Beneficial School Quotes

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

private vice can be publicly beneficial

Behavior precedes belief - that is, most people must engage in a behavior before they accept that it is beneficial; then they see the results, and then they believe that it is the right thing to do....implementation precedes buy-in; it does not follow it.

Our Lord is always ready to lift us up again when we fall, and he even finds a way to make our falls beneficial to us if after them we turn back to him with a humble, trusting heart.

To begin with, we have to be more clear about what we mean by patriotic feelings. For a time when I was in high school, I cheered for the school athletic teams. That's a form of patriotism — group loyalty. It can take pernicious forms, but in itself it can be quite harmless, maybe even positive. At the national level, what "patriotism" means depends on how we view the society. Those with deep totalitarian commitments identify the state with the society, its people, and its culture. Therefore those who criticized the policies of the Kremlin under Stalin were condemned as "anti-Soviet" or "hating Russia". For their counterparts in the West, those who criticize the policies of the US government are "anti-American" and "hate America"; those are the standard terms used by intellectual opinion, including left-liberal segments, so deeply committed to their totalitarian instincts that they cannot even recognize them, let alone understand their disgraceful history, tracing to the origins of recorded history in interesting ways. For the totalitarian, "patriotism" means support for the state and its policies, perhaps with twitters of protest on grounds that they might fail or cost us too much. For those whose instincts are democratic rather than totalitarian, "patriotism" means commitment to the welfare and improvement of the society, its people, its culture. That's a natural sentiment and one that can be quite positive. It's one all serious activists share, I presume; otherwise why take the trouble to do what we do? But the kind of "patriotism" fostered by totalitarian societies and military dictatorships, and internalized as second nature by much of intellectual opinion in more free societies, is one of the worst maladies of human history, and will probably do us all in before too long. With regard to the US, I think we find a mix. Every effort is made by power and doctrinal systems to stir up the more dangerous and destructive forms of "patriotism"; every effort is made by people committed to peace and justice to organize and encourage the beneficial kinds. It's a constant struggle. When people are frightened, the more dangerous kinds tend to emerge, and people huddle under the wings of power. Whatever the reasons may be, by comparative standards the US has been a very frightened country for a long time, on many dimensions. Quite commonly in history, such fears have been fanned by unscrupulous leaders, seeking to implement their own agendas. These are commonly harmful to the general population, which has to be disciplined in some manner: the classic device is to stimulate fear of awesome enemies concocted for the purpose, usually with some shreds of realism, required even for the most vulgar forms of propaganda. Germany was the pride of Western civilization 70 years ago, but most Germans were whipped to presumably genuine fear of the Czech dagger pointed at the heart of Germany (is that crazier than the Nicaraguan or Grenadan dagger pointed at the heart of the US, conjured up by the people now playing the same game today?), the Jewish-Bolshevik conspiracy aimed at destroying the Aryan race and the civilization that Germany had inherited from Greece, etc. That's only the beginning. A lot is at stake.

A school to teach preachers how to pray, as God counts praying, would be more beneficial to true piety, true worship, and true preaching than all theological schools.

