abortions. The campaign often failed to provide a voice for women who wanted the right to legal abortions while deploring the social conditions that prohibited them from bearing more children.

A movement narrowly concerned with pregnancy and birth which does not ask questions and demand answers about the lives of children, the priorities of government; a movement in which individual families rely on consumerism and educational privilege to supply their own children with good nutrition, schooling, health care can, while perceiving itself as progressive or alternative, exist only as a minor contradiction within a society most of whose children grow up in poverty and which places its highest priority on the technology of war.

In the field of medicine, Galen, the Alexandrian scientist, propounded a view that is still around, nowadays called 'alternative medicine.'It was taught in many medical schools until the mid-nineteenth century and now is becoming popular again. Human health is the result of the balance of humors, or temperaments. Physical exercise, bathing, and herbal remedies keep the four temperaments in balance, or restore balance, in case one, such as melancholia (depression), comes to dominate. Today's transactional psychiatry teaches much the same medical doctrine as Galen did.

The "old school" of wastewater treatment, still embraced by most government regulators and many academics, considers water to be a vehicle for the routine transfer of waste from on place to another. It also considers the accompanying organic material to be of little or no value. The "new school", on the other hand, sees water as a dwindling, precious resource that should not be polluted with waste; organic materials are seen as resources that should be constructively recycled. My research for this chapter included reviewing hundreds of research papers on alternative wastewater systems. I was amazed at the incredible amount of time and money that has gone into studying how to clean the water we have polluted with human excrement. In all of the research papers, without exception, the idea that we should simply stop defecating in water was never suggested.

Unschooling, at its core, vehemently rejects coercion, standardization, and the rigid grip of centralized systems. It stems from a profound understanding that education is, at its heart, a deeply personal journey—a journey undertaken by individuals who resist being confined to predetermined molds.

The slightly aberrational spouse was a status symbol, too. The husband who cooked. The wife who played golf. The husband who took his children to school. The wife who ran her own business. Of course, it was chancier with the women than with the men. You couldn't push it too far. The marathoner wife who made partner - perhaps. The wife who could benchpress her own weight and made the cover of Fortune - too emasculating. The men, on the other hand, got unlimited mileage out of performing so-called women's tasks as long as they also had substantial disposable income and significant business cards.

I am a cuddly atheist... I am against creationism being taught in schools because there is empirical evidence that it is a silly notion... I am passionately concerned about the rise in pseudo-science; in beliefs in alternative medicine; in creationism. The idea that somehow it is based on logic, on rational arguments, but it's not. It doesn't stand up to empirical evidence. In the same way in medicine, alternative medicines like homeopathy or new age therapies – reiki healing – a lot of people buy into it and it grates against my rationalist view of the world. There is no evidence for it. It is deceitful. It is insidious. I feel passionately about living in a society with a rationalist view of the world. I will be vocal on issues where religion impacts on people's lives in a way that I don't agree with – if, for instance, in faith schools some of the teaching of religion suggests the children might have homophobic views or views that are intolerant towards other belief systems... I am totally against, for example, bishops in the House of Lords. Why should someone of a particular religious faith have some preferential treatment over anyone else? This notion that the Church of England is the official religion of the country is utterly outmoded now.

At school, at home, in bars, I was an emotional contortionist, alternating between awkward self-aggrandizing and trying to win favor so as to fit in. When I wrote, I let myself be dead honest, flaws and all. But I was myself, I felt real. I went inside myself when a pen was in my hand and enjoyed that space in there.

At school, the news that Pia Kolvenbach was moving to England and that her parents were divorcing had circulated with lightening speed. Suddenly I was no longer ostracized for being the Potentially Exploding Girl, but the new attention was worse. I could tell that the girls who sidled up to me and asked with faux-sympathetic smiles whether it was true were doing it on the basis of discussions they had heard between their own parents, to who they would report back like scouts. Soon there would be nothing left of me at all, nothing real: I would be a walking piece of gossip, alternatively tragic and appalling and, worse of all, a poor thing.

