Class Motivational Quotes

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

Your comfort zone is a place where you keep yourself in a self-illusion and nothing can grow there but your potentiality can grow only when you can think and grow out of that zone.

The job of feets is walking, but their hobby is dancing.

Sometimes in life confusion tends to arise and only dialogue of dance seems to make sense.

If movements were a spark every dancer would desire to light up in flames.

Caution not spirit, let it roam wild; for in that natural state dance embraces divine frequency.

Dance as the narration of a magical story; that recites on lips, illuminates imaginations and embraces the most sacred depths of souls.

When the point of education becomes the production of credentials rather than the cultivation of knowledge, it forfeits the motive recognized by Aristotle: "All human beings by nature desire to know.

If spirit is the seed, dance is the water of its evolution.

Dance is the timeless interpretation of life.

Show me a person who found love in his life and did not celebrate it with a dance.

If you opened the dictionary and searched for the meaning of a Goddess, you would find the reflection of a dancing lady.

Don't breathe to survive; dance and feel alive.

Some people when they see cheese, chocolate or cake they don't think of calories.

First-class religion teaches one how to love God without any motive. If I serve God for some profit, that is business-not love.

Life is an affair of mystery; shared with companions of music, dance and poetry.

Motivation is the catalyzing ingredient for every successful innovation. The same is true for learning.

Your VISION and your self-willingness is the MOST powerful elements to conquer your goal

Dance to inspire, dance to freedom, life is about experiences so dance and let yourself become free.

Through synergy of intellect, artistry and grace came into existence the blessing of a dancer.

The middle class were invented to give the poor hope; the poor, to make the rich feel special; the rich, to humble the middle class.

DANCE – Defeat All Negativity (via) Creative Expression.

We are one at the root - we just part at the branch

Class is not defined by our circumstances - it is our reaction to those circumstances that defines who we are.

She who is a dancer can only sway the silk of her hair like the summer breeze.

One step, two steps, three steps; like winds of time experience joy of centuries, when movements become revelations of the dance of destinies.

Dance is the ritual of immortality.

Failing to make it to the list of the best 5 students in class or not being named the team captain should not make anyone feel like they have failed.

Autumn is a momentum of the natures golden beauty…, so the same it’s time to find your momentum of life

In general, poor is polite and rich is rude.

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.

Your every positive action in your life will increase your self-esteem and this self-esteem will boost you for more positive action to take you on success

How you think and create your inner world that you gonna become in your outer world. Your inner believe manifest you in the outside

Burdened no more is soul for whom life flows through dance and not breath.

Dance is that delicacy of life radiating every particle of our existence with happiness.

School does not make people, it is learning that makes people great, that is why you see first class students fail and poor. The world is not ruled by those who went to school, it is ruled by those who learn everyday.

Transcend the terrestrial; surpass the celestial, from nature’s hands when you receive the sublime pleasures of dance.

If you are not EXCITED enough at your present life its mean your future is not EXITING. Excitement will give you ENTHUSIASM and enthusiasm will give you a positive energetic LIFE STYLE which could give you a successful exiting life…

When a dancer performs, melody transforms into a carriage, expressions turn into fuel and spirit experiences a journey to a world where passion attains fulfillment.

CONFIDENCE is not showing off your VANITY, it’s about to be HUMBLED and KIND to others what are you truly SKILLED and PROFESSIONAL about…

Give yourself a great self-respect to know who you are then your confidence will shine on you

Great bosses and world-class organizations hire motivated people, set high expectations, and give their people room to become remarkable.

Why, godamit, why did they insist upon confusing the class struggle with the ass struggle, debasing both us and them—all human motives?

Don't fall asleep in classes. It's such a lucky thing you have, to be taught and to be learning and not have to be working in a shop somewhere.

Sylvie aced the classes she was interested in but got C's or D's in everything else. Julia had operated her determination like a lawn mower and mowed through high school with the next step in her sights.

There is a classic psychology experiment that seems to confirm Brewer's point. Children who enjoy drawing were given marker pens and allowed to go at it. Some were rewarded for drawing (they were given a certificate with a gold seal and a ribbon, and told ahead of time about this arrangement, whereas for others the issue of rewards was never raised. Weeks later, those who had been rewarded took less interest in drawing, and their drawings were judged to be lower in quality, whereas those who had not been rewarded continued to enjoy the activity and produced higher-quality drawings. The hypothesis is that the child begins to attribute his interest, which previously needed no justification, to the external reward, and this has the effect of reducing his intrinsic interest in it. That is, an external reward can affect one's interpretation of one's own motivation, an interpretation that comes to be self-fulfilling.

