Apples And Education Quotes

Down through the ages and in the whole world, Watt and Newton cannot have been the only ones to notice the steam from a boiling kettle or observe an apple fall. Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, said the headmaster.

Going to school- picking an apple Getting an education- eating it

A farmer friend of mine told me recently about a busload of middle school children who came to his farm for a tour. The first two boys off the bus asked, "Where is the salsa tree?" They thought they could go pick salsa, like apples and peaches. Oh my. What do they put on SAT tests to measure this? Does anybody care? How little can a person know about food and still make educated decisions about it? Is this knowledge going to change before they enter the voting booth? Now that's a scary thought.

Dad on Child-rearing: "There's no education superior to travel. Think of The Motorcycle Diaries, or what Montrose St. Millet wrote in Ages of Exploration: 'To be still is to be stupid. To be stupid is to die.' And so we shall live. Every Betsy sitting next to you in a classroom will only know Maple Street on which sits her boxy white house, inside of which whimper her boxy white parents. After your travels, you'll know Maple Street, sure, but also wilderness and ruins, carnivals and the moon. You'll know the man sitting on an apple crate outside a gas station in Cheerless, Texas, who lost his legs in Vietnam, the woman in the tollboth outside Dismal, Delaware, in possession of six children, a husband with black lung but no teeth. When a teacher asks the class to interpret Paradise Lost, no one will be able to grab your coattails, sweet, for you will be flying far, far out in front of them all. For them, you will be a speck somewhere above the horizon. And thus, when you're ultimately set loose upon the world..." He shrugged, his smile lazy as an old dog. "I suspect you'll have no choice but to go down in history.

If I were the Devil . . . I mean, if I were the Prince of Darkness, I would of course, want to engulf the whole earth in darkness. I would have a third of its real estate and four-fifths of its population, but I would not be happy until I had seized the ripest apple on the tree, so I should set about however necessary to take over the United States. I would begin with a campaign of whispers. With the wisdom of a serpent, I would whisper to you as I whispered to Eve: “Do as you please.” “Do as you please.” To the young, I would whisper, “The Bible is a myth.” I would convince them that man created God instead of the other way around. I would confide that what is bad is good, and what is good is “square”. In the ears of the young marrieds, I would whisper that work is debasing, that cocktail parties are good for you. I would caution them not to be extreme in religion, in patriotism, in moral conduct. And the old, I would teach to pray. I would teach them to say after me: “Our Father, which art in Washington” . . . If I were the devil, I’d educate authors in how to make lurid literature exciting so that anything else would appear dull an uninteresting. I’d threaten T.V. with dirtier movies and vice versa. And then, if I were the devil, I’d get organized. I’d infiltrate unions and urge more loafing and less work, because idle hands usually work for me. I’d peddle narcotics to whom I could. I’d sell alcohol to ladies and gentlemen of distinction. And I’d tranquilize the rest with pills. If I were the devil, I would encourage schools to refine yound intellects but neglect to discipline emotions . . . let those run wild. I would designate an athiest to front for me before the highest courts in the land and I would get preachers to say “she’s right.” With flattery and promises of power, I could get the courts to rule what I construe as against God and in favor of pornography, and thus, I would evict God from the courthouse, and then from the school house, and then from the houses of Congress and then, in His own churches I would substitute psychology for religion, and I would deify science because that way men would become smart enough to create super weapons but not wise enough to control them. If I were Satan, I’d make the symbol of Easter an egg, and the symbol of Christmas, a bottle. If I were the devil, I would take from those who have and I would give to those who wanted, until I had killed the incentive of the ambitious. And then, my police state would force everybody back to work. Then, I could separate families, putting children in uniform, women in coal mines, and objectors in slave camps. In other words, if I were Satan, I’d just keep on doing what he’s doing. (Speech was broadcast by ABC Radio commentator Paul Harvey on April 3, 1965)

It's ridiculous. Here I sit in my little room, I, Brigge, who have got to be twenty-eight years old and about whom no one knows. I sit here and am nothing. And yet this nothing begins to think and thinks, up five flights of stairs, these thoughts on a gray Paris afternoon: Is it possible, this nothing thinks, that one has not yet seen, recognized, and said anything real and important? Is it possible that one has had thousands of years of time to look, reflect, and write down, and that one has let the millennia pass away like a school recess in which one eats one's sandwich and an apple? Yes, it is possible. ...Is it possible that in spite of inventions and progress, in spite of culture, religion, and worldly wisdom, that one has remained on the surface of life? Is it possible that one has even covered this surface, which would at least have been something, with an incredibly dull slipcover, so that it looks like living-room furniture during the summer vacation? Yes, it is possible. Is it possible that the whole history of the world has been misunderstood? Is it possible that the past is false because one has always spoken of its masses, as if one was telling about a coming together of many people, instead of telling about the one person they were standing around, because he was alien and died? Yes, it is possible. Is it possible that one believed one has to make up for everything that happened before one was born? Is it possible one would have to remind every single person that he arose from all earlier people so that he would know it, and not let himself be talked out of it by the others, who see it differently? Yes, it is possible. Is it possible that all these people know very precisely a past that never was? Is it possible that everything real is nothing to them; that their life takes its course, connected to nothing, like a clock in an empty room? Yes, it is possible. Is it possible that one knows nothing about girls, who are nevertheless alive? Is it possible that one says "the women", "the children", "the boys", and doesn't suspect (in spite of all one's education doesn't suspect) that for the longest time these words have no longer had a plural, but only innumerable singulars? Yes, it is possible. Is it possible that there are people who say "God" and think it is something they have in common? Just look at two schoolboys: one buys himself a knife, and the same day his neighbor buys one just like it. And after a week they show each other their knives and it turns out that they bear only the remotest resemblance to each other-so differently have they developed in different hands (Well, the mother of one of them says, if you boys always have to wear everything out right away). Ah, so: is it possible to believe that one could have a God without using him? Yes, it is possible. But, if all this is possible, has even an appearance of possibility-then for heaven's sake something has to happen. The first person who comes along, the one who has had this disquieting thought, must begin to accomplish some of what has been missed; even if he is just anyone, not the most suitable person: there is simply no one else there. This young, irrelevant foreigner, Brigge, will have to sit himself down five flights up and write, day and night, he will just have to write, and that will be that.