More pertinent, however, is that capitalism tends to stultify the worker’s creativity, his human urge for self-expression, freedom, mutually respectful interaction with others, recognition of his self-determined sense of self, recognition of himself as a self rather than an object, a means to an end. Karl Marx called it “alienation.” Capitalism alienates the worker—and the capitalist—from his “fundamental human need” for “self-fulfilling and creative work,” “the exercise of skill and craftsmanship,”8 in addition to his fundamental desire to determine himself (whence comes the desire to dismantle oppressive power-relations and replace them with democracy). Alternative visions of social organization thus arise, including Robert Owen’s communitarian socialism, Charles Fourier’s associationist communalism, Proudhon’s mutualism (a kind of anarchism), Marx’s communism, Bakunin’s collectivist anarchism, Kropotkin’s anarchist communism, Anton Pannekoek’s council communism, and more recently, Murray Bookchin’s libertarian municipalism, Michael Albert’s participatory economics, Takis Fotopoulos’s inclusive democracy, Paul Hirst’s associationalism, and so on. Each of these schools of thought differs from the others in more or less defined ways, but they all have in common the privileging of economic and social cooperation and egalitarianism.

Carl Menger, the father of the Austrian school of economics and founder of marginal analysis in economics, came up with an understanding of the key property that leads to a good being adopted freely as money on the market, and that is salability—the ease with which a good can be sold on the market whenever its holder desires, with the least loss in its price.

Samantha: Listen, you need to get your head around the demographics of this place. So first of all you’ve got your blue collars—tradies, we call them. We’ve got a lot of tradies in Pirriwee. Like my Stu. Salt of the earth. Or salt of the sea, because they all surf, of course. Most of the tradies grew up here and never left. Then you’ve got your alternative types. Your dippy hippies. And in the last ten years or so, all these wealthy execs and banker wankers have moved in and built massive McMansions up on the cliffs. But! There’s only one primary school for all our kids! So at school events you’ve got a plumber, a banker and a crystal healer standing around trying to make conversation. It’s hilarious. No wonder we had a riot.

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

And evolution gets bumped down even further when it comes to deciding not whether it’s true, but whether it should be taught in the public schools. Nearly two-thirds of Americans feel that if evolution is taught in the science classroom, creationism should be as well. Only 12 percent—one in eight people—think that evolution should be taught without mentioning a creationist alternative. Perhaps the “teach all sides” argument appeals to the American sense of fair play, but to an educator it’s truly disheartening. Why teach a discredited, religiously based theory, even one widely believed, alongside a theory so obviously true? It’s like asking that shamanism be taught in medical school alongside Western medicine, or astrology be presented in psychology class as an alternative theory of human behavior.

If you ask the other John and Peggy (my parents) how they’ve managed to stay married for well over half a century, they’ll credit an uncompromising level of honesty with each other. If you press them, though, you’ll learn that their commitment to the truth did not extend to their children. Indeed, when it came to raising three boys on a public school teachers salary, my parents lied like rugs./ It was a strange sort of snobbery to develop at such an early age - this sympathy for the more fortunate - but that’s precisely what my parents engendered. With duplicity and guile, they Turn envy to pity. By the time I was eleven, I felt nothing but compassion for classmates of mine who had been forced to wear the latest fashions. Sadly, they had no older cousins to provide them with a superior wardrobe of “softer, sturdier, broken-in alternatives.

Hundreds of habits influence our days—they guide how we get dressed in the morning, talk to our kids, and fall asleep at night; they impact what we eat for lunch, how we do business, and whether we exercise or have a beer after work. Each of them has a different cue and offers a unique reward. Some are simple and others are complex, drawing upon emotional triggers and offering subtle neurochemical prizes. But every habit, no matter its complexity, is malleable. The most addicted alcoholics can become sober. The most dysfunctional companies can transform themselves. A high school dropout can become a successful manager. However, to modify a habit, you must decide to change it. You must consciously accept the hard work of identifying the cues and rewards that drive the habits’ routines, and find alternatives. You must know you have control and be self-conscious enough to use it

For that school is so busied with the particles that it hardly attends to the structure, while the others are so lost in admiration of the structure that they do not penetrate to the simplicity of nature. These kinds of contemplation should therefore be alternated and taken by turns, so that the understanding may be rendered at once penetrating and comprehensive, and the inconveniences above mentioned, with the idols which proceed from them, may be avoided.