You are not who you think you are. You are not who they want you to be. You are not merely your colour, class, gender - and so on - these are quite narrow things. You are not the ideas you are given and gather. You are not what you own or lay claim to. You are not even your life story - for that changes through time, perspective, emphasis and many things. You are what resides before, between and beyond all these things." - R. Ogunlaru

Spirit is a child, the tune of dancing feet its lullaby.

REJECTION is kind of your negative ILLUSION which has no value but it’s give you a CLUE to go for next level of your ACTION.

Make dance the mission every moment seeks to accomplish.

Burdened no more is soul for whom life flows through dance like breath.

when you become addict in to MATERIAL things in life then the TRUE natural life start to run away from you, YES! it's can give you certain pleasure in the society but in the same time it will sabotage your true HAPPINESS of life which we could have simply with GRATITUDE and FORGIVENESS

Two motives urge fans to obsession with their sports. One is the need-—through the appeal of vicarious success—-to identify with winners. The other is to sanction, through pedantry, dogmatism, record-keeping, wise secret knowledge, and pseudo-scholarship, a claim to expertise on the subject. Sports give every man his opportunity to perform as a learned bore and to watch innumerable commentators on TV do the same.

The problem, David, is your cynicism only runs one direction. If somebody comes on TV and says everything is great and wonderful, you don’t believe it, you say they’re blowing smoke up your butt. You demand proof. But if one second later, some guy comes on and says everything is falling apart, you automatically believe it, no questions asked. If those people had told you that this mine monster situation was no big deal and that we should just go home, you wouldn’t have believed them, not for a second. But the moment they said it was a Class G apocalypse, you were on board. As if nobody ever has motivation to tell you things are worse than they really are. And you know for a fact that’s not true! Nothing controls people like fear.

...an external reward can affect one's interpretation of one's own motivation, and interpretation that comes to be self-fulfilling. A similar effect may account for the familiar fact that when someone turns his hobby into a business, he often loses pleasure in it. Likewise, an intellectual who pursues an academic career gets professionalized, and this may lead him to stop thinking. This line of reasoning suggests that the kind of appreciative attention where one remains focused on what one is doing can arise only in leisure activities. Such a conclusion would put pleasurable absorption beyond the ken of any activity that is undertaken for the sake of making money, because although money is undoubtedly good, it is not intrinsically so.

One of the hardest things for a teacher is to know when to keep quiet and when to let go. It is a terrible thing to hold someone back from success, or to insist on sharing credit, or to tie someone to your apron strings. We need to have faith that we have done all we can, and then we need to kick our birds out of the nest.

I remember a time in a class on a cold winter morning a Japanese girl came with a surgical mask & I thought “wow people would go to extremes NOT to get sick in Japan” afterwards on a break I approached her & asked in a cynical manner: why the mask? Are you afraid of catching a cold? & then she said “in Japan you use it when YOU are under the weather & you don’t want other people to get sick, it is the polite thing to do” wow! that's a lesson I will never forget

Motivation theory is not synonymous with behavior theory. The motivations are only one class of determinants of behavior. While behavior is almost always motivated, it is also almost always biologically, culturally and situationally determined as well.

vast majority of challenging kids already know how we want them to behave. They know they’re supposed to do what they’re told. They know they’re not supposed to disrupt the learning of their classmates or run out of the school when they’re upset or embarrassed. And they know they’re not supposed to hit people, swear, or call out in class. So they don’t need us to put lots of effort into teaching them how we want them to behave. And while this may be hard to believe, most challenging kids already want to behave the right way. They don’t need us to continue giving them stickers, depriving them of recess, or suspending them from school; they’re already motivated. They need something else from us.

Suicide is, after all, the result of a choice. However impulsive the action and confused the motives, at the moment when a man finally decides to take his own life he achieves a certain temporary clarity. Suicide may be a declaration of bankruptcy which passes judgment on a life as one long history of failure. But it is a decision which, by its very finality, is not wholly a failure. There is, I believe, a whole class of suicides who take their own lives not in order to die but to escape confusion, to clear their heads. They deliberately use suicide to create an unencumbered reality for themselves or to break through the patterns of obsession and necessity which they have unwittingly imposed on their lives.

When we examine , not the language of propaganda, but the witness of the combatants themselves, religion does not occupy the first place. Their motivations are more often secular, they mention their sympathy for a population reduced to poverty, the victims of the whim of ruling classes that live in luxury and corruption- rulers able to maintain themselves in power thanks only to the support of the American government ( as in Pakistan, Saudi Arabia and Egypt). They speak of the members of their families or their local communities who have suffered or died by the fault of these governments ( and thus of their protectors); and they want to avenge them. The thirst for vengeance did not wait for Islam to appear in the world, and the appeal to the law of an eye for an eye and a tooth for a tooth is universal.