A very distinct pattern has emerged repeatedly when policies favored by the anointed turn out to fail. This pattern typically has four stages: STAGE 1. THE “CRISIS”: Some situation exists, whose negative aspects the anointed propose to eliminate. Such a situation is routinely characterized as a “crisis,” even though all human situations have negative aspects, and even though evidence is seldom asked or given to show how the situation at hand is either uniquely bad or threatening to get worse. Sometimes the situation described as a “crisis” has in fact already been getting better for years. STAGE 2. THE “SOLUTION”: Policies to end the “crisis” are advocated by the anointed, who say that these policies will lead to beneficial result A. Critics say that these policies will lead to detrimental result Z. The anointed dismiss these latter claims as absurd and “simplistic,” if not dishonest. STAGE 3. THE RESULTS: The policies are instituted and lead to detrimental result Z. STAGE 4. THE RESPONSE: Those who attribute detrimental result Z to the policies instituted are dismissed as “simplistic” for ignoring the “complexities” involved, as “many factors” went into determining the outcome. The burden of proof is put on the critics to demonstrate to a certainty that these policies alone were the only possible cause of the worsening that occurred. No burden of proof whatever is put on those who had so confidently predicted improvement. Indeed, it is often asserted that things would have been even worse, were it not for the wonderful programs that mitigated the inevitable damage from other factors. Examples of this pattern are all too abundant. Three will be considered here. The first and most general involves the set of social welfare policies called “the war on poverty” during the administration of President Lyndon B. Johnson, but continuing under other labels since then. Next is the policy of introducing “sex education” into the public schools, as a means of reducing teenage pregnancy and venereal diseases. The third example will be policies designed to reduce crime by adopting a less punitive approach, being more concerned with preventive social policies beforehand and rehabilitation afterwards, as well as showing more concern with the legal rights of defendants in criminal cases.

The residue from radium extraction looked like seaside sand, and the company had offloaded this industrial waste by selling it to schools and playgrounds to use in their children’s sandboxes; kids’ shoes were reported to have turned white because of it, while one little boy complained to his mother of a burning sensation in his hands. Yet, in comments that made reassuring reading, von Sochocky pronounced the sand “most hygienic”10 for children to play in, “more beneficial than the mud of world-renowned curative baths.”11

In October 1920, her former employer was featured in the local news. The residue from radium extraction looked like seaside sand, and the company had offloaded this industrial waste by selling it to schools and playgrounds to use in their children’s sandboxes; kids’ shoes were reported to have turned white because of it, while one little boy complained to his mother of a burning sensation in his hands. Yet, in comments that made reassuring reading, von Sochocky pronounced the sand “most hygienic”10 for children to play in, “more beneficial than the mud of world-renowned curative baths.”11

What I had come to understand was that the root cause of poor performance in schools is not 'bad schools' or 'bad teachers' but poverty. Closing schools and firing their teachers and principals does not help students. If anything, it introduces damaging instability into their lives. The privatizers hail disruption and call it 'creative,' but it is neither creative nor beneficial.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

Rooted in the Buddhist traditions of Myanmar, Thailand, and Sri Lanka, the body scan was introduced to Western audiences by mindfulness pioneer Jon Kabat-Zinn, now a professor emeritus at the University of Massachusetts Medical School. “People find the body scan beneficial because it reconnects their conscious mind to the feeling states of their body,” says Kabat-Zinn. “By practicing regularly, people usually feel more in touch with sensations in parts of their body they had never felt or thought much about before.

What we learn is how important modesty of ambition is. It’s where we see how love can be so beneficially detached from expectation and from reciprocation. The grandmother never hopes to be understood by the child. It is enough to spend a nice day, without doing much: we saw a pony, had some milk, played a game of cards, tried doing a painting of a flower. Quite soon, the 6-year-old will start to think this is a ridiculous day. And it may take six decades before they relearn that it is the purpose and meaning of life.

In October 1920, her former employer was featured in the local news. The residue from radium extraction looked like seaside sand, and the company had offloaded this industrial waste by selling it to schools and playgrounds to use in their children’s sandboxes; kids’ shoes were reported to have turned white because of it, while one little boy complained to his mother of a burning sensation in his hands. Yet, in comments that made reassuring reading, von Sochocky pronounced the sand “most hygienic”10 for children to play in, “more beneficial than the mud of world-renowned curative baths.