Knowing how to make a potion that will heal the lining of your stomach after you’ve accidentally drunk some lyesmoke-infused apple juice is its own reward, really.

That big glorious mountain. For one transitory moment, I think I may have actually seen it”. For one flash, the Mommy had seen the mountain without thinking of logging and ski resorts and avalanches, managed wildlife, plate tectonic geology, microclimates, rain shadow, or yin-yang locations. She’d seen the mountain without the framework of language. Without the cage of associations. She’d seen it without looking through the lens of everything she knew was true about mountains. What she’d seen in that flash wasn’t even a “mountain”. It wasn’t a natural resource. It had no name. “That’s the big goal”, she said. “To find a cure for knowledge”. For education. For living in our heads. Ever since the story of Adam and Eve in the bible, humanity had been a little too smart for its own good, the Mommy said. Ever since eating that apple. Her goal was to find, if not a cure, then at least a treatment that would give people back their innocence. “The cerebral cortex, the cerebellum”, she said, “that’s where your problem is”. If she could just get down to using only her brain stem, she’d be cured. This would be somewhere beyond happiness and sadness. You don’t see fish agonized by wild mood swings. Sponges never have a bad day.

When the storm is over, the new growth, tiny and light, timid-green, starts edging our on the buses and three limbs. Then Nature brings April rain. It whispers down soft and lonesome, making mists in the hollows and on the trails where you walk under the drippings from hanging branches of trees. It's a good feeling, exciting--but sad too--in April rain. Granpa said he always got that kind of mixed-up feeling. He said it was exciting because something new was being born and it was sad, because you knowed you can't hold onto it. It will pass too quick. April wind is soft and warm as a baby's crib. It breathes on the crab apple tree until white blossoms open out, smeared with pink. The smell is sweeter than honeysuckle and brings bees swarming over the blossoms. Mountain laurel with pink-white blooms and purple centers grow everywhere, from the hollows to the top of the mountain, alongside of the dogtooth violet... Then, when April gets its warmest, all of a sudden the cold hits you. It stays cold for four or five days. This is to make the blackberries bloom and is called "blackberry winter." The blackberries will not bloom without it. That's why some years there are no blackberries. When it ends, that's when the dogwoods bloom out like snowballs over the mountainside in places you never suspicioned they grew: in a pine grove or stand of oak of a sudden there's a big burst of white.

We are training not isolated men but a living group of men, - nay, a group within a group. And the final product of our training must be neither a psychologist nor a brickmason, but a man. And to make men, we must have ideals, broad, pure, and inspiring ends of living, - not sordid money-getting, not apples of gold. The worker must work for the lory of his handiwork, not simply for pay; the thinker must think for truth, not for fame. And all this is gained only by human strife and longing; by ceaseless training and education; by founding Right on righteousness and Truth on the unhampered search for Truth...and weaving thus a system, not a distortion, and bringing a birth, not an abortion.

Here is a quote I used to post on the chalkboard once and a while for my students: Education is not going to fall out of a tree and bonk you on the head -like an apple- you have to dig for it, much like digging for Gold...

What would you think of a man who not only kept an arsenal in his home, but was collecting at enormous financial sacrifice a second arsenal to protect the first one? What would you say if this man so frightened his neighbors that they in turn were collecting weapons to protect themselves from him? What if this man spent ten times as much money on his expensive weapons as he did on the education of his children? What if one of his children criticized his hobby and he called that child a traitor and a bum and disowned it? And he took another child who had obeyed him faithfully and armed that child and sent it out into the world to attack neighbors? What would you say about a man who introduces poisons into the water he drinks and the air he breathes? What if this man not only is feuding with the people on his block but involves himself in the quarrels of others in distant parts of the city and even in the suburbs? Such a man would clearly be a paranoid schizophrenic, Mr. Flanagan, with homicidal tendencies.

You see, my Apple loyalty started early, for no reason other than the fact that my mother is a teacher, and grade schools back then seemed to be stocked almost exclusively with Apples—we bought this second computer with my mother’s educator discount.