A government that controls education will never teach us to stand up for our rights. A government that is responsible for the development of young minds will teach them what to think, not how to think. A government that can control what we know, and what we don’t know, can control what we do. Government schools will never teach an alternative to blind allegiance. The consequences of government education are far-reaching, profound, and compounded with each generation.

I try not to be old. I try not to think, When I was your age..., but often, I do remember when I was their age. I enjoyed school; I loved learning and worked hard. Most people I went to school with did too. We partied hard, but we still showed up to class and did what we had to do. An alarming number of my students don't seem to want to be in college. They are in school because they don't feel they have a choice or have nothing better to do; because their parents are making them attend college; because, like most of us, they've surrendered to the rhetoric that to succeed in this country you need a college degree. They are not necessarily incorrect. And yet, all too often, I find myself wishing I could teach more students who actually want to be in school, who don't resent the education being foisted upon them. I wish there were viable alternatives for students who would rather be anywhere but in a classroom. I wish, in all things, for a perfect world.

I saw the Negro schools in Charlotte, saw, on street corners, several of their alumnae, and read about others who had been sentenced to the chain gang. This solved the mystery of just what made Negro parents send their children out to face mobs. White people do not understand this because they do not know, and do not want to know, that the alternative to this ordeal is nothing less than a lifelong ordeal. Those Negro parents who spend their days trembling for their children and the rest of their time praying that their children have not been too badly damaged inside, are not doing this out of “ideals” or “convictions” or because they are in the grip of a perverse desire to send their children where “they are not wanted.” They are doing it because they want the child to receive the education which will allow him to defeat, possibly escape, and not impossibly help one day abolish the stifling environment in which they see, daily, so many children perish.

Whatever the final cost of HS2, all those tens of billions could clearly buy lots of things more generally useful to society than a quicker ride to Birmingham. Then there is all the destruction of the countryside. A high-speed rail line offers nothing in the way of charm. It is a motorway for trains. It would create a permanent very noisy, hyper-visible scar across a great deal of classic British countryside, and disrupt and make miserable the lives of hundreds of thousands of people throughout its years of construction. If the outcome were something truly marvellous, then perhaps that would be a justifiable price to pay, but a fast train to Birmingham is never going to be marvellous. The best it can ever be is a fast train to Birmingham. Remarkably, the new line doesn’t hook up to most of the places people might reasonably want to go to. Passengers from the north who need to get to Heathrow will have to change trains at Old Oak Common, with all their luggage, and travel the last twelve miles on another service. Getting to Gatwick will be even harder. If they want to catch a train to Europe, they will have to get off at Euston station and make their way half a mile along the Euston Road to St Pancras. It has actually been suggested that travelators could be installed for that journey. Can you imagine travelling half a mile on travelators? Somebody find me the person who came up with that notion. I’ll get the horsewhip. Now here’s my idea. Why not keep the journey times the same but make the trains so comfortable and relaxing that people won’t want the trip to end? Instead, they could pass the time staring out the window at all the gleaming hospitals, schools, playing fields and gorgeously maintained countryside that the billions of saved pounds had paid for. Alternatively, you could just put a steam locomotive in front of the train, make all the seats inside wooden and have it run entirely by volunteers. People would come from all over the country to ride on it. In either case, if any money was left over, perhaps a little of it could be used to fit trains with toilets that don’t flush directly on to the tracks, so that when I sit on a platform at a place like Cambridge or Oxford glumly eating a WH Smith sandwich I don’t have to watch blackbirds fighting over tattered fragments of human waste and toilet paper. It is, let’s face it, hard enough to eat a WH Smith sandwich as it is.

Squatters. The dispossessed. The water rats. Denizens of the deep, citizens of the shallows. And a lot of them were interested in trying something different, including which authorities they gave their consent to be governed by. Hegemony had drowned, so in the years after the flooding there was a proliferation of cooperatives, neighborhood associations, communes, squats, barter, alternative currencies, gift economies, solar usufruct, fishing village cultures, mondragons, unions, Davy’s locker freemasonries, anarchist blather, and submarine technoculture, including aeration and aquafarming. Also sky living in skyvillages that used the drowned cities as mooring towers and festival exchange points; containerclippers and townships as floating islands; art-not-work, the city regarded as a giant collaborative artwork; blue greens, amphibiguity, heterogeneticity, horizontalization, deoligarchification; also free open universities, free trade schools, and free art schools.