The motivation for taking on debt is to buy assets or claims rising in price. Over the past half-century the aim of financial investment has been less to earn profits on tangible capital investment than to generate “capital” gains (most of which take the form of debt-leveraged land prices, not industrial capital). Annual price gains for property, stocks and bonds far outstrip the reported real estate rents, corporate profits and disposable personal income after paying for essential non-discretionary spending, headed by FIRE [Finance, Insurance, Real Estate]-sector charges.

I consider myself a “social ecologist,” concerned with man’s man-made environment the way the natural ecologist studies the biological environment.....the discipline itself boasts an old and distinguished lineage. Its greatest document is Alexis de Tocqueville’s Democracy in America. But no one is as close to me in temperament, concepts, and approach as the mid-Victorian Englishman Walter Bagehot. Living (as I have) in an age of great social change, Bagehot first saw the emergence of new institutions: civil service and cabinet government, as cores of a functioning democracy, and banking as the center of a functioning economy. A hundred years after Bagehot, I was first to identify management as the new social institution of the emerging society of organizations and, a little later, to spot the emergence of knowledge as the new central resource, and knowledge workers as the new ruling class of a society that is not only “postindustrial” but postsocialist and, increasingly, post-capitalist. As it had been for Bagehot, for me too the tension between the need for continuity and the need for innovation and change was central to society and civilization.

THE SEVEN TRAITS OF ELITE CAPTAINS 1. Extreme doggedness and focus in competition. 2. Aggressive play that tests the limits of the rules. 3. A willingness to do thankless jobs in the shadows. 4. A low-key, practical, and democratic communication style. 5. Motivates others with passionate nonverbal displays. 6. Strong convictions and the courage to stand apart. 7. Ironclad emotional control.

The culturalization of politics analytically vanquishes political economy, states, history, and international and transnational relations. It eliminates colonialism, capital, caste or class stratification, and external political domination from accounts of political conflict or instability. In their stead, “culture” is summoned to explain the motives and aspirations leading to certain conflicts

The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling—as subjective and ridiculous and irrational as it may be—matters. How you feel about your abilities—your academic “self-concept”—in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.

To prevent lower-income African Americans from living in neighborhoods where middle-class whites resided, local and federal officials began in the 1910s to promote zoning ordinances to reserve middle-class neighborhoods for single-family homes that lower-income families of all races could not afford. Certainly, an important and perhaps primary motivation of zoning rules that kept apartment buildings out of single-family neighborhoods was a social class elitism that was not itself racially biased. But there was also enough open racial intent behind exclusionary zoning that it is integral to the story of de jure segregation.

Those who fight for any "government," even if they believe they are "fighting for their country," can never achieve freedom and justice, because a ruling class, by its very nature, never wants freedom and justice, even for its own subjects, or it would cease to exist. However noble their motives, and however courageous their actions, ultimately the only thing "government" soldiers can ever achieve is subjugation and domination.

As for logical consequences, the "logic" is highly debatable. If you continually arrive late for my workshop, despite my warning that lateness is unacceptable, I may find it "logical" to lock you out of my classroom. Or perhaps it would be more "logical" to keep you locked in after class for the same number of minutes you were late. Or maybe my "logic" demands that you miss out on the snacks. As you may be starting to suspect, these are not true exercises in logic. They're really more of a free association, where we try to think of a way to make the wrongdoer suffer. We hope that the suffering will motivate the offender to do better in the future.

Travelers recognize that the results of an election here in the US can have a greater impact on poor people half a world away than it does on middle-class American voters. My travels have taught me that, even if motived only by greed, you don’t want to be really rich in a desperately poor world. With this in mind, I think of it not as noble or heroic, but simply pragmatic to bring a compassion for the needy along with me into the voting booth.

I use “anticapitalist” because conservative defenders of capitalism regularly say their liberal and socialist opponents are against capitalism. They say efforts to provide a safety net for all people are “anticapitalist.” They say attempts to prevent monopolies are “anticapitalist.” They say efforts that strengthen weak unions and weaken exploitative owners are “anticapitalist.” They say plans to normalize worker ownership and regulations protecting consumers, workers, and environments from big business are “anticapitalist.” They say laws taxing the richest more than the middle class, redistributing pilfered wealth, and guaranteeing basic incomes are “anticapitalist.” They say wars to end poverty are “anticapitalist.” They say campaigns to remove the profit motive from essential life sectors like education, healthcare, utilities, mass media, and incarceration are “anticapitalist.” In doing so, these conservative defenders are defining capitalism. They define capitalism as the freedom to exploit people into economic ruin; the freedom to assassinate unions; the freedom to prey on unprotected consumers, workers, and environments; the freedom to value quarterly profits over climate change; the freedom to undermine small businesses and cushion corporations; the freedom from competition; the freedom not to pay taxes; the freedom to heave the tax burden onto the middle and lower classes; the freedom to commodify everything and everyone; the freedom to keep poor people poor and middle-income people struggling to stay middle income, and make rich people richer. The history of capitalism—of world warring, classing, slave trading, enslaving, colonizing, depressing wages, and dispossessing land and labor and resources and rights—bears out the conservative definition of capitalism.