A Swedish minister having assembled the chiefs of the Susquehanna Indians, made a sermon to them, acquainting them with the principal historical facts on which our religion is founded — such as the fall of our first parents by eating an apple, the coming of Christ to repair the mischief, his miracles and suffering, etc. When he had finished an Indian orator stood up to thank him. ‘What you have told us,’ says he, ‘is all very good. It is indeed bad to eat apples. It is better to make them all into cider. We are much obliged by your kindness in coming so far to tell us those things which you have heard from your mothers. In return, I will tell you some of those we have heard from ours. ‘In the beginning, our fathers had only the flesh of animals to subsist on, and if their hunting was unsuccessful they were starving. Two of our young hunters, having killed a deer, made a fire in the woods to boil some parts of it. When they were about to satisfy their hunger, they beheld a beautiful young woman descend from the clouds and seat herself on that hill which you see yonder among the Blue Mountains. ‘They said to each other, “It is a spirit that perhaps has smelt our broiling venison and wishes to eat of it; let us offer some to her.” They presented her with the tongue; she was pleased with the taste of it and said: “Your kindness shall be rewarded; come to this place after thirteen moons, and you will find something that will be of great benefit in nourishing you and your children to the latest generations.” They did so, and to their surprise found plants they had never seen before, but which from that ancient time have been constantly cultivated among us to our great advantage. Where her right hand had touched the ground they found maize; where her left had touched it they found kidney-beans; and where her backside had sat on it they found tobacco.’ The good missionary, disgusted with this idle tale, said: ‘What I delivered to you were sacred truths; but what you tell me is mere fable, fiction, and falsehood.’ The Indian, offended, replied: ‘My brother, it seems your friends have not done you justice in your education; they have not well instructed you in the rules of common civility. You saw that we, who understand and practise those rules, believed all your stories; why do you refuse to believe ours?

To dream of liberty, in the sense of every man his own sole governor, is as futile as to dream of a world in which apples do not necessarily drop from the tree, but may fly off at a tangent in any direction.

Even though I was appointed by the White House to be executive director of the U.S. Department of Agriculture’s agency in charge of the 2010 United States Dietary Guidelines, and even though I am a past president of the Society for Nutrition Education and Behavior, I still don’t think most nutrition education is very effective. People know that an apple is better for them than a Snickers bar, but . . . they eat the Snickers bar anyway.

His radicalism took many forms. A vegetarian, he founded a commune, Fruitlands, so extreme in its Utopianism that members neither wore wool nor used animal manures, as both were considered property of the beasts from which they came. One reason the venture failed in its first winter was that when canker worms got into the apple crop, the nonviolent Fruitlanders refused to take measures to kill them. The Mr. March of Little Women departs from Bronson Alcott’s biography in many important respects. Bronson was an educator, not a minister of religion (he is credited with inventing the concept of recess, and also for attempting one of the first racially integrated classrooms).

Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?

Mom and apple pie are potent symbols, venerated in our national psyche but neglected in national policy, as reflected, for example, in our meager family leave policies in comparison with other developed countries. If we were really serious about mothering, we would provide more financial and in-home help as well as education for mothers. As it currently stands, mothers are held up on a pedestal with little support beneath them.

But I've still better things about children. I've collected a great, great deal about Russian children, Alyosha. There was a little girl of five who was hated by her father and mother, 'most worthy and respectable people, of good education and breeding.' You see, I must repeat again, it is a peculiar characteristic of many people, this love of torturing children, and children only. To all other types of humanity these torturers behave mildly and benevolently, like cultivated and humane Europeans; but they are very fond of tormenting children, even fond of children themselves in that sense. it's just their defencelessness that tempts the tormentor, just the angelic confidence of the child who has no refuge and no appeal, that sets his vile blood on fire. In every man, of course, a demon lies hidden- the demon of rage, the demon of lustful heat at the screams of the tortured victim, the demon of lawlessness let off the chain, the demon of diseases that follow on vice, gout, kidney disease, and so on. "This poor child of five was subjected to every possible torture by those cultivated parents. They beat her, thrashed her, kicked her for no reason till her body was one bruise. Then, they went to greater refinements of cruelty- shut her up all night in the cold and frost in a privy, and because she didn't ask to be taken up at night (as though a child of five sleeping its angelic, sound sleep could be trained to wake and ask), they smeared her face and filled her mouth with excrement, and it was her mother, her mother did this. And that mother could sleep, hearing the poor child's groans! Can you understand why a little creature, who can't even understand what's done to her, should beat her little aching heart with her tiny fist in the dark and the cold, and weep her meek unresentful tears to dear, kind God to protect her? Do you understand that, friend and brother, you pious and humble novice? Do you understand why this infamy must be and is permitted? Without it, I am told, man could not have existed on earth, for he could not have known good and evil. Why should he know that diabolical good and evil when it costs so much? Why, the whole world of knowledge is not worth that child's prayer to dear, kind God'! I say nothing of the sufferings of grown-up people, they have eaten the apple, damn them, and the devil take them all! But these little ones! I am making you suffer, Alyosha, you are not yourself. I'll leave off if you like

Remember too that business entrepreneurs can be iconoclasts, hermits, and even cranks. Steve Jobs, founder of Apple, reportedly wasn’t Mr. Warm-and-Fuzzy in person. He was a perfectionist. But whether they innovate with computers or with education, business and social entrepreneurs share a sense of wonder, curiosity, and the ability to scan for opportunity. They are prone to resilience, either through practice or nature, and it pays off for them. So they keep looking at the world with wide-eyed anticipation for more opportunities to test their mettle, to create new things and ways of accomplishing goals and meeting needs.