There are two schools of thought about Chappaquiddick: liberals generally tend to ignore the subject and resent any mention of it, and conservatives believe that Teddy was directly responsible for the death of Mary Jo Kopechne and lied about it, and the “liberal” media helped to cover up his crime. The facts suggest a third alternative: Chappaquiddick represented the political assassination of Edward Kennedy, orchestrated by the same forces responsible for the deaths of John and Robert Kennedy.

Forget about showering with my fellow students in Tribeca Alternative’s prison-style showers—one nozzle for four to six girls at a time—in the locker room. It was impossible to work up a sweat during what passed for physical education class at TAHS, so there was no need to shower, anyway. Well, impossible for me, considering that, in the past, whenever a volleyball or whatever came near me, I’d always make sure to step calmly away to avoid it. See? No sweat. No need for a shower. Problem solved.

I'd heard about the traffic accidnet on the radio after I'd dropped Abbot off at school. I heard about the accident, that there were mutiple fatalities, an oil tanker ablaze, and the backed-up traffic on the interstate, and I had one simple though : I would take an alternate route. That was it, I would take an alternate route. Worse, I felt lucky - not because I was alive and others were dead but because I'd caught the update in time to avoid the exit ramp that would have landed me in he thick of it.

Currently, the only widely available alternative to a local public school is a parochial school. Only churches have been in a position to subsidize schooling on a large scale and only subsidized schooling can compete with “free” schooling. (Try selling a product that someone else is giving away!) The voucher plan would produce a much wider range of alternatives—unless it was sabotaged by excessively rigid standards for “approval.” The choice among public schools themselves would be greatly increased. The

The second broad principle is that government power must be dispersed. If government is to exercise power, better in the county than in the state, better in the state than in Washington. If I do not like what my local community does, be it in sewage disposal, or zoning, or schools, I can move to another local community, and though few may take this step, the mere possibility acts as a check. If I do not like what my state does, I can move to another. If I do not like what Washington imposes, I have few alternatives in this world of jealous nations.

What, then, would it mean to imagine a system in which punishment is not allowed to become the source of corporate profit? How can we imagine a society in which race and class are not primary determinants of punishment? Or one in which punishment itself is no longer the central concern in the making of justice? An abolitionist approach that seeks to answer questions such as these would require us to imagine a constellation of alternative strategies and institutions, with the ultimate aim of removing the prison from the social and ideological landscapes of our society. In other words, we would not be looking for prisonlike substitutes for the prison, such as house arrest safeguarded by electronic surveillance bracelets. Rather, positing decarceration as our overarching strategy, we would try to envision a continuum of alternatives to imprisonment—demilitarization of schools, revitalization of education at all levels, a health system that provides free physical and mental care to all, and a justice system based on reparation and reconciliation rather than retribution and vengeance. The creation of new institutions that lay claim to the space now occupied by the prison can eventually start to crowd out the prison so that it would inhabit increasingly smaller areas of our social and psychic landscape. Schools can therefore be seen as the most powerful alternative to jails and prisons. Unless the current structures of violence are eliminated from schools in impoverished communities of color—including the presence of armed security guards and police—and unless schools become places that encourage the joy of learning, these schools will remain the major conduits to prisons. The alternative would be to transform schools into vehicles for decarceration.