But still, it was not the desire to ‘write’ that was his real motive. To get out of the money-world—that was what he wanted. Vaguely he looked forward to some kind of moneyless, anchorite existence. He had a feeling that if you genuinely despise money you can keep going somehow, like the birds of the air. He forgot that the birds of the air don’t pay room-rent. The poet starving in a garret—but starving, somehow, not uncomfortably—that was his vision of himself. The next seven months were devastating. They scared him and almost broke his spirit. He learned what it means to live for weeks on end on bread and margarine, to try to ‘write’ when you are half starved, to pawn your clothes, to sneak trembling up the stairs when you owe three weeks’ rent and your landlady is listening for you. Moreover, in those seven months he wrote practically nothing. The first effect of poverty is that it kills thought. He grasped, as though it were a new discovery, that you do not escape from money merely by being moneyless. On the contrary, you are the hopeless slave of money until you have enough of it to live on—a ‘competence’, as the beastly middle-class phrase goes.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

Conspiracy theories have long been used to maintain power: the Soviet leadership saw capitalist and counter-revolutionary conspiracies everywhere; the Nazis, Jewish ones. But those conspiracies were ultimately there to buttress an ideology, whether class warfare for Communists or race for Nazis. With today’s regimes, which struggle to formulate a single ideology – indeed, which can’t if they want to maintain power by sending different messages to different people – the idea that one lives in a world full of conspiracies becomes the world view itself. Conspiracy does not support the ideology; it replaces it. In Russia this is captured in the catchphrase of the country’s most important current affairs presenter: ‘A coincidence? I don’t think so!’ says Dmitry Kiselev as he twirls between tall tales that dip into history, literature, oil prices and colour revolutions, which all return to the theme of how the world has it in for Russia. And as a world view it grants those who subscribe to it certain pleasures: if all the world is a conspiracy, then your own failures are no longer all your fault. The fact that you achieved less than you hoped for, that your life is a mess – it’s all the fault of the conspiracy. More importantly, conspiracy is a way to maintain control. In a world where even the most authoritarian regimes struggle to impose censorship, one has to surround audiences with so much cynicism about anybody’s motives, persuade them that behind every seemingly benign motivation is a nefarious, if impossible-to-prove, plot, that they lose faith in the possibility of an alternative, a tactic a renowned Russian media analyst called Vasily Gatov calls ‘white jamming’. And the end effect of this endless pile-up of conspiracies is that you, the little guy, can never change anything. For if you are living in a world where shadowy forces control everything, then what possible chance do you have of turning it around? In this murk it becomes best to rely on a strong hand to guide you. ‘Trump is our last chance to save America,’ is the message of his media hounds. Only Putin can ‘raise Russia from its knees’. ‘The problem we are facing today is less oppression, more lack of identity, apathy, division, no trust,’ sighs Srdja. ‘There are more tools to change things than before, but there’s less will to do so.

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

One which is the next best, and has the advantage of compelling the citizens to look to their characters:—Let there be a general rule that every one shall enter into voluntary contracts at his own risk, and there will be less of this scandalous money-making, and the evils of which we were speaking will be greatly lessened in the State. Yes, they will be greatly lessened. At present the governors, induced by the motives which I have named, treat their subjects badly; while they and their adherents, especially the young men of the governing class, are habituated to lead a life of luxury and idleness both of body and mind; they do nothing, and are incapable of resisting either pleasure or pain. Very true. They themselves care only for making money, and are as indifferent as the pauper to the cultivation of virtue. Yes,