These educated parents subjected the poor five-year old girl to every possible torture. They beat her, flogged her, kicked her, not knowing why themselves, until her whole body was nothing but bruises; finally they attained the height of finesse: in the freezing cold, they locked her all night in the outhouse, because she wouldn't ask to get up and go in the middle of the night (as if a five-year-old child sleeping its sound angelic sleep could have learned to ask by that age)--for that they smeared her face with her excrement and made her eat the excrement, and it was her mother, her mother who made her! And this mother could sleep while her poor little child was moaning all night in that vile place! Can you understand that a small creature, who cannot even comprehend what is being done to her, in a vile place, in the dark and the cold, beats herself on her strained little chest with her tiny fist and weeps with her anguished, gentle, meek tears for 'dear God' to protect her--can you understand such nonsense, my friend and my brother, my godly and humble novice, can you understand why this nonsense is needed and created? Without it, they say, man could not even have lived on earth, for he would not have known good and evil. Who wants to know this damned good and evil at such a price? The whole world of knowledge is not worth the tears of that little child to 'dear God.' I'm not talking about the suffering of grown-ups, they ate the apple and to hell with them, let the devil take them all, but these little ones!

What matters is not how much we remember, but how we remember. As I see it, intelligence is closely related to creativity, to noticing something new, to making unexpected connections between disparate facts. Isaac Newton’s genius consisted of realizing that what makes an apple fall from a tree is the same force that keeps the moon in its orbit around the earth: gravity. Centuries later, in his general theory of relativity, Albert Einstein uncovered another astounding relationship when he noted that the effect of the force of gravity is indistinguishable from the acceleration of a spaceship in outer space or the tug we feel in an elevator when it starts to move. Attempting to memorize facts by rote does nothing more than distract our attention from what really matters, the deeper understanding required to establish meaning and notice connections—that which constitutes the basis of intelligence. The method of loci does nothing to help us understand the things we memorize; it is just a formula for memorization that, in fact, competes against comprehension. As we saw in the previous chapter, Shereshevskii was able to memorize a list effortlessly using the method of loci, but was incapable of grasping its content enough to pick out the liquids from the list or, on another occasion, to realize that he had memorized a sequence of consecutive numbers. Using the method of loci to store these lists left Shereshevskii no room to make any of the categorizations that we perform unconsciously (person, animal, liquid, etc.) or to find basic patterns in a list of numbers. To be creative and intelligent, we must go beyond merely remembering and undertake completely different processes: we must assimilate concepts and derive meaning. Focusing on memorization techniques limits our ability to understand, classify, contextualize, and associate. Like memorization, these processes also help to secure memories, but in a more useful and elaborate way; these are precisely the processes that should be developed and encouraged by the educational system.

In early 2014, the global economy’s top five companies’ gross cash holdings—those of Apple, Google, Microsoft, as well as the US telecom giant Verizon and the Korean electronics conglomerate Samsung—came to $387 billion, the equivalent of the 2013 GDP of the United Arab Emirates.78 This capital imbalance puts the fate of the world economy in the hands of the few cash hoarders like Apple and Google, whose profits are mostly kept offshore to avoid paying US tax. “Apple, Google and Facebook are latter-day scrooges,” worries the Financial Times columnist John Plender about a corporate miserliness that is undermining the growth of the world economy.79 “So what does it all mean?” Michael Moritz rhetorically asks about a data factory economy that is immensely profitable for a tiny handful of Silicon Valley companies. What does the personal revolution mean for everyone else, to those who aren’t part of what he calls the “extreme minority” inside the Silicon Valley bubble? “It means that life is very tough for almost everyone in America,” the chairman of Sequoia Capital, whom even Tom Perkins couldn’t accuse of being a progressive radical, says. “It means life is very tough if you’re poor. It means life is very tough if you’re middle class. It means you have to have the right education to go and work at Google or Apple.

Isaac Asimov’s short story “The Fun They Had” describes a school of the future that uses advanced technology to revolutionize the educational experience, enhancing individualized learning and providing students with personalized instruction and robot teachers. Such science fiction has gone on to inspire very real innovation. In a 1984 Newsweek interview, Apple’s co-founder Steve Jobs predicted computers were going to be a bicycle for our minds, extending our capabilities, knowledge, and creativity, much the way a ten-speed amplifies our physical abilities. For decades, we have been fascinated by the idea that we can use computers to help educate people. What connects these science fiction narratives is that they all imagined computers might eventually emulate what we view as intelligence. Real-life researchers have been working for more than sixty years to make this AI vision a reality. In 1962, the checkers master Robert Nealey played the game against an IBM 7094 computer, and the computer beat him. A few years prior, in 1957, the psychologist Frank Rosenblatt created Perceptron, the first artificial neural network, a computer simulation of a collection of neurons and synapses trained to perform certain tasks. In the decades following such innovations in early AI, we had the computation power to tackle systems only as complex as the brain of an earthworm or insect. We also had limited techniques and data to train these networks. The technology has come a long way in the ensuing decades, driving some of the most common products and apps today, from the recommendation engines on movie streaming services to voice-controlled personal assistants such as Siri and Alexa. AI has gotten so good at mimicking human behavior that oftentimes we cannot distinguish between human and machine responses. Meanwhile, not only has the computation power developed enough to tackle systems approaching the complexity of the human brain, but there have been significant breakthroughs in structuring and training these neural networks.

