Careers Education Quotes

If you were born with the ability to change someone’s perspective or emotions, never waste that gift. It is one of the most powerful gifts God can give—the ability to influence.

A strong woman builds her own world. She is one who is wise enough to know that it will attract the man she will gladly share it with.

We’ve bought into the idea that education is about training and “success”, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death.

Never let your fear of the unknown and things being too difficult make your choices for you in life. One of the saddest lessons in life is finding out that your fear made the situation worse than what it was and a braver person stole the dream you gave up on.

Mr. Franz, I think careers are a 20th Century invention and I don't want one. You don’t need to worry about me; I have a college education. I’m not destitute. I'm living like this by choice.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

If doctors are paid the same salary as bus drivers, community would not be crazy about making their children doctors

This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career.

Elite students climb confidently until they reach a level of competition sufficiently intense to beat their dreams out of them. Higher education is the place where people who had big plans in high school get stuck in fierce rivalries with equally smart peers over conventional careers like management consulting and investment banking. For the privilege of being turned into conformists, students (or their families) pay hundreds of thousands of dollars in skyrocketing tuition that continues to outpace inflation. Why are we doing this to ourselves?

It is an inside joke of history that all its most exciting adventures inevitably end their careers as homework. Beheadings, rebellions, thousand-year wars, incest on the royal throne, electricity, art, opera, dogs in outer space.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

A university is not, thank heavens, a place for vocational instruction, it has nothing to do with training for a working life and career, it is a place for education, something quite different.

Lawan yang pandai lebih baik daripada teman yang bodoh.

With a new awareness, both painful and humorous, I begin to understand why the saints were rarely married women. I am convinced it has nothing inherently to do, as I once supposed, with chastity or children. It has to do primarily with distractions. The bearing, rearing, feeding and educating of children; the running of a house with its thousand details; human relationships with their myriad pulls--woman's normal occupations in general run counter to creative life, or contemplative life, or saintly life. The problem is not merely one of Woman and Career, Woman and the Home, Woman and Independence. It is more basically: how to remain whole in the midst of the distractions of life; how to remain balanced, no matter what centrifugal forces tend to pull one off center; how to remain strong, no matter what shocks come in at the periphery and tend to crack the hub of the wheel.

Nobody cares about feminist academic writing. That's careerism. These poor women in academia have to talk this silly language that nobody can understand in order to be accepted... But I recognize the fact that we have this ridiculous system of tenure, that the whole thrust of academia is one that values education, in my opinion, in inverse ratio to its usefulness—and what you write in inverse relationship to its understandability. [...] Academics are forced to write in language no one can understand so that they get tenure. They have to say 'discourse', not 'talk'. Knowledge that is not accessible is not helpful.

Formal education will earn you a living.  Self-education will earn you a fortune.”  Jim Rohn

Most of these students are so conditioned to success that they become afraid to take risks. They have been taught from a young age by zealous parents, schools, and institutional authorities what constitutes failure and success. They are socialized to obey. They obsess over grades and seek to please professors, even if what professors teach is fatuous. The point is to get ahead, and getting ahead means deference to authority. Challenging authority is never a career advancer.

Don’t do it! Don’t you dare think about giving up! EVERYTHING has a process. Work with the process, not against it. Move forward with purpose and never stop believing. You can do this! You know you can.

If you use a philosophy education well, you can get your foot in the door of any industry you please. Industries are like the blossoms on a tree while philosophy is the trunk - it holds the tree together, but it often goes unnoticed.

I met a girl in a U-Haul. A beautiful girl And I fell for her. I fell hard. Unfortunately, sometimes life gets in the way. Life definitely got in my way. It got all up in my damn way, Life blocked the door with a stack of wooden 2x4's nailed together and attached to a fifteen inch concrete wall behind a row of solid steel bars, bolted to a titanium frame that no matter how hard I shoved against it- It wouldn't budge. Sometimes life doesn't budge. It just gets all up in your damn way. It blocked my plans, my dreams, my desires, my wishes, my wants, my needs. It blocked out that beautiful girl That I fell so hard for. Life tries to tell you what's best for you What should be most important to you What should come in first Or second Or third. I tried so hard to keep it all organized, alphabetized, stacked in chronological order, everything in its perfect space, its perfect place. I thought that's what life wanted me to do. This is what life needed for me to do. Right? Keep it all in sequence? Sometimes, life gets in your way. It gets all up in your damn way. But it doesn't get all up in your damn way because it wants you to just give up and let it take control. Life doesn't get all up in your damn way because it just wants you to hand it all over and be carried along. Life wants you to fight it. It wants you to grab an axe and hack through the wood. It wants you to get a sledgehammer and break through the concrete. It wants you to grab a torch and burn through the metal and steel until you can reach through and grab it. Life wants you to grab all the organized, the alphabetized, the chronological, the sequenced. It wants you to mix it all together, stir it up, blend it. Life doesn't want you to let it tell you that your little brother should be the only thing that comes first. Life doesn't want you to let it tell you that your career and your education should be the only thing that comes in second. And life definitely doesn't want me To just let it tell me that the girl I met, The beautiful, strong, amazing, resilient girl That I fell so hard for Should only come in third. Life knows. Life is trying to tell me That the girl I love, The girl I fell So hard for? There's room for her in first. I'm putting her first.