Goal-setting fixates us on the future, and is closely related to the notion that there is a ladder of success we must climb. We choose our GCSEs at school based on the A Levels we think we must like, based on what we think we will want to do at university, based on what job we are aiming for, based on what promotions will be available … in order to reach … what? There is no final plateau that is reached: instead, we have relentlessly focused forward while life has slipped by and happened in the meantime. An alternative thought may be helpful: to be guided by a sense of what’s enjoyable.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

If Paul brought the first generation of Christians the useful skills of a trained theologian, Origen was the first great philosopher to rethink the new religion from first principles. As his philosophical enemy, the anti-Christian Porphyry, summed it up, he 'introduced Greek ideas to foreign fables' -- that is, gave a barbarous eastern religion the intellectual respectability of a philosophical defense. Origen was also a phenomenon. As Eusebius put it admiringly, 'even the facts from his cradle are worth mentioning'. Origen came from Alexandria, the second city of the empire and then it's intellectual centre; his father's martyrdom left him an orphan at seventeen with six younger brothers. He was a hard working prodigy, at eighteen head of the Catechetical School, and already trained as a literary scholar and teacher. But at this point, probably in 203, he became a religious fanatic and remained one for the next fifty years. He gave up his job and sold his books to concentrate on religion. he slept on the floor, ate no meat, drank no wine, had only one coat and no shoes. He almost certainly castrated himself, in obedience to the notorious text, Matthew 19:12, 'there are some who have made themselves eunuchs for the kingdom of heaven's sake.' Origen's learning was massive and it was of a highly original kind: he always went back to the sources and thought through the whole process himself. This he learned Hebrew and, according to Eusebius, 'got into his possession the original writings extant among the Jews in the actual Hebrew character'. These included the discovery of lost texts; in the case of the psalms, Origen collected not only the four known texts but three others unearthed, including 'one he found at Jericho in a jar'. The result was an enormous tome, the Hexapla, which probably existed in only one manuscript now lost, setting out the seven alternative texts in parallel columns. He applied the same principles of original research to every aspect of Christianity and sacred literature. He seems to have worked all day and though most of the night, and was a compulsive writer. Even the hardy Jerome later complained: 'Has anyone read everything Origen wrote?'

I attended a master’s program at a nearby university some years later I was able to visit the Carlisle Historical Society and learn the truth about Indian schools and the Carlisle Indian Industrial School in particular: how they broke up families, erased Native culture, victimized vulnerable children, and hired out students for backbreaking labor to nearby farms and households in a system that was eerily reminiscent of chattel slavery. This exploitative school system became the basis for the fictional combat school system in the alternate historical timeline of Dread Nation. Because if well-meaning Americans could do such a thing to an already wholly subjugated community in a time of peace, what would they do in a time of desperation?

One aspect of our fragmentation is the gaps between sectors of our cities and neighborhoods; businesses, schools, social service organizations, churches, government operate mostly in their own worlds. Each piece is working hard on its own purpose, but parallel effort added together does not make a community. Our communities are separated into silos; they are a collection of institutions and programs operating near one another but not overlapping or touching. This is important to understand because it is this dividedness that makes it so difficult to create a more positive or alternative future—especially in a culture that is much more interested in individuality and independence than in interdependence. The work is to overcome this fragmentation.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

Self-Love Self-love is the quality that determines how much we can be friends with ourselves and, day to day, remain on our own side. When we meet a stranger who has things we don’t, how quickly do we feel ourselves pitiful, and how long can we remain assured by the decency of what we have and are? When another person frustrates or humiliates us, can we let the insult go, able to perceive the senseless malice beneath the attack, or are we left brooding and devastated, implicitly identifying with the verdict of our enemies? How much can the disapproval or neglect of public opinion be offset by the memory of the steady attention of significant people in the past? In relationships, do we have enough self-love to leave an abusive union? Or are we so down on ourselves that we carry an implicit belief that harm is all we deserve? In a different vein, how good are we at apologizing to a lover for things that may be our fault? How rigidly self-righteous do we need to be? Can we dare to admit mistakes or does an admission of guilt or error bring us too close to our background sense of nullity? In the bedroom, how clean and natural or alternatively disgusting and unacceptable do our desires feel? Might they be a little odd, but not for that matter bad or dark, since they emanate from within us and we are not wretches? At work, do we have a reasonable, well-grounded sense of our worth and so feel able to ask for (and properly expect to get) the rewards we are due? Can we resist the need to please others indiscriminately? Are we sufficiently aware of our genuine contribution to be able to say no when we need to?