The school is teeming with activity. The rooms are small and large, many are special-purpose rooms, like shops and labs, but most are furnished like rather shabby living or dining rooms in homes: lots of sofas, easy chairs, and tables. Lots of people sitting around talking, reading, and playing games. On an average rainy day—quite different from a beautiful suddenly snowy day, or a warm spring or fall day—most people are inside. But there will also be more than a few who are outside in the rain, and later will come in dripping and trying the patience of the few people inside who think the school should perhaps be a “dry zone.” There may be people in the photo lab developing or printing pictures they have taken. There may be a karate class, or just some people playing on mats in the dance room. Someone may be building a bookshelf or fashioning chain mail armor and discussing medieval history. There are almost certainly a few people, either together or separate, making music of one kind or another, and others listening to music of one kind or another. You will find adults in groups that include kids, or maybe just talking with one student. It would be most unusual if there were not people playing a computer game somewhere, or chess; a few people doing some of the school’s administrative work in the office—while others hang around just enjoying the atmosphere of an office where interesting people are always making things happen; there will be people engaged in role-playing games; other people may be rehearsing a play—it might be original, it might be a classic. They may intend production or just momentary amusement. People will be trading stickers and trading lunches. There will probably be people selling things. If you are lucky, someone will be selling cookies they baked at home and brought in to earn money. Sometimes groups of kids have cooked something to sell to raise money for an activity—perhaps they need to buy a new kiln, or want to go on a trip. An intense conversation will probably be in progress in the smoking area, and others in other places. A group in the kitchen may be cooking—maybe pizza or apple pie. Always, either in the art room or in any one of many other places, people will be drawing. In the art room they might also be sewing, or painting, and some are quite likely to be working with clay, either on the wheel or by hand. Always there are groups talking, and always there are people quietly reading here and there. One

Democracy, the apple of the eye of modern western society, flies the flag of equality, tolerance, and the right of its weaker members to defense and protection. The flag bearers for children's rights adhere to these same values. But should democracy bring about the invalidation of parental authority? Does democracy mean total freedom for children? Is it possible that in the name of democracy, parents are no longer allowed to say no to their children or to punish them? The belief that punishment is harmful to children has long been a part of our culture. It affects each and every one of us and penetrates our awareness via the movies we see and the books we read. It is a concept that has become a kingpin of modern society and helps form the media's attitudes toward parenting, as well as influencing legislation and courtroom decisions. In recent years, the children's rights movement has enjoyed enormous momentum and among the current generation, this movement has become pivotal and is stronger than ever before. Educational systems are embracing psychological concepts in which stern approaches and firm discipline during childhood are said to create emotional problems in adulthood, and liberal concepts have become the order of the day. To prevent parents from abusing their children, the public is constantly being bombarded by messages of clemency and boundless consideration; effectively, children should be forgiven, parents should be understanding, and punishment should be avoided. Out of a desire to protect children from all hardship and unpleasantness, parental authority has become enfeebled and boundaries have been blurred. Nonetheless, at the same time society has seen a worrying rise in violence, from domestic violence to violence at school and on the streets. Sweden, a pioneer in enacting legislation that limits parental authority, is now experiencing a dramatic rise in child and youth violence. The country's lawyers and academics, who have established a committee for human rights, are now protesting that while Swedish children are protected against light physical punishment from their parents (e.g., being spanked on the bottom), they are exposed to much more serious violence from their peers. The committee's position is supported by statistics that indicate a dramatic rise in attacks on children and youths by their peers over the years since the law went into effect (9-1). Is it conceivable, therefore, that a connection exists between legislation that forbids across-the-board physical punishment and a rise in youth violence? We believe so! In Israel, where physical punishment has been forbidden since 2000 (9-2), there has also been a steady and sharp rise in youth violence, which bears an obvious connection to reduced parental authority. Children and adults are subjected to vicious beatings and even murder at the hands of violent youths, while parents, who should by nature be responsible for setting boundaries for their children, are denied the right to do so properly, as they are weakened by the authority of the law. Parents are constantly under suspicion, and the fear that they may act in a punitive manner toward their wayward children has paralyzed them and led to the almost complete transfer of their power into the hands of law-enforcement authorities. Is this what we had hoped for? Are the indifferent and hesitant law-enforcement authorities a suitable substitute for concerned and caring parents? We are well aware of the fact that law-enforcement authorities are not always able to effectively do their jobs, which, in turn, leads to the crumbling of society.

Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.

Specifically, they argue that digital technology drives inequality in three different ways. First, by replacing old jobs with ones requiring more skills, technology has rewarded the educated: since the mid-1970s, salaries rose about 25% for those with graduate degrees while the average high school dropout took a 30% pay cut.45 Second, they claim that since the year 2000, an ever-larger share of corporate income has gone to those who own the companies as opposed to those who work there—and that as long as automation continues, we should expect those who own the machines to take a growing fraction of the pie. This edge of capital over labor may be particularly important for the growing digital economy, which tech visionary Nicholas Negroponte defines as moving bits, not atoms. Now that everything from books to movies and tax preparation tools has gone digital, additional copies can be sold worldwide at essentially zero cost, without hiring additional employees. This allows most of the revenue to go to investors rather than workers, and helps explain why, even though the combined revenues of Detroit’s “Big 3” (GM, Ford and Chrysler) in 1990 were almost identical to those of Silicon Valley’s “Big 3” (Google, Apple, Facebook) in 2014, the latter had nine times fewer employees and were worth thirty times more on the stock market.47 Figure 3.5: How the economy has grown average income over the past century, and what fraction of this income has gone to different groups. Before the 1970s, rich and poor are seen to all be getting better off in lockstep, after which most of the gains have gone to the top 1% while the bottom 90% have on average gained close to nothing.46 The amounts have been inflation-corrected to year-2017 dollars. Third, Erik and collaborators argue that the digital economy often benefits superstars over everyone else.