We know – it has been measured in many experiments – that children with strong impulse control grow to be better adjusted, more dependable, achieve higher grades in school and college and have more success in their careers than others. Success depends on the ability to delay gratification, which is precisely what a consumerist culture undermines. At every stage, the emphasis is on the instant gratification of instinct. In the words of the pop group Queen, “I want it all and I want it now.” A whole culture is being infantilised.

Learning, at its core, is a broadening of horizons, of seeing things that were previously invisible and of recognizing capabilities within yourself that you didn't know existed

I didn’t need another cat. At this point in my brilliant career as an itinerant educator I could barely afford to feed myself. But then, no one ever needs a cat these days. That’s not why we have cats. We have cats because they amuse us and because otherwise our clothes would lack the texture only cat hair can provide.

It is worth noting that the main players in the recomposition project are women—scientists, anthropologists, lawyers, architects. Educated women, who have the privilege to devote their efforts to righting a wrong. They’ve given prominent space in their professional careers to changing the current system of death. Katrina noted that “humans are so focused on preventing aging and decay—it’s become an obsession. And for those who have been socialized female, that pressure is relentless. So decomposition becomes a radical act. It’s a way to say, ‘I love and accept myself.

What else can I do? Once you've gone this far you aren't fit for anything else. Something happens to your mind. You're overqualified, overspecialized, and everybody knows it.

Respectable and elite careers are of no interest to the Old Soul who is much too tired to join in with the “my house is bigger than your house” games of society. If the Old Soul has to work, any job will usually do. It's very uncommon to find Old Souls in prestigious careers, unless they have some higher purpose at play behind the scenes.

But by the end of two years, most have either changed careers or moved to suburban schools - a consequence of low pay, a lack of support from the educational bureaucracy, and a pervasive feeling of isolation.

Having had the wrong education as a start in his racial career, the Negro has become his own greatest enemy. Most of the trouble I have had in advancing the cause of the race has come from Negroes. Booker Washington aptly described the race in one of his lectures by stating that we were like crabs in a barrel, that none would allow the other to climb over, but on any such attempt all would continue to pull back into the barrel the one crab that would make the effort to climb out. Yet, those of us with vision cannot desert the race, leaving it to suffer and die.

Have and show motivation to do and learn. That's the key for a good career. Everything else is an extrapolation of that.

Make no mistake: Your salary is held to the same standards your grades were held to in the educational system, where you couldn't surpass a 100 no matter how hard you worked or how intelligent you were.

Be careful what you get good at doin', cuz you'll be doin' it for the rest of your life.

Your traditional EDUCATION is not going to CHANGE your life but the life you are experiencing that can change you. Choose a POSITIVE life STYLE with positive ATTITUDE which could bring you a life with HAPPINESS and WISDOM

I would argue that it is not human fecundity that is overcrowding the world so much as the technological multipliers of the power of individual humans. The worst disease of the world now is probably the ideology of technological heroism, according to which more and more people willingly cause large-scale effects that they do not see and that they cannot control. This is the ideology of the professional class of the industrial nations—a class whose allegiance to communities and places has been dissolved by their economic motives and by their educations. These are people who will go anywhere and jeopardize anything in order to assure the success of their careers.

What you learn determines what you earn.

Desire! That’s the one secret of every man’s career. Not education. Not being born with hidden talents. Desire.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

...rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of education as a process of guiding kids' participation in public life more generally, a public life that includes social, recreational, and civic engagement.

I was fifteen when I left school. And what did I get to show for my ten years in the British education system? A piece of paper which said: John Osbourne attended Birchfield Road Secondary Modern. Signed, Mr Oldham (Headmaster) That was f**king it. Not a single qualification. Nothing. I had two career choices: manual labour or manual labour.

There is no need for comparison. Be happy with yourself and find satisfaction in your work.

When we know who we are and what we are supposed to do, it is easier to make important decisions about education, careers, and marriage. It is easier to shine our light in our families, with our friends, and in all other places.

A fair fight comes from poor planning. Your goal is an unfair fight. You want to use every trick, artifice, and deceit possible to make every fight an outrageously unfair contest tilted completely in your favor, every time. If you are above using surprise, guile, stealth, and misdirection in battle, you are too noble to be in the Navy. Consider a career in education.