This young woman,” said Diana, “was responsible for the destruction of the Triumvirate’s fleet.” “Well, I had a lot of help,” Lavinia said. “I don’t understand,” I said, turning to Lavinia. “You made all those mortars malfunction?” Lavinia looked offended. “Well, yeah. Somebody had to stop the fleet. I did pay attention during siege-weapon class and ship-boarding class. It wasn’t that hard. All it took was a little fancy footwork.” Hazel finally managed to pick her jaw off the pavement. “Wasn’t that hard?” “We were motivated! The fauns and dryads did great.” She paused, her expression momentarily clouding, as if she remembered something unpleasant. “Um…besides, the Nereids helped a lot. There was only a skeleton crew aboard each yacht. Not, like, actual skeletons, but—you know what I mean. Also, look!” She pointed proudly at her feet, which were now adorned with the shoes of Terpsichore from Caligula’s private collection. “You mounted an amphibious assault on an enemy fleet,” I said, “for a pair of shoes.” Lavinia huffed. “Not just for the shoes, obviously.” She tap-danced a routine that would’ve made Savion Glover proud. “Also to save the camp, and the nature spirits, and Michael Kahale’s commandos.” Hazel held up her hands to stop the overflow of information. “Wait. Not to be a killjoy—I mean, you did an amazing thing!—but you still deserted your post, Lavinia. I certainly didn’t give you permission —” “I was acting on praetor’s orders,” Lavinia said haughtily. “In fact, Reyna helped. She was knocked out for a while, healing, but she woke up in time to instill us with the power of Bellona, right before we boarded those ships. Made us all strong and stealthy and stuff.” Hazel asked, “Is it true about Lavinia acting on your orders?” Reyna glanced at our pink-haired friend. The praetor’s pained expression said something like, I respect you a lot, but I also hate you for being right. “Yes,” Reyna managed to say. “Plan L was my idea. Lavinia and her friends acted on my orders. They performed heroically.” Lavinia beamed. “See? I told you.” The assembled crowd murmured in amazement, as if, after a day full of wonders, they had finally witnessed something that could not be explained.

rapacious. To look for a continuation of harmony between a number of independent, unconnected sovereignties in the same neighborhood, would be to disregard the uniform course of human events, and to set at defiance the accumulated experience of ages. The causes of hostility among nations are innumerable. There are some which have a general and almost constant operation upon the collective bodies of society. Of this description are the love of power or the desire of pre-eminence and dominion—the jealousy of power, or the desire of equality and safety. There are others which have a more circumscribed though an equally operative influence within their spheres. Such are the rivalships and competitions of commerce between commercial nations. And there are others, not less numerous than either of the former, which take their origin entirely in private passions; in the attachments, enmities, interests, hopes, and fears of leading individuals in the communities of which they are members. Men of this class, whether the favorites of a king or of a people, have in too many instances abused the confidence they possessed; and assuming the pretext of some public motive, have not scrupled to sacrifice the national tranquillity to personal advantage or personal gratification.

Yet somehow mothers and fathers believe that if only they could convey the logic of their decisions, their young children would understand it. That’s what their adult brains thrived on for all those years before their children came along: rational chitchat, in which motives were elucidated and careful analyses dutifully dispatched. But young children lead intensely emotional lives. Reasoned discussion does not have the same effect on them, and their brains are not yet optimized for it. “I do make the mistake of talking to my daughter sometimes like she’s an adult,” a woman named Kenya confessed to her ECFE group. “I expect her to understand. Like if I break things down enough, she’ll get it.” The class instructor, Todd Kolod, nodded sympathetically. He’d heard it a thousand times before. It’s the “little adult” problem, he explained. We mistakenly believe our children will be persuaded by our ways of reasoning. “But your three-year-old,” he gently told her, “is never going to say, ‘Yes, you’re right. You have a point.’

The actual consumers of knowledge are the children—who can’t pay, can’t vote, can’t sit on the committees. Their parents care for them, but don’t sit in the classes themselves; they can only hold politicians responsible according to surface images of “tough on education.” Politicians are too busy being re-elected to study all the data themselves; they have to rely on surface images of bureaucrats being busy and commissioning studies—it may not work to help any children, but it works to let politicians appear caring. Bureaucrats don’t expect to use textbooks themselves, so they don’t care if the textbooks are hideous to read, so long as the process by which they are purchased looks good on the surface. The textbook publishers have no motive to produce bad textbooks, but they know that the textbook purchasing committee will be comparing textbooks based on how many different subjects they cover, and that the fourth-grade purchasing committee isn’t coordinated with the third-grade purchasing committee, so they cram as many subjects into one textbook as possible. Teachers won’t get through a fourth of the textbook before the end of the year, and then the next year’s teacher will start over. Teachers might complain, but they aren’t the decision-makers, and ultimately, it’s not their future on the line, which puts sharp bounds on how much effort they’ll spend on unpaid altruism . . .

White vulnerability’ and ‘racial resentment’ are in themselves euphemisms (political correctness is sometimes not a myth, you see, when it comes to refusing to call prejudices what they actually are). Both terms imply that Trump voters’ motivation was legitimate and understandable – they were just vulnerable and resentful. ‘Racial entitlement’ would be a more accurate and less unnecessarily forgiving descriptor. Racial entitlement, rather than economic concerns, made Trump a more attractive proposition for white voters who, in the millennial category, were in fact less likely to be economically deprived than voters who did not support Trump. White non-Hispanics without college degrees making below the median US household income made up only 25 per cent of Trump voters. On the whole, Hillary Clinton lost to Trump among white voters in every single income category, across classes, educations and incomes. He won among poor working-class voters and their wealthy overlords. This was not an economic revolution; it was a white nationalist one.