When God’s Lightning was first founded, as a splinter off Women’s Liberation, it had as its slogan “No More Sexism,” and its original targets were adult bookstores, sex-education programs, men’s magazines, and foreign movies. It was only after meeting “Smiling Jim” Trepomena of Knights of Christianity United in Faith that Atlanta discovered that both male supremacy and orgasms were part of the International Communist Conspiracy. It was at that point, really, that God’s Lightning and orthodox Women’s Lib totally parted company, for the orthodox faction, just then, were teaching that male supremacy and orgasms were part of the International Kapitalist Conspiracy.)

Good afternoon, Sasha,” Finn replied, curiously eyeing the black book under his arm. The picture on the cover was of two pale hands holding a blood red apple. “What’s that you’re reading?” “Ah, just a book to practicing my English,” he said in a nonchalant tone. There was absolutely nothing about his embarrassed grin that implied he was reading it for educational purposes, and Finn wasn’t fooled one bit. “What’s it about that’s got you so distracted?” “Well… ah… it’s a story about a vampire who plays baseball,” came his sheepish reply. “It is written by an American lass like you, Annika… although I’m not thinking she has ever met a real vampire. This one is sparkling in the sun.” “Oh my god! You’re reading Twilight? I know that story!” Annika blurted out. She was taken aback that anyone from Eritähti would be reading a book from Earth.

Taking into account the findings of many scholars, Seligman offers the happiness formula: H = S + C + V, where H stands for happiness, S for a set range, C for the circumstances and V for the factors under voluntary control. S is a genetically determined level of happiness, which remains relatively stable throughout the lifespan and returns to its original level soon after the majority of significant life events. It determines happiness up to about 50 per cent. C is the circumstances we’ve already considered (and accounts for about 10 per cent). So, if you want to be happy, get married, join a church but don’t bother about making more money, staying healthy, getting educated or moving to a sunnier climate. Finally, factors under voluntary control (V) refer to intentional and effortful practices a person can choose to engage in (which account for about 40 per cent) (Seligman, 2002). Of course, this formula is far from perfect. Genes and marriage are hardly the same fruit, and are more like apples and pears that cannot be added up. Nevertheless, the formula gives an indication of possibility and the room to manoeuvre (the 40 per cent).

Privilege theory offers the liberal multicultural subject a phantasmatic reality. It gives that subject the tools to name society’s bad apples: they are easily discernable; they are those who don’t check their privilege, blind to the social and cultural power that they undeservedly enjoy. And if privilege theory calls on you to curtail the pleasures of your own privilege, to willingly renounce your culturally given claims on the world, you are rewarded with “libidinal profit,” with what Lacan calls a “surplus-enjoyment,” an enjoyment-in-sacrifice or enjoyment-inconfession. Suffering—the feeling of guilt from realizing that you can never fully eradicate your privilege (again, privilege theory concedes that “one can no more renounce privilege than one can stop breathing”), that you are enjoying the fruits of an impure liberalism, that you’re taking up the space of someone more deserving, and so on—and exhaustion— the emotional cost for your unflinching vigilance in naming racism and denouncing prejudice wherever it appears—ironically become signs not of your defeat but of your self-enlightenment, moral righteousness, and true commitment to social justice. There is thus a kind of illicit satisfaction—an unconscious enjoyment—not only in exposing the blind spots of others, in the rhetorical disciplining of others, but in your own self-discipline, in your perceived suffering and exhaustion as well, amounting to an abstract testimony to the heroism of whiteness (“another self-glorification in which whiteness is equated with moral rectitude,” as Butler puts it) and the progress of multicultural liberalism: it’s not perfect, but we’re getting there . Along the way, privilege theory redeems its practitioners: since its biopolitical logic tends to individualize racism— check your privilege—your self-check exempts you from the charge of racism. It is fundamentally the problem of individual others (typically that of the less educated, white blue collar workers), concealing society’s “civil racism,” the pervading, naturalized racism of everyday liberal life. In contrast, psychoanalysis compels the liberal multicultural subject to confront a starker reality. For psychoanalysis, the routinized and ritualized call to check your privilege appears too convenient; it enables the liberal multicultural subject to diminish his or her guilt ( I ’m doing something personally about implicit biases) without needing to take on the sociopolitical framework directly. If privilege theorists are pressed, they will gladly confess that they know that it is not enough to denounce the unearned privileges of others without simultaneously attending to the networks of power relations that sustain such advantages. And yet in their active scholarly activist lives, they act as if it were enough, displaying the psychoanalytic structure of fetishistic disavowal (I know very well, but all the same). They maintain a split attitude toward antiracism. They know very well that denouncing white privilege is necessary but not sufficient, yet they don’t really believe that this critico-gesture does not accomplish the task at hand. Privilege theory, we might say, “wants social change with no actual change.” Rather than addressing the social antagonisms immanent to capitalism, it misapprehends the framework (and its enablement of racism). Privilege theory typically only sees social structures as the sum of their individual parts, their individual consciences. At its base level, it provides you with the fantasy of intervention and action; it offers you criticism without critique . For the proponents of privilege theory, social change follows the gradual and predictable path of reform.

moral panics around the figure of the mentally ill as dangerous, especially through a racialized and gendered prism: as a lone bad apple, the mentally ill is a white man; as inherently depraved due to group association or background, the terrorist is sick and nonnormative, and also male—what Puar characterized as inherently queer.75 In contrast, the image of the “mentally retarded” is of the eternally innocent, in need of understanding, compassion, education, and specialized treatment.

In the late eighteenth-century, German educationalist Friedrich Froebel found that the best way to promote learning in children was through play. His studies found that people are naturally creative, and that their creativity was best brought out inside educational environments that included materials (which he called “gifts”) that encouraged learning through hands-on play. The idea was to teach young children through ways they valued and enjoyed rather than through ways they viewed as useless and boring.