Well, Mr Thomas, while I'm in favour of education, I couldn't in good conscience recommend a university career in anything but the hard sciences. As a working environment, the rest of academia is a sewer of irrationality, hate mongering, envy, and self-interest. I'm getting out the moment I earn my twenty-five-year pension package, and then I'm going to write novels...

Nein, die Schule hat keinen bestimmenden Einfluss auf meine Entwicklung gehabt. Die Schule hat von meinen besonderen Anlagen wohl instinktiv etwas gespürt, sie aber als obstinate Untauglichkeit gewertet und verworfen. Ein Lehrer drohte, zufällig nicht mir, sondern einem anderen Schüler, mit den Worten: "Ich werde dir deine Karriere schon verderben!" Am gleichen Tag las ich bei Storm den Spruch: "Was du immer kannst, zu werden, scheue Arbeit nicht und Wachen, aber hüte deine Seele vor dem Karrieremachen.

I don't tell you this story today in order to encourage all of you in the class of '04 to find careers in the music business, but rather to suggest what the next decade of your lives is likely to be about, and that is, trying to ensure that you don't wake up at 32 or 35 or 40 tenured to a life that happened to you when you weren't paying strict attention, either because the money was good, or it made your parents proud, or because you were unlucky enough to discover an aptitude for the very thing that bores you to tears, or for any of the other semi-valid reasons people marshal to justify allowing the true passion of their lives to leak away. If you're lucky, you may have more than one chance to get things right, but second and third chances, like second and third marriages, can be dicey propositions, and they don't come with guarantees.... The question then is this: How does a person keep from living the wrong life?

Education is not merely meant for you to write and pass exams, get a good job and a good spouse, and settle down for survival.

He knew more of my intended career than I knew myself. I should be well enough educated for my destiny if I could "hold my own" with average young man in prosperous circumstances.

School fools a lot of people. Professionally, one thing is not the most that one person can be.

Never bend down possessing the feeling of despair. Stand up and seek new opportunities in order to pursue long term success.

At some point in your career you have to decide if you care more about teaching to tests or teaching kids. My decision was made a long time ago. I teach kids.

Have they been educated to the level of their intellectual ability or ambition? Is their use of free time engaging, meaningful, and productive? Have they formulated solid and well-articulated plans for the future? Are they (and those they are close to) free of any serious physical health or economic problems? Do they have friends and a social life? A stable and satisfying intimate partnership? Close and functional familial relationships? A career—or, at least, a job—that is financially sufficient, stable and, if possible, a source of satisfaction and opportunity? If the answer to any three or more of these questions is no, I consider that my new client is insufficiently embedded in the interpersonal world and is in danger of spiraling downward psychologically because of that.

It is a convenient truth: You go into the humanities to pursue your intellectual passion; and it just so happens, as a by-product, that you emerge as a desired commodity for industry.

Cliché: "The MBA changed my life." What it really means: "A fantastic career, a great social life and a healthy bank balance...three of the things I had before I started the program.

As he responded to the essay questions, Mitchell kept bending his answers toward their practical application. He wanted to know why he was here, and how to live. It was the perfect way to end your college career. Education had finally led Mitchell out into life.

The purpose of college, to put this all another way, is to turn adolescents into adults. You needn't go to school for that, but if you're going to be there anyway, then that's the most important thing to get accomplished. That is the true education: accept no substitutes. The idea that we should take the first four years of young adulthood and devote them to career preparation alone, neglecting every other part of life, is nothing short of an obscenity. If that's what people had you do, then you were robbed. And if you find yourself to be the same person at the end of college as you were at the beginning - the same beliefs, the same values, the same desires, the same goals for the same reasons - then you did it wrong. Go back and do it again.

A meritocracy is a system in which the people who are the luckiest in their health and genetic endowment; luckiest in terms of family support, encouragement, and, probably, income; luckiest in their educational and career opportunities; and luckiest in so many other ways difficult to enumerate — these are the folks who reap the largest rewards. The only way for even a putative meritocracy to hope to pass ethical muster, to be considered fair, is if those who are the luckiest in all of those respects also have the greatest responsibility to work hard, to contribute to the betterment of the world, and to share their luck with others.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

You don't have to get a job that makes others feel comfortable about what they perceive as your success. You don't have to explain what you plan to do with your life. You don't have to justif your education by demonstrating its financial rewards. You don't have to maintain an impeccable credit score. Anyone who expects you to do any of those things has no sense of history or economics or science or the arts. You have to pay your own electric bill. You have to be kind. You have to give it all you've got. You have to find people who love you truly and love them back with the same truth. But that's all.