As a species we are a predominantly intelligent and exploratory animal, and beliefs harnessed to this fact will be the most beneficial for us. A belief in the validity of the acquisition of knowledge and a scientific understanding of the world we live in, the creation and appreciation of aesthetic phenomena in all their many forms, and the broadening and deepening of our range of experiences in day-to-day living, is rapidly becoming the 'religion' of our time. Experience and understanding are our rather abstract god-figures, and ignorance and stupidity will make them angry. Our schools and universities are our religious training centres, our libraries, museums, art galleries, theatres, concert halls and sports arenas are our places of communal worship. At home we worship with our books. newspapers. magazines, radios and television sets. In a sense, we still believe in an after-life, because part of the reward obtained from our creative works is the feeling that, through them, we will 'live on' after we are dead. Like all religions, this one has its dangers, but if we have to have one, and it seems that we do, then it certainly appears to be the one most suitable for the unique biological qualities of our species. Its adoption by an ever-growing majority of the world population can serve as a compensating and reassuring source of optimism to set against the pessimism (...) concerning our immediate future as a surviving species.

We’ve got a model for how to do this – though it comes in a slightly unfortunate guise. Religions have often ensured that their followers would meet with the Sublime on a weekly basis, in a cathedral or church somewhere not very far from where they lived. They constructed buildings specifically designed to awe the congregation. But they didn’t just hope that people would drop by. They put a date in the diary, every week. If you lived in the Vienna suburb of Wieden, for instance, you’d go to the Karlskirche at 11.00am every Sunday and be confronted with the Sublime. This beneficial psychological service is in reality distinct from the specifically religious convictions that orchestrated it. But the decline of organised religious faith in many parts of the world has inadvertently also taken away this collective commitment to regularly reactivating our sense of the Sublime.

Fish at breakfast is sometimes himono (semi-dried fish, intensely flavored and chewy, the Japanese equivalent of a breakfast of kippered herring or smoked salmon) and sometimes a small fillet of rich, well-salted broiled fish. Japanese cooks are expert at cutting and preparing fish with nothing but salt and high heat to produce deep flavor and a variety of textures: a little crispy over here, melting and juicy there. Some of this is technique and some is the result of a turbo-charged supply chain that scoops small, flavorful fish out of the ocean and deposits them on breakfast tables with only the briefest pause at Tsukiji fish market and a salt cure in the kitchen. By now, I've finished my fish and am drinking miso soup. Where you find a bowl of rice, miso shiru is likely lurking somewhere nearby. It is most often just like the soup you've had at the beginning of a sushi meal in the West, with wakame seaweed and bits of tofu, but Iris and I were always excited when our soup bowls were filled with the shells of tiny shijimi clams. Clams and miso are one of those predestined culinary combos- what clams and chorizo are to Spain, clams and miso are to Japan. Shijimi clams are fingernail-sized, and they are eaten for the briny essence they release into the broth, not for what Mario Batali has called "the little bit of snot" in the shell. Miso-clam broth is among the most complex soup bases you'll ever taste, but it comes together in minutes, not the hours of simmering and skimming involved in making European stocks. As Tadashi Ono and Harris Salat explain in their book Japanese Hot Pots, this is because so many fermented Japanese ingredients are, in a sense, already "cooked" through beneficial bacterial and fungal actions. Japanese food has a reputation for crossing the line from subtlety into blandness, but a good miso-clam soup is an umami bomb that begins with dashi made from kombu (kelp) and katsuobushi (bonito flakes) or niboshi (a school of tiny dried sardines), adds rich miso pressed through a strainer for smoothness, and is then enriched with the salty clam essence.

Adolescence is a period of life when the brain is malleable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40 percent of the world’s teenagers have no access to secondary-school education. The percentage of teenage girls who lack this access is much higher, yet there is strong evidence that the education of girls in developing countries has many significant benefits for family health, population growth rates, child mortality rates, and HIV rates, as well as for women’s self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.

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Right now your schools exist primarily to provide answers. It would be far more beneficial if their primary function was to ask questions. What does it mean to be honest, or responsible, or “fair”? What are the implications? For that matter, what does it mean that 2+2=4? What are the implications? Highly evolved societies encourage all children to discover and create those answers for themselves.

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