If these modern peoples could inflict the most barbaric treatment and persecution on another group of human beings, then there was something very, very deplorable with our species. No amount of education or technological progress was going to make any difference in altering human savagery.

I hadn't then really noticed the Kashmiris. They did appear very different with their pale, long-nosed faces, their pherans, their strange language, so unlike any Indian language. They also seemed oddly self-possessed. But in the enchanting new world that had opened before me- the big deep blue skies and the tiny boats becalmed in vast lakes, the cool trout streams and the stately forests of chenar and poplar, the red-cheeked children at roadside hamlets and in apple orchards, the cows and sheep grazing on wide meadows, and, always in the valley, the surrounding mountains- in so private an experience of beauty it was hard to acknowledge the more prosaic facts of their existence; the dependence upon India, the lack of local industry, the growing number of unemployed educated youth.

I was gazing at that full bushel of apples when she made her stunning, preposterous announcement, that I have possibly never recovered from. 'Jim it's over, and the kids and I have decided you should go.

all people were educated in this 21st century though i'm unique then them, because they were only educated and i'm.. weeducated.. p.s though haven't tried it yet. lol.

to consume me alive. Marcus is clean-shaven, the kind of look many handsome underwear models possess, men of decent educational level, and also men who don’t fart in public. One of the three criteria is fine with me, really, since I’m not that picky. Beard, mustache, or other kinky things men tend to wear on their faces is what I’m definitely not attracted to. Blame this guy, Billy, I once went out with, who showed up with grains of what looked like basmati rice stuck to his chest-length beard. I was mad, of course, but mostly because he said he wanted to lose weight and was staying off carbs. If women wore mustache, we’d never get away with it. But Marcus will have no way to hide his rice from me, even

popular religion produces shallow people. Several years ago, Bill McKibben wrote an article in Harper’s magazine that described the current condition of American Christianity:   Only 40 percent of Americans can name more than four of the Ten Commandments, and a scant half can cite any of the four authors of the Gospels. Twelve percent believe Joan of Arc was Noah’s wife. This failure to recall the specifics of our Christian heritage may be further evidence of our nation’s educational decline, but it probably doesn’t matter all that much in spiritual or political terms. Here is a statistic that does matter: Three quarters of Americans believe the Bible teaches that, “God helps those who help themselves.” That is, three out of four Americans believe that this uber-American idea, a notion at the core of our current individualist politics and culture, which was in fact uttered by Ben Franklin, actually appears in Holy Scripture. The thing is, not only is Franklin’s wisdom not biblical; it’s counterbiblical. Few ideas could be further from the gospel message, with its radical summons to love of neighbor. On this essential matter, most Americans—most American Christians—are simply wrong, as if 75 percent of American scientists believed that Newton proved gravity causes apples to fly up.6

Why Do Some People NOT Take Initiative? • They have a FEAR of . . . rejection, looking stupid, failing, criticism, getting out of their comfort zone, or imposing on other people. • They are unmotivated or uninspired. • They get stuck in negativity, confusion, stress, or doubt. • They don’t want to upset the apple cart or the status quo. • They are lazy, disengaged, or indifferent. • They have LACK of . . . energy, desire, confidence, self-esteem, skills, creativity, imagination, connections, resources, education.

Students choose topic groups and do focused studies of bees, apple production, compost, greenhouses. They write, draw diagrams, make models, read nonfiction literature. All of this is

Part of visiting the apple orchard involves talking to migrant workers, usually Jamaican men.

1) Start with price. This approach will give you ideas in areas you don’t necessarily understand, but you don’t have to in order to make money – or at least you could quickly educate yourself.

The Gandhian idea of basic education is to observe the child, to help like a gardener helps the acorn, or the seed, an apple seed, or a tomato seed, or a potato seed, or whatever seed it is. A gardener does not tell an oak to be an ash. A gardener does not tell an apple to be a pear. A gardener says, “Apple if you are an apple seed, be an apple, and I will help you: I will water you, I will put some stakes so that you are not blown away in the wind.

If the education system in America tended to teach students how to be an employee, British design students were more likely to pursue a passion and to build a team around them.

Remember the good old days when university professors could look down on unsophisticated folks because those hillbillies naı¨vely believed in church, motherhood, and apple pie? Things have changed a lot, at least in my village. I am now the one who naı¨vely believes in some facts because I am educated, while the other guys are too unsophisticated to be gullible:

Despite the challenges, Coca-Cola succeeded in the end. China has become Coca-Cola's third largest market in the world, after the United States and Mexico. It has invested over $5 billion in China. More important, Coca-Cola has blazed a trail for other foreign companies—Pepsi, KFC, McDonald's, Coors, Budweiser, IBM, Apple, Dell, Procter & Gamble, Walmart, Sheraton,

If you went back to the year 2000 and you looked at Apple, most people knew one thing about Apple products: They didn’t want one,” he said. “And so what ended up happening was an education process. We needed to get in front of as many people as possible. So they’re walking by, and eventually one day they walk in. And then we get a chance to tell the story and we tell that story in a way that is respectful, helpful, friendly, and not pushy. It’s not about price. It’s about product.

The education market is ripe, and I mean falling-off-the-tree ripe, to be disrupted.

The unions are the worst thing that ever happened to education because it’s not a meritocracy. It turns into a bureaucracy, which is exactly what has happened. The teachers can’t teach and administrators run the place and nobody can be fired. It’s terrible.