College graduates and women with higher earnings are now more likely to marry than women with less education and lower wages, although they generally marry at an older age. The legal profession is one big exception to this generalization. Female attorneys are less likely to ever marry, to have children, or to remarry after divorce than women in other professions. But an even higher proportion of male attorneys are childless, suggesting there might be something about this career that is unfriendly to everyone’s family life, not just women’s.

It was like that Talking Head song. „And you may ask yourself, 'How did I get here?' … And you may tell yourself, 'This is not my beautiful house. And you may tell yourself, 'This is not my beautiful wife' ”. As he responded to the essay questions, Mitchell kept bending his answers toward their practical applications. He wanted to know why he was here, and how to live. It was perfect way to end your college career. Education had finally led Mitchell out into life.

I consider it completely irresponsible that public schools offer sex education but no systematic guidance to adolescent girls, who should be thinking about how they want to structure their future lives: do they want children, and if so, when should that be scheduled, with the advantages and disadvantages of each option laid out. Because of the stubborn biological burden of pregnancy and childbirth, these are issues that will always affect women more profoundly than men. Starting a family early has its price for an ambitions young woman, a career hiatus that may be difficult to overcome. On the other hand, the reward of being with one's children in their formative years, instead of farming out that fleeting and irreplaceable experience to day care centres or nannies, has an inherent emotional and perhaps spiritual value that has been lamentable ignored by second-wave feminism.

Lord Peter was hampered in his career as a private detective by a public school education. Despite Parker's admonitions, he was not always able to discount it. His mind had been warped in its young growth by "Raffles" and "Sherlock Holmes," or the sentiments for which they stand. He belonged to a family which had never shot a fox. 'I am an amateur,' said Lord Peter

Looking back upon my career, I see myself as a person capable of undertaking almost any task, any vocation. It was the monotony and sterility of the other outlets which drove me to desperation. I demanded a realm in which I should be both master and slave at the same time: the world of art is the only such realm. I entered it without any apparent talent, a thorough novice, incapable, awkward, tongue-tied, almost paralyzed by fear and apprehensiveness. I had to lay one brick on another, set millions of words to paper before writing one real, authentic word dragged up from my own guts. The facility of speech which I possessed was a handicap; I had all the vices of the educated man. I had to learn to think, feel, and see in a totally new fashion, in an uneducated way, in my own way, which is the hardest thing in the world.

[Young] adults who take gap years tended to be less motivated than their peers before the gap year. But after their gap year, most of them find new motivation. They had higher performance outcomes, career choice formation, improved employability, and a variety of life skills. The gap year can be seen as an educational process in which skills and critical reflection contribute to an individual's development.

Modern education has been plagued by utilitarianism for a very long time, and both teachers and students have come to think that schools should teach only what will be useful in the pursuit of a career. At the same time, we deplore the poor academic performance of our students in comparison with students of other countries.

However, not only are fortunes equal in America, equality extends to some degree to intelligence itself. I do not think that there is a single country in the world where, in proportion to the population, there are so few ignorant and, at the same time, so few educated individuals as in America. Primary education is available to all; secondary is within reach of no one, which can be explained quite easily as the inevitable result, so to speak, of my argument above. Almost all Americans enjoy a life of comfort and can, therefore, obtain the first elements of human knowledge. In America there are few rich people; therefore, all Americans have to learn the skills of a profession which demands a period of apprenticeship. Thus America can devote to general learning only the early years of life. At fifteen, they begin a career; their education ends most often when ours begins. If education is pursued beyond that point, it is directed only towards specialist subjects with a profitable return in mind. Science is studied as if it were a job and only those branches are taken up which have a recognized and immediate usefulness.

Studies consistently show that when we look back on our lives the most common regrets are not the risks we took, but the ones we didn’t. Of the many regrets people describe, regrets of inaction outnumber those of action by nearly two to one. Some of the most common include not pursuing more education, not being more assertive, and failing to seize the moment. When people reflect later in life, it is the things they did not do that generate the greatest despair.

Boys are suffering, in the modern world. They are more disobedient—negatively—or more independent—positively—than girls, and they suffer for this, throughout their pre-university educational career. They are less agreeable (agreeableness being a personality trait associated with compassion, empathy and avoidance of conflict) and less susceptible to anxiety and depression,172 at least after both sexes hit puberty.173 Boys’ interests tilt towards things; girls’ interests tilt towards people.174 Strikingly, these differences, strongly influenced by biological factors, are most pronounced in the Scandinavian societies where gender-equality has been pushed hardest: this is the opposite of what would be expected by those who insist, ever more loudly, that gender is a social construct. It isn’t. This isn’t a debate. The data are in.