Over the years, I’ve realized that in any new situation, whether it involves an elevator or a rocket ship, you will almost certainly be viewed in one of three ways. As a minus one: actively harmful, someone who creates problems. Or as a zero: your impact is neutral and doesn’t tip the balance one way or the other. Or you’ll be seen as a plus one: someone who actively adds value. Everyone wants to be a plus one, of course. But proclaiming your plus-oneness at the outset almost guarantees you’ll be perceived as a minus one, regardless of the skills you bring to the table or how you actually perform. This might seem self-evident, but it can’t be, because so many people do it. During the final selection round for each new class of NASA astronauts, for example, there’s always at least one individual who’s hell-bent on advertising him- or herself as a plus one. In fact, all the applicants who make it to the final 100 and are invited to come to Houston for a week have impressive qualifications and really are plus ones—in their own fields. But invariably, someone decides to take it a little further and behave like An Astronaut, one who already knows just about everything there is to know—the meaning of every acronym, the purpose of every valve on a spacesuit—and who just might be willing, if asked nicely, to go to Mars tomorrow. Sometimes the motivation is over-eagerness rather than arrogance, but the effect is the same.

There is a vast difference between being a Christian and being a disciple. The difference is commitment. Motivation and discipline will not ultimately occur through listening to sermons, sitting in a class, participating in a fellowship group, attending a study group in the workplace or being a member of a small group, but rather in the context of highly accountable, relationally transparent, truth-centered, small discipleship units. There are twin prerequisites for following Christ - cost and commitment, neither of which can occur in the anonymity of the masses. Disciples cannot be mass produced. We cannot drop people into a program and see disciples emerge at the end of the production line. It takes time to make disciples. It takes individual personal attention. Discipleship training is not about information transfer, from head to head, but imitation, life to life. You can ultimately learn and develop only by doing. The effectiveness of one's ministry is to be measured by how well it flourishes after one's departure. Discipling is an intentional relationship in which we walk alongside other disciples in order to encourage, equip, and challenge one another in love to grow toward maturity in Christ. This includes equipping the disciple to teach others as well. If there are no explicit, mutually agreed upon commitments, then the group leader is left without any basis to hold people accountable. Without a covenant, all leaders possess is their subjective understanding of what is entailed in the relationship. Every believer or inquirer must be given the opportunity to be invited into a relationship of intimate trust that provides the opportunity to explore and apply God's Word within a setting of relational motivation, and finally, make a sober commitment to a covenant of accountability. Reviewing the covenant is part of the initial invitation to the journey together. It is a sobering moment to examine whether one has the time, the energy and the commitment to do what is necessary to engage in a discipleship relationship. Invest in a relationship with two others for give or take a year. Then multiply. Each person invites two others for the next leg of the journey and does it all again. Same content, different relationships. The invitation to discipleship should be preceded by a period of prayerful discernment. It is vital to have a settled conviction that the Lord is drawing us to those to whom we are issuing this invitation. . If you are going to invest a year or more of your time with two others with the intent of multiplying, whom you invite is of paramount importance. You want to raise the question implicitly: Are you ready to consider serious change in any area of your life? From the outset you are raising the bar and calling a person to step up to it. Do not seek or allow an immediate response to the invitation to join a triad. You want the person to consider the time commitment in light of the larger configuration of life's responsibilities and to make the adjustments in schedule, if necessary, to make this relationship work. Intentionally growing people takes time. Do you want to measure your ministry by the number of sermons preached, worship services designed, homes visited, hospital calls made, counseling sessions held, or the number of self-initiating, reproducing, fully devoted followers of Jesus? When we get to the shore's edge and know that there is a boat there waiting to take us to the other side to be with Jesus, all that will truly matter is the names of family, friends and others who are self initiating, reproducing, fully devoted followers of Jesus because we made it the priority of our lives to walk with them toward maturity in Christ. There is no better eternal investment or legacy to leave behind.