Richard Lovelace makes a compelling case that the best defense is a good offense. “The ultimate solution to cultural decay is not so much the repression of bad culture as the production of sound and healthy culture,” he writes. “We should direct most of our energy not to the censorship of decadent culture, but to the production and support of healthy expressions of Christian and non-Christian art.”10 Public protests and boycotts have their place. But even negative critiques are effective only when motivated by a genuine love for the arts. The long-term solution is to support Christian artists, musicians, authors, and screenwriters who can create humane and healthy alternatives that speak deeply to the human condition. Exploiting “Talent” The church must also stand against forces that suppress genuine creativity, both inside and outside its walls. In today’s consumer culture, one of the greatest dangers facing the arts is commodification. Art is treated as merchandise to market for the sake of making money. Paintings are bought not to exhibit, nor to grace someone’s home, but merely to resell. They are financial investments. As Seerveld points out, “Elite art of the New York school or by approved gurus such as Andy Warhol are as much a Big Business today as the music business or the sports industry.”11 Artists and writers have been reduced to “talent” to be plugged into the manufacturing process. That approach may increase sales, but it will suppress the best and highest forms of art. In the eighteenth century, the world nearly lost the best of Mozart’s music because the adults in the young man’s life treated him primarily as “talent” to exploit.

Often, when I went out for breakfast on Sunday morning, at the Mediterranean place around the corner, I was seated by a dancer who’d been a year ahead of me at school and waited on by a painter who’d been two years ahead. At night, Don and I could meet Lauren for Thai food, or Leigh and Allison for gin and tonics at the Rat Pack–era bar on Bedford and watch an alternative circus, which involved one college friend of mine eating fire, another clowning in the style of Jacques Lecoq, another riding a unicycle and playing trombone. For me, this was heaven, heaven that could only be improved by Jenny moving in down the street. For Jenny, though, it turned out this was hell. She had cast off such childish things. Heaven was, she told me, eyes shining, driving to a large supermarket and unloading a week’s worth of groceries directly into her apartment from her designated parking spot.

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

The instinctive attraction of the daughters of high society to noble ideals was probably reinforced by an idea that, in dedicating themselves to the Church, they could escape the sometimes grim realities of marriage. It was not only the problem of volatile husbands raised in a society that prized aggressive masculinity and constant pregnancy; there was also the painful fact that only a few of the numerous babies would survive to adulthood. Against these harsh realities, the new monastic communities offered an appealing alternative, a rigid but somehow delicious atmosphere similar to that of a girls' boarding school. To a virgin, this must have seemed attractive, and to a teenage Roman widow weighing the dangers of a second marriage, it must have seemed positively utopian. And, of course, there was the chance to do good work. We should not underestimate the delight that these women found in being able to pool their resources in trying to better the lot of the city's poor.

Terminology, control measures and formats must all be learned. We must speak a common language if we are to continue to be the cohesive Corps that we are. The Basic School and subsequent schools must continue to stress a common language that is understood by all Marines so that we fight as a single team. Teamwork has long been our trademark. It is indispensable. But first the student must learn to think creatively, to innovate, and to do the things that will most quickly seek out the enemy’s weak spots and undo him. Learning to think in that fashion is fundamental. That is what this course is about: the fundamentals. Once these fundamentals are learned, that is, once the student has begun to think clearly about how best to undo his adversary, once he has been rewarded in the classroom or the field for creative thought, the careful weighing of alternatives and risks followed by boldness in decision-making, he will then be ready to study definitions, control measures and formats. He will grasp their meaning more rapidly, for he will have a context in which to place them. They will be more than mere words and symbols.

How had I come to this? I had kept unswervingly to the path placed before me, had tried to be exactly what I was expected to be, had done exactly what I was expected to do -- yet, instead of winning the expected reward, here I was stumbling along, holding on desperately to one of my eyes in order to keep from bursting out my brain against some familiar object swerved into my path by my distorted vision. And now to drive me wild I felt suddenly that my grandfather was hovering over me, grinning triumphantly out of the dark. I simply could not endure it. For, despite my anguish and anger, I knew of no other way of living, nor other forms of success available to such as me. I was so completely a part of that existence that in the end I had to make my peace. It was either that or admit that my grandfather had made sense. Which was impossible, for though I still believed myself innocent, I saw that the only alternative to permanently facing the world of Trueblood and the Golden Day was to accept the responsibility for what had happened. Somehow, I convinced myself, I had violated the code and thus would have to submit to punishment. Dr. Bledsoe is right, I told myself, he's right; the school and what it stands for have to be protected. There was no other way, and no matter how much I suffered I would pay my debt as quickly as possible and return to building my career . . .