Most of what we spend on education is dominated by government. So unlike the expenditures on apples, our educational spending is not facing a strong market test.

The apple pie colophon, signaling the end of the war for that Wednesday morning, splattered and the decibels were boosted for the April Ford commercial, “Come and Get Me, Cop.” Come and get me, Cop, Cause I’m not gonna stop At your red light. It was a happy little song, but how could he feel happy when he knew that Milly was probably watching it too and enjoying it in a faculty lounge somewhere, never even giving a thought for Boz, or where he was, or how he felt. Milly studied all the commercials and could play them back to you verbatim, every tremor and inflection just so. And not a milligram of her own punch. Creative? As a parrot. Now, what if he were to tell her that? What if he told her that she would never be anything more than a second-string Grade-Z hygiene demonstrator for the Board of Education. Cruel? Boz was supposed to be cruel? He shook his head, flip flop of auburn. “Baby, you don’t know what cruel is.” Mickey switched off the teevee. “Oh, if you think this was something today you should have seen them yesterday. They were in this school. Parkistanis, I think. Yeah. You should have seen it. That was cruel. They wiped them out.” “Who did?” “Company A.” Mickey came to attention and saluted the air. Kids his age (six) always wanted to be guerillas or firemen. At ten it was pop singers. At fourteen, if they were bright (and somehow all the Hansons were bright), they wanted to write. Boz still had a whole scrapbook of the advertisements he’d written in high school. And then, at twenty …? Don’t think about it.

These few bad apples are dealt with, without the imposition of a controlling system that makes everyone feel rotten.

Innovator Charles Kettering, the longtime head of research at General Motors and a prolific inventor, had warned his industry colleagues about getting caught in this trap. “An inventor is simply a fellow who doesn’t take his education too seriously,” he said. In other words, inventors are engineers who can let go of their expertness and achieve what Apple’s late CEO, Steve Jobs, called the “lightness of being a beginner again.

If you made a country out of all the companies founded by Stanford alumni, it would have a GDP of roughly $ 2.7 trillion, putting it in the neighborhood of the tenth largest economy in the world. Companies started by Stanford alumni include Google, Yahoo, Cisco Systems, Sun Microsystems, eBay, Netflix, Electronic Arts, Intuit, Fairchild Semiconductor, LinkedIn, and E* Trade. Many were started by undergraduates and graduate students while still on campus. Like the cast of Saturday Night Live, the greats who have gone on to massive career success are remembered, but everyone still keeps a watchful eye on the newcomers to see who might be the next big thing. With a $ 17 billion endowment, Stanford has the resources to provide students an incredible education inside the classroom, with accomplished scholars ranging from Nobel Prize winners to former secretaries of state teaching undergraduates. The Silicon Valley ecosystem ensures that students have ample opportunity outside the classroom as well. Mark Zuckerberg gives a guest lecture in the introductory computer science class. Twitter and Square founder Jack Dorsey spoke on campus to convince students to join his companies. The guest speaker lineups at the myriad entrepreneurship and technology-related classes each quarter rival those of multithousand-dollar business conferences. Even geographically, Stanford is smack in the middle of Silicon Valley. Facebook sits just north of the school. Apple is a little farther south. Google is to the east. And just west, right next to campus, is Sand Hill Road, the Wall Street of venture capital.

neoliberalism “the universalization of the enterprise ethic” (p. 39). Schools will improve, too, according to this philosophy, if they are in competition with one another and we allow market forces to commodify education, thus, as Chomsky says, valuing profit over people (Apple, 2001; Chomsky, 1999; Giroux, 2004; Saltman, 2007).

In this scenario, ten years from now, if the tech giants are not restrained and their power as data-monopolies becomes further entrenched, governments will find themselves increasingly sidelined and impotent. Reduced to mere gatekeepers, politicians and civil servants will likely retreat behind algorithmic government, with laws shaped by data and machine learning, with all its inherent biases and imperfections, and public services gradually surrendered to private businesses. Indeed, we should expect just about every area of human existence, currently managed by government, to be dominated by Big Tech and its outriders: from the future of finance (just about everyone), to healthcare (Google), and from low-cost housing (Apple, Google) to education (Google, again) and autonomous vehicles (Tesla, Alphabet, Amazon, Apple, etc.).

My mother explains we are not legless birds, mutants. If she'd had a better education she would have know the word "ambiguous," not quite fish, more than snake, but settling into her limitations, she says we are among the few (the Marines?). The last Tuscarora Eel died a generation ago, so we are left Onondaga Eels among the Tuscarora, opinions dismissed by politics of representation, voices silenced in air and water.

[Stephen] Hawking’s contributions to the fields of cosmology and quantum mechanics are essentially unparalleled. His book “A Brief History of Time” is a wonderful window into these contributions as expressed by one of the deepest of thinkers and most powerful of educators. As Hawking’s muscle control continued to decay, he wrote entire books using just the muscle of his cheek to get the right letter, sometimes only faring as well as one or two words per minute. To anyone who has used an Apple TV remote, you know how wildly infuriating it is to even type out an entire YouTube title by scrolling through individual letters - now imagine writing an entire original book about astrophysics. Using your cheek. It honestly puts me to shame, as I struggle to challenge my old ways of writing music to find new ways to create. But Hawking showed that it is possible, through the heroic task of staring disability and obscurity in the face and typing out a loud and stunningly clear: “No.

education.. cartel that masquerades as a social good but is really a caste system