I had dropped more or less by chance into the only community of any size in Western Europe where political consciousness and disbelief in capitalism were more normal than their opposites. Up here in Aragon one was among tens of thousands of people, mainly though not entirely of working-class origin, all living at the same level and mingling on terms of equality. In theory it was perfect equality, and even in practice it was not far from it. There is a sense in which it would be true to say that one was experiencing a foretaste of Socialism, by which I mean that the prevailing mental atmosphere was that of Socialism. Many of the normal motives of civilized life — snobbishness, money-grubbing, fear of the boss, etc. — had simply ceased to exist. The ordinary class-division of society had disappeared to an extent that is almost unthinkable in the money-tainted air of England; there was no one there except the peasants and ourselves, and no one owned anyone else as his master. Of course such a state of affairs could not last. It was simply a temporary and local phase in an enormous game that is being played over the whole surface of the earth. But it lasted long enough to have its effect upon anyone who experienced it. However much one cursed at the time, one realized afterwards that one had been in contact with something strange and valuable. One had been in a community where hope was more normal than apathy or cynicism, where the word ‘comrade’ stood for comradeship and not, as in most countries, for humbug. One had breathed the air of equality. I am well aware that it is now the fashion to deny that Socialism has anything to do with equality. In every country in the world a huge tribe of party-hacks and sleek little professors are busy ‘proving’ that Socialism means no more than a planned state-capitalism with the grab-motive left intact. But fortunately there also exists a vision of Socialism quite different from this.

Unlike my brother, I had no respect for authority. Very early on, Uncle Georg had told me the truth about teachers: that they were moral cowards who took out on their pupils all the frustrations they could not take out on their wives. When I was very young Uncle Georg impressed upon me that among the educated classes teachers were the basest and most dangerous people, on a par with judges, who were the lowest form of human life. Teachers and judges, he said, are the meanest slaves of the state--remember that. He was right, as I have discovered not just hundreds but thousands of times. No teacher and no judge can be trusted as far as you can throw him. Without scruple or compunction they daily destroy many of the existences that are thrown upon their mercy, being motivated by base caprice and a desire to avenge themselves for their miserable, twisted lives--and they are actually paid for doing so. The supposed objectivity of teachers and judges is a piece of shabby mendacity, Uncle Georg said--and he was right. Talking to a teacher we soon discover that he is a destructive individual with whom no one and nothing is safe, and the same is true when we talk to a judge.

The fourth estate came together in an unprecedented professional consensus. They chose insulting the other side over trying to understand what motivated them. They transformed opinion writing into a vehicle for high moral boasting. What could possibly have gone wrong with such an approach? [...] Put this question in slightly more general terms and you are confronting the single great mystery of 2016. The American white-collar class just spent the year rallying around a super-competent professional (who really wasn’t all that competent) and either insulting or silencing everyone who didn’t accept their assessment. And then they lost. Maybe it’s time to consider whether there’s something about shrill self-righteousness, shouted from a position of high social status, that turns people away.

The beliefs and behaviour of the Restoration reflect the theories of society put forward by Thomas Hobbes in The Leviathan, which was written in exile in Paris and published in 1651. Like many texts of the time, The Leviathan is an allegory. It recalls mediaeval rather than Renaissance thinking. The leviathan is the Commonwealth, society as a total organism, in which the individual is the absolute subject of state control, represented by the monarch. Man - motivated by self-interest - is acquisitive and lacks codes of behaviour. Hence the necessity for a strong controlling state, 'an artificial man', to keep discord at bay. Self-interest and stability become the keynotes of British society after 1660, the voice of the new middle-class bourgeoisie making itself heard more and more in the expression of values, ideals, and ethics.

In August 1917, white, Black, and Muskogee tenant farmers and sharecroppers in several eastern and southern Oklahoma counties took up arms to stop conscription, with a larger stated goal of overthrowing the US government to establish a socialist commonwealth. These more radically minded grassroots socialists had organized their own Working Class Union (WCU), with Anglo-American, African American, and Indigenous Muskogee farmers forming a kind of rainbow alliance. Their plan was to march to Washington, DC, motivating millions of working people to arm themselves and to join them along the way. After a day of dynamiting oil pipelines and bridges in southeastern Oklahoma, the men and their families created a liberated zone where they ate, sang hymns, and rested. By the following day, heavily armed posses supported by police and militias stopped the revolt, which became known as the Green Corn Rebellion.