Perhaps things have changed since. So all I know is that it was much the same weather when I left as when I came, so far as I was capable of knowing what the weather was. And I had been under the weather so long, under all weathers, that I could tell quite well between them, my body could tell between them and seemed even to have its likes, its dislikes. I think I stayed in several rooms one after the other, or alternately, I don’t know. In my head there are several windows, that I do know, but perhaps it is always the same one, open variously on the parading universe. The house was fixed, that is perhaps what I mean by these different rooms. House and garden were fixed, thanks to some unknown mechanism of compensation, and I, when I stayed still, as I did most of the time, was fixed too, and when I moved, from place to place, it was very slowly, as in a cage out of time, as the saying is, in the jargon of the schools, and out of space too to be sure. For to be out of one and not out of the other was for cleverer than me, who was not clever, but foolish. But I may be quite wrong. And these different windows that open in my head, when I grope again among those days, really existed perhaps and perhaps do still, in spite of my being no longer there, I mean there looking at them, opening them and shutting them, or crouched in a corner of the room marvelling at the things they framed.

Perhaps things have changed since. So all I know is that it was much the same weather when I left as when I came, so far as I was capable of knowing what the weather was. And I had been under the weather so long, under all weathers, that I could tell quite well between them, my body could tell between them and seemed even to have its likes, its dislikes. I think I stayed in several rooms one after the other, or alternately, I don’t know. In my head there are several windows, that I do know, but perhaps it is always the same one, open variously on the parading universe. The house was fixed, that is perhaps what I mean by these different rooms. House and garden were fixed, thanks to some unknown mechanism of compensation, and I, when I stayed still, as I did most of the time, was fixed too, and when I moved, from place to place, it was very slowly, as in a cage out of time, as the saying is, in the jargon of the schools, and out of space too to be sure. For to be out of one and not out of the other was for cleverer than me, who was not clever, but foolish. But I may be quite wrong. And these different windows that open in my head, when I grope again among those days, really existed perhaps and perhaps do still, in spite of my being no longer there, I mean there looking at them, opening them and shutting them, or crouched in a corner of the room marvelling at the things they framed.

Plants have long been, and still are, humanity’s primary medicines. They possess certain attributes that pharmaceuticals never will: 1) their chemistry is highly complex, too complex for resistance to occur — instead of a silver bullet (a single chemical), plants often contain hundreds to thousands of compounds; 2) plants have developed sophisticated responses to bacterial invasion over millions of years — the complex compounds within plants work in complex synergy with each other and are designed to deactivate and destroy invading pathogens through multiple mechanisms, many of which I discuss in this book; 3) plants are free; that is, for those who learn how to identify them where they grow, harvest them, and make medicine from them (even if you buy or grow them yourself, they are remarkably inexpensive); 4) anyone can use them for healing — it doesn’t take 14 years of schooling to learn how to use plants for your healing; 5) they are very safe — in spite of the unending hysteria in the media, properly used herbal medicines cause very few side effects of any sort in the people who use them, especially when compared to the millions who are harmed every year by pharmaceuticals (adverse drug reactions are the fourth leading cause of death in the United States, according to the Journal of the American Medical Association); and 6) they are ecologically sound. Plant medicines are a naturally renewable resource, and they don’t cause the severe kinds of environmental pollution that pharmaceuticals do — one of the factors that leads to resistance in microorganisms and severe diseases in people.