What I have to face is that 'Barb,' the name on my ID tag, is not exactly the same person as Barbara. 'Barb' is what I was called as a child, and still am by my siblings, and I sense that at some level I'm regressing. Take away the career and the higher education, and maybe what you're left with is this original Barb, the one who might have ended up working at Wal-Mart for real if her father hadn't managed to climb out of the mines. So it's interesting, and more than a little disturbing, to see how Barb turned out — that she's meaner and slyer than I am, more cherishing of grudges, and not quite as smart as I'd hoped.

Dear my strong girls, you will all go through that phase of life making a mistake of helping a toxic girl whose friendship with you turns into her self-interest. This kind of girls is a real burden towards the empowerment of other females as they can never get past their own insecurity and grow out of high-school-like drama. Despite how advanced we are in educating modern women, this type will still go through life living in identity crisis, endlessly looking for providers of any kind at the end of the day. They can never stand up for others or things that matter because they can't stand up for themselves. They care what everyone thinks only doing things to impress men, friends, strangers, everyone in society except themselves, while at the same time can't stand seeing other women with purpose get what those women want in life. But let me tell you, this is nothing new, let them compete and compare with you as much as they wish, be it your career, love or spirit. You know who you are and you will know who your true girls are by weeding out girls that break our girlie code of honor, but do me a favor by losing this type of people for good. Remind yourself to never waste time with a person who likes to betray others' trust, never. Disloyalty is a trait that can't be cured. Bless yourself that you see a person's true colors sooner than later. With love, your mama. XOXO

Equality, citizens, is not the whole of society on a level, a society of tall blades of grass and small oaks, or a number of entangled jealousies. It is, legally speaking, every aptitude having the same opportunity for a career; politically all consciences having the same right. Equality has an organ, gratuitous and compulsory education. We must begin with the right to the alphabet.

I’m encouraging mine to go into professions that machines are currently bad at, and therefore seem unlikely to get automated in the near future. Recent forecasts for when various jobs will get taken over by machines identify several useful questions to ask about a career before deciding to educate oneself for it. 48 For example: • Does it require interacting with people and using social intelligence? • Does it involve creativity and coming up with clever solutions? • Does it require working in an unpredictable environment?

You won’t fail! That’s the fear in you lying to you. You will succeed! That’s why fear is trying so hard to stop you. I encourage you to take that first step. Walk into your purpose and do what you were born to do. Have faith in yourself. Have courage to move forward doubting NOTHING. Doubt has no place and serves no purpose. Give yourself a chance to uncover all of the greatness that’s within you!

If college admissions officers are going to encourage kids to take the same AP math class, why not statistics? Almost every career (whether in business, nonprofits, academics, law, or medicine benefits from proficiency in statistics. Being an informed, responsible citizen requires a sound knowledge of statistics, as politicians, reporters, and bloggers all rely on "data" to justify positions. [p.98]

In her last weeks, she had mo­ments of lu­cid­ity, and I cher­ished them when I was around to talk to her. One of these con­ver­sa­tions hap­pened when it was just me and her in the hos­pi­tal room. ‘I sus­pect you will never have a hus­band,’ she said, look­ing at me in­tently from her bed. ‘Would you be up­set if that hap­pened?’ I asked. ‘Your mother would be,’ she said, then low­ered her voice. ‘But I think you would be wise not to.’ This sur­prised me as I had al­ways thought that she and my grand­fa­ther had been very happy to­gether. ‘Why do you say that?’ I asked. Her hand, spot­ted in soft-brown splodges, the rails of her bones pro­trud­ing, flapped gen­tly at me to take it. I cupped it in both of mine. ‘You have a home that is yours,’ she said. ‘And your own money. Don’t you?’ ‘I have a bit of money, yes.’ ‘And you have your ed­u­ca­tion. And you have your ca­reer.’ I nod­ded. ‘Then you have ev­ery­thing,’ she said.

Relief, fear, and humiliation. Her parents paid for a pricey prep school education in D.C. She graduated magna cum laude from Georgetown with a degree in political science. She breezed through law school and finished with honors. A dozen megafirms offered her jobs after a federal court clerkship. The first twenty-nine years of her life had seen overwhelming success and little failure. To be discharged in such a manner was crushing. To be escorted out of the building was degrading. This was not just a minor bump in a long, rewarding career.

In it he argued that unrestrained capitalism produced great disparities of wealth, cycles of boom and depression, and festering levels of unemployment. The system encouraged selfishness instead of cooperation, and acquiring wealth rather than serving others. People were educated for careers rather than for a love of work and creativity. And political parties became corrupted by political contributions from owners of great capital.

We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game.

I have no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of proofs to the contrary. I acknowledge freely the great power of education and social influences in developing the active powers of the mind, just as I acknowledge the effect of use in developing the muscles of a blacksmith's arm, and no further. Let the blacksmith labour as he will, he will find there are certain feats beyond his power that are well within the strength of a man of herculean make, even although the latter may have led a sedentary life.

It remains one of the great inequalities of the world that some children are born light years ahead of others. They may come from more stable homes, from wealthy homes, from homes with cleaners and domestic staff, cooks and tutors. Everything is easier, more streamlined, more conducive to educational and career success. Others will come from one-bedroom huts with no running water and no electricity, little chance of a good education, and little time to do anything besides work. The child born into a rich family will, no doubt, progress at a faster rate and develop the sort of self-assurance that comes from stability. This is the case wherever you’re from; it is as true of communist societies as it is of capitalist ones. I have travelled the world and seen these inequalities. I have witnessed the problems such different starting blocks can bring. But if I’ve learned anything, it is that success is possible, whatever your situation and however your life begins. I hope that this story, my story, will prove inspirational and that it will encourage others to dream big, take a plunge, use whatever resources are available. If a small poor boy fishing for prawns on a lake in Ningbo can do it, then so can you.

Our Vietnamese a time capsule, a mark of where your education ended. Ma, to speak in our mother tongue is to speak only partially in Vietnamese, but entirely in war. That night I promise myself I'd never be wordless when you needed me to speak for you. So I began my career as our family's official interpreter. From then on, I would fill in our blanks, our silences, our stutters, whenever I could. I code switched. I took off our language and wore my English, like a mask, so that others would see my face, and therefore yours. It's true that, in Vietnamese, we rarely say I love you, and when we do, it is almost always in English. Care and love, for us, are pronounced clearly through service...

In a 1968 study of daily life in classrooms, Philip W. Jackson wrote that students spend as much as 50 percent of their time waiting for something to happen. They wait for teachers to pass out papers. They wait for slower students to get their questions answered. They wait for the lunch bell to ring. Alas, forty-five years after Jackson published his book, millions of American students are still waiting. They’re waiting for all of the old reasons, and one relatively new one: they’re waiting for our education system to catch up with their lives.

For example, my choice of career. You generously and patiently gave me complete freedom.  Though this followed the habits, or at least the values, of the Jewish middle class concerning their sons.  And here your misunder-standing of my character worked its effect, which – together with your father’s pride – blinded you to my real nature: to my weakness.  In your opinion, I was always studying as a child, and  later I was always writing.  Looking back that      is certainly not true.  I can say with very little exaggeration, I barely studied and I learnt nothing; to have retained something after so many years of education wasn’t remarkable for a man with a memory and some intelligence;  but given the vast expenditure of time and money, and my outwardly easy, unburdened life, what I achieved with regard to knowledge, especially sound knowledge, was nothing – certainly when compared to what others managed.  It is lamentable, but for me understandable.  I always had such a deep concern about the continued existence of my mind and spirit, that I was indifferent to everything else.  Jewish schoolboys have a reputation, for amongst them one finds the most improbable things; but my cold, barely disguised, permanent, childish, ridiculous, animal, self-satisfied indifference, and my cold and fantastical mind, are not things that I have ever met again – though admittedly they were just a defence against nervous destruction through fear and guilt.  And I was worried about myself in all manner of ways.  For example, I was worried about my health: I was worried about my hair falling out, my digestion, and my back – for it was stooped.  And my worries turned to fear and it all ended in true sickness.  But what was all that?  Not actual bodily sickness.  I was sick because I was a disinherited son, who needed constant reassurance about his own peculiar existence, who in the most profound sense never owned anything, and who was even insecure about the thing which was next to him: his own body. 

The O.T.O. is an initiatory order similar to freemasonry. It doesn't provide educational monographs or standardized tests. Rather, it offers members the opportunity to experience a series of dramatic and magical initiations artfully designed to awaken and unfold the candidates' spiritual potentialities. If a member did nothing else with the O.T.O. career but undergo these degree experiences, they would be immeasurably rewarded. Serious members know, however, that there is much more to the O.T.O.'s magick than a two-hour ceremony performed once or twice a year. So profound are the Order's inner mysteries that to penetrate them requires not only a rich magical and spiritual education, but also a high level of meditative attainment. Members who wish to truly affiliate at this level are expected to seize responsibility for their own magical education and eventually rend the veil of the Order's mysteries for themselves.

None of his books had prepared him for his new insight. “The People” did not mean all those who speak your language, nor yet the chosen few branded with the fiery mark of genius. Neither birth nor the labor of your hands nor the privileges of education admit you to membership of the People. Only your soul can do that. And each of us fashions his soul himself, year in and year out. You must strive to temper and to cut and polish your soul so as to become a human being. And hence a humble component of your people. A man with such a soul cannot as a rule expect to prosper, to go far in his career, to get rich. Which is why for the most part “the People” is not to be found at the higher levels of society.