Disparity, Education and Economy Every dollar spent on luxury is a dollar of disparity. Citizens of earth could force big tech to pay their employees fair wages tomorrow, if they just stop buying their fancy, overpriced products and go for humbler alternatives unless the companies bring down their disparities in salary. The CEO may enjoy certain benefits of their position, but not until those working at the bottom can afford the fundamentals of life for their family. I'll say it to you plainly. An employee wronged is a company wronged. You see, trying to build a disparity-free economy pursuing revenue is like trying to achieve pregnancy through vasectomy. So long as greed drives the economy, it's not economy, but catastrophe. So long as greed drives the industries, it's not industrialization, it is vandalization. Ambition to climb the ladder of status so that you could be on the affluent side of disparity, is no ambition of a civilized human, it's the ambition of a caveman. So, before you pursue an ambition in life, educate yourself on a civilized definition of ambition. Yet the situation in our world is so pathetic that that's exactly the kind of ambition educational institutes sell. Schools and universities don't teach you to build a civilized society free from disparity, they teach you clever tactics to be on the affluent side of disparity. This is not education, this is castration. Concern for the society should be the bedrock of education - collective welfare should be the bedrock of economy - if not, we might as well start living as hobos on the streets, because with greed as the driving principle of education and economy, sooner or later all of us will end up on the streets.

(6) Doubt about new schools. Is this not all a pipe dream? Private schools now are almost all either parochial schools or elite academies. Will the effect of the voucher plan simply be to subsidize these, while leaving the bulk of the slum dwellers in inferior public schools? What reason is there to suppose that alternatives will really arise? The reason is that a market would develop where it does not exist today. Cities, states, and the federal government today spend close to $100 billion a year on elementary and secondary schools. That sum is a third larger than the total amount spent annually in restaurants and bars for food and liquor. The smaller sum surely provides an ample variety of restaurants and bars for people in every class and place. The larger sum, or even a fraction of it, would provide an ample variety of schools. It would open a vast market that could attract many entrants, both from public schools and from other occupations. In the course of talking to various groups about vouchers, we have been impressed by the number of persons who said something like, "I have always wanted to teach [or run a school] but I couldn't stand the educational bureaucracy, red tape, and general ossification of the public schools. Under your plan, I'd like to try my hand at starting a school." Many of the new schools would be established by nonprofit groups. Others would be established for profit. There is no way of predicting the ultimate composition of the school industry. That would be determined by competition. The one prediction that can be made is that only those schools that satisfy their customers will survive—just as only those restaurants and bars that satisfy their customers survive. Competition would see to that.

Interestingly enough, creative geniuses seem to think a lot more like horses do. These people also spend a rather large amount of time engaging in that favorite equine pastime: doing nothing. In his book Fire in the Crucible: The Alchemy of Creative Genius, John Briggs gathers numerous studies illustrating how artists and inventors keep their thoughts pulsating in a field of nuance associated with the limbic system. In order to accomplish this feat against the influence of cultural conditioning, they tend to be outsiders who have trouble fitting into polite society. Many creative geniuses don’t do well in school and don’t speak until they’re older, thus increasing their awareness of nonverbal feelings, sensations, and body language cues. Einstein is a classic example. Like Kathleen Barry Ingram, he also failed his college entrance exams. As expected, these sensitive, often highly empathic people feel extremely uncomfortable around incongruent members of their own species, and tend to distance themselves from the cultural mainstream. Through their refusal to fit into a system focusing on outside authority, suppressed emotion, and secondhand thought, creative geniuses retain and enhance their ability to activate the entire brain. Information flows freely, strengthening pathways between the various brain functions. The tendency to separate thought from emotion, memory, and sensation is lessened. This gives birth to a powerful nonlinear process, a flood of sensations and images interacting with high-level thought functions and aspects of memory too complex and multifaceted to distill into words. These elements continue to influence and build on each other with increasing ferocity. Researchers emphasize that the entire process is so rapid the conscious mind barely registers that it is happening, let alone what is happening. Now a person — or a horse for that matter — can theoretically operate at this level his entire life and never receive recognition for the rich and innovative insights resulting from this process. Those called creative geniuses continuously struggle with the task of communicating their revelations to the world through the most amenable form of expression — music, visual art, poetry, mathematics. Their talent for innovation, however, stems from an ability to continually engage and process a complex, interconnected, nonlinear series of insights. Briggs also found that creative geniuses spend a large of amount of time “doing nothing,” alternating episodes of intense concentration on a project with periods of what he calls “creative indolence.” Albert Einstein once remarked that some of his greatest ideas came to him so suddenly while shaving that he was prone to cut himself with surprise.