The universities are an absolute wreck right now, because for decades, any graduate student in the humanities who had independent thinking was driven out. There was no way to survive without memorizing all these stupid bromides with this referential bowing to these over-inflated figures like Lacan, Derrida, Foucault, and so on. Basically, it's been a tyranny in the humanities, because the professors who are now my age – who are the baby boomer professors, who made their careers on the back of Foucault and so on – are determined that that survive. So you have a kind of vampirism going on. So I've been getting letters for 25 years since Sexual Personae was released in 1990, from refugees from the graduate schools. It's been a terrible loss. One of my favorite letters was early on: a woman wrote to me, she was painting houses in St. Louis, she said that she had wanted a career as a literature professor and had gone into the graduate program in comparative literature at Berkeley. And finally, she was forced to drop out because, she said, every time she would express enthusiasm for a work they were studying in the seminar, everyone would look at her as if she had in some way created a terrible error of taste. I thought, 'Oh my God', see that's what's been going on – a pretentious style of superiority to the text. [When asked what can change this]: Rebellion! Rebellion by the grad students. This is what I'm trying to foment. We absolutely need someone to stand up and start criticizing authority figures. But no; this generation of young people have been trained throughout middle school and high school and college to be subservient to authority.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.

It's common to think of people in the military as conformists. But that's far from the truth in our community. Some pretty capable and colorful types join the SEAL teams, looking for bigger challenges than their high-flying careers or other interesting backgrounds can offer. Whether doctors, lawyers, longshoreman, college dropout, engineer or NCAA Division I superathlete, they were more than just good special operators. They were a cohesive team whose strength came from their widely diverse talents, educational backgrounds, upbringings, perspectives, and capabilities. They're all-American and patriotic, with a combination of practical intelligence and willpower that you don't want to get crossways with. Streetwise, innovative, adaptable, and often highly intellectual--these are all words that apply to the community. And the majority are so nice that it can be hard to envision their capacity for violent mayhem. BUD/S filters out four of five aspirants, leaving behind only the hardest and most determined--the best. I was so proud and humbled to be part of the brotherhood.

Some of his [Chester Bowles's] friends thought that his entire political career reflected his background, that he truly believed in the idea of the Republic, with an expanded town-hall concept of politics, of political leaders consulting with their constituency, hearing them out, reasoning with them, coming to terms with them, government old-fashioned and unmanipulative. Such governments truly had to reflect their constituencies. It was his view not just of America, but of the whole world. Bowles was fascinated by the political process in which people of various countries expressed themselves politically instead of following orders imposed by an imperious leadership. In a modern world where most politicians tended to see the world divided in a death struggle between Communism and free-world democracies, it was an old-fashioned view of politics; it meant that Bowles was less likely to judge a country on whether or not it was Communist, but on whether or not its government seemed to reflect genuine indigenous feeling. (If he was critical of the Soviet leadership, he was more sympathetic to Communist governments in the underdeveloped world.) He was less impressed by the form of a government than by his own impression of its sense of legitimacy. ... He did not particularly value money (indeed, he was ill at ease with it), he did not share the usual political ideas of the rich, and he was extremely aware of the hardships with which most Americans lived. Instead of hiring highly paid consultants and pollsters to conduct market research, Bowles did his own canvassing, going from door to door to hundreds of middle- and lower-class homes. That became a crucial part of his education; his theoretical liberalism became reinforced by what he learned about people’s lives during the Depression.

Comedy, much of the time, is built on disorder. Comedy is intoxicating to a young mind in distress. You see these famous people pointing out the ridiculousness of a world that you’ve never been able to make sense of. Comedians offer the hope, the chance, however slim, that it’s not you that’s broken but the world. And they dress up in cool clothes! And hang out with various late-night hosts named Jimmy! And they make people laugh, and those people then love them. I can’t say for certain that depression leads people to a career in comedy, but it seems like the path is smoothly paved and well lit. Comedian Solomon Georgio came to the United States as a refugee from Ethiopia when he was three years old, and his family relied on comedy early on for entertainment and education. “We all loved comedy because that’s one of the few things that we comprehended when we didn’t speak the language,” he says. “Surprisingly, standup comedy, too, which, even though we didn’t know what was going on, you kind of see a rhythm and you know people are being entertained and laughing along. So we watched a lot of old television. Three Stooges, I Love Lucy, and, like, slapstick. We just immediately started watching and enjoying. So you can only imagine how disappointed I was when I met my first white person in real life and I was like, ‘Oh, you’re not like the Three Stooges. I can’t slap you and poke you in the eye. You guys aren’t doing any of that stuff out here. Okay.

What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines. But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ... What if education wasn't first and foremost about what we know, but about what we love?

Moral sense is almost completely ignored by modern society. We have, in fact, suppressed its manifestations. All are imbued with irresponsibility. Those who discern good and evil, who are industrious and provident, remain poor and are looked upon as morons. The woman who has several children, who devotes herself to their education, instead of to her own career, is considered weak-minded. If a man saves a little money for his wife and the education of his children, this money is stolen from him by enterprising financiers. Or taken by the government and distributed to those who have been reduced to want by their own improvidence and the shortsightedness of manufacturers, bankers, and economists. Artists and men of science supply the community with beauty, health, and wealth. They live and die in poverty. Robbers enjoy prosperity in peace. Gangsters are protected by politicians and respected by judges. They are the heroes whom children admire at the cinema and imitate in their games. A rich man has every right. He may discard his aging wife, abandon his old mother to penury, rob those who have entrusted their money to him, without losing the consideration of his friends. ...Ministers have rationalized religion. They have destroyed its mystical basis. But they do not succeed in attracting modern men. In their half-empty churches they vainly preach a weak morality. They are content with the part of policemen, helping in the interest of the wealthy to preserve the framework of present society. Or, like politicians, they flatter the appetites of the crowd.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

We are often told, that in the critical periods of history it is the national soul which counts: that "where there is no vision, the people perish." No nation is truly defeated which retains its spiritual self-possession. No nation is truly victorious which does not emerge with soul unstained. If this be so, it becomes a part of true patriotism to keep the spiritual life, both of the individual citizen and of the social group, active and vigorous; its vision of realities unsullied by the entangled interests and passions of the time. This is a task in which all may do their part. The spiritual life is not a special career, involving abstraction from the world of things. It is a part of every man's life; and until he has realised it he is not a complete human being, has not entered into possession of all his powers. It is therefore the function of a practical mysticism to increase, not diminish, the total efficiency, the wisdom and steadfastness, of those who try to practise it. It will help them to enter, more completely than ever before, into the life of the group to which they belong. It will teach them to see the world in a truer proportion, discerning eternal beauty beyond and beneath apparent ruthlessness. It will educate them in a charity free from all taint of sentimentalism; it will confer on them an unconquerable hope; and assure them that still, even in the hour of greatest desolation, "There lives the dearest freshness deep down things.

This is what I think of America -- nothing. This is what I think of American Jews -- nothing. Your democracy, your inclusivity, your exceptionalism -- nothing. Your chances for survival -- none at all. You, Ruben Blum, are out of history; you're over and finished; in only a generation or two the memory of who your people were will be dead, and America won't give your unrecognizable descendants anything real with which to replace the sense of peoplehood it took from them; the boredom of your wife--who's tearing her program up into little white paper pills she'd like to swallow like Percodan--isn't merely boredom with you or her work or with the insufficiency of options for educated women in this country; it's more like a sense of having not lived fully in a consequential time; and the craziness of your daughter isn't just the craziness of an adolescent abducted from the city to the country and put under too much pressure to achieve and succeed; it's more like a raging resentment that nothing she can find to do in her life holds any meaning for her and every challenge that's been thrust at her--from what college to choose to what career to have--is small, compared to the challenges that my boys, for example--whom she's been condemned to babysit--will one day have to deal with, such as how to make a new people in a new land forge a living history. Your life here is rich in possessions but poor in spirit, petty and forgettable, with your frigidaires and color TVs, in front of which you can munch your instant supper, laugh at a joke, and choke, realizing that you have traded your birthright away for a bowl of plastic lentils...

Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a  math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well.  Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the

I believe the perception of what people think about DID is I might be crazy, unstable, and low functioning. After my diagnosis, I took a risk by sharing my story with a few friends. It was quite upsetting to lose a long term relationship with a friend because she could not accept my diagnosis. But it spurred me to take action. I wanted people to be informed that anyone can have DID and achieve highly functioning lives. I was successful in a career, I was married with children, and very active in numerous activities. I was highly functioning because I could dissociate the trauma from my life through my alters. Essentially, I survived because of DID. That's not to say I didn't fall down along the way. There were long term therapy visits, and plenty of hospitalizations for depression, medication adjustments, and suicide attempts. After a year, it became evident I was truly a patient with the diagnosis of DID from my therapist and psychiatrist. I had two choices. First, I could accept it and make choices about how I was going to deal with it. My therapist told me when faced with DID, a patient can learn to live with the live with the alters and make them part of one's life. Or, perhaps, the patient would like to have the alters integrate into one person, the host, so there are no more alters. Everyone is different. The patient and the therapist need to decide which is best for the patient. Secondly, the other choice was to resist having alters all together and be miserable, stuck in an existence that would continue to be crippling. Most people with DID are cognizant something is not right with themselves even if they are not properly diagnosed. My therapist was trustworthy, honest, and compassionate. Never for a moment did I believe she would steer me in the wrong direction. With her help and guidance, I chose to learn and understand my disorder. It was a turning point.

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.

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)