This isn’t some libertarian mistrust of government policy, which is healthy in any democracy. This is deep skepticism of the very institutions of our society. And it’s becoming more and more mainstream. We can’t trust the evening news. We can’t trust our politicians. Our universities, the gateway to a better life, are rigged against us. We can’t get jobs. You can’t believe these things and participate meaningfully in society. Social psychologists have shown that group belief is a powerful motivator in performance. When groups perceive that it’s in their interest to work hard and achieve things, members of that group outperform other similarly situated individuals. It’s obvious why: If you believe that hard work pays off, then you work hard; if you think it’s hard to get ahead even when you try, then why try at all? Similarly, when people do fail, this mind-set allows them to look outward. I once ran into an old acquaintance at a Middletown bar who told me that he had recently quit his job because he was sick of waking up early. I later saw him complaining on Facebook about the “Obama economy” and how it had affected his life. I don’t doubt that the Obama economy has affected many, but this man is assuredly not among them. His status in life is directly attributable to the choices he’s made, and his life will improve only through better decisions. But for him to make better choices, he needs to live in an environment that forces him to ask tough questions about himself. There is a cultural movement in the white working class to blame problems on society or the government, and that movement gains adherents by the day. Here is where the rhetoric of modern conservatives (and I say this as one of them) fails to meet the real challenges of their biggest constituents. Instead of encouraging engagement, conservatives increasingly foment the kind of detachment that has sapped the ambition of so many of my peers. I have watched some friends blossom into successful adults and others fall victim to the worst of Middletown’s temptations—premature parenthood, drugs, incarceration. What separates the successful from the unsuccessful are the expectations that they had for their own lives. Yet the message of the right is increasingly: It’s not your fault that you’re a loser; it’s the government’s fault. My dad, for example, has never disparaged hard work, but he mistrusts some of the most obvious paths to upward mobility. When

Among the people to whom he belonged, nothing was written or talked about at that time except the Serbian war. Everything that the idle crowd usually does to kill time, it now did for the benefit of the Slavs: balls, concerts, dinners, speeches, ladies' dresses, beer, restaurants—all bore witness to our sympathy with the Slavs. With much that was spoken and written on the subject Konyshev did not agree in detail. He saw that the Slav question had become one of those fashionable diversions which, ever succeeding one another, serve to occupy Society; he saw that too many people took up the question from interested motives. He admitted that the papers published much that was unnecessary and exaggerated with the sole aim of drawing attention to themselves, each outcrying the other. He saw that amid this general elation in Society those who were unsuccessful or discontented leapt to the front and shouted louder than anyone else: Commanders-in-Chief without armies, Ministers without portfolios, journalists without papers, and party leaders without followers. He saw that there was much that was frivolous and ridiculous; but he also saw and admitted the unquestionable and ever-growing enthusiasm which was uniting all classes of society, and with which one could not help sympathizing. The massacre of our coreligionists and brother Slavs evoked sympathy for the sufferers and indignation against their oppressors. And the heroism of the Serbs and Montenegrins, fighting for a great cause, aroused in the whole nation a desire to help their brothers not only with words but by deeds. Also there was an accompanying fact that pleased Koznyshev. It was the manifestation of public opinion. The nation had definitely expressed its wishes. As Koznyshev put it, ' the soul of the nation had become articulate.' The more he went into this question, the clearer it seemed to him that it was a matter which would attain enormous proportions and become epoch-making.

The first girl I dated was named Cammie Anthony. She was a year older than me. She had failed eleventh-grade calculus and had to take it again with my class. The specific chemicals that are released when we have a crush are called norepinephrine, dopamine, and endogenous opioids. I remember Cammie reaching to hold my hand in a movie theater. We went to see a horror movie, and it was unclear if we were going as friends or on a date. Norepinephrine is what causes our bodies to have sweaty palms and increased heart rates. I remember lying awake in my bed texting Cammie until three in the morning. Dopamine is energizing; it makes us feel motivated and attentive. I remember every time my phone pinged with a text from Cammie, I felt happy. Endogenous opioids are part of our reward system. It's what makes having a crush feel enjoyable rather than just crushing. Oxytocin and vasopressin are the chemicals that make us feel calm, secure, comfortable, and emotionally attached to long-term partners.

The principle of private happiness, however, is the most objectionable, not merely because it is false, and experience contradicts the supposition that prosperity is always proportioned to good conduct, nor yet merely because it contributes nothing to the establishment of morality - since it is quite a different thing to make a prosperous man and a good man, or to make one prudent and sharp-sighted for his own interests, and to make him virtuous - but because the springs it provides for morality are such as rather undermine it and destroy its sublimity, since they put the motives to virtue and to vice in the same class, and only teach us to make a better calculation, the specific difference between virtue and vice being entirely extinguished. On the other hand, as to moral being, this supposed special sense, the appeal to it is indeed superficial when those who cannot think believe that feeling will help them out, even in what concerns general laws; and besides, feelings which naturally differ infinitely in degree cannot furnish a uniform standard of good and evil, nor has anyone a right to form judgments for others by his own feelings...

Walter came from a strong line of self-motivated, determined folk: not grand, not high-society, but no-nonsense, family-minded, go-getters. His grandfather had been Samuel Smiles, who, in 1859, authored the original motivational book, titled Self-Help. It was a landmark work, and an instant bestseller, even outselling Charles Darwin’s The Origin of Species when it was first launched. Samuel’s book Self-Help also made plain the mantra that hard work and perseverance were the keys to personal progress. At a time in Victorian society where, as an Englishman, the world was your oyster if you had the get-up-and-go to make things happen, his book Self-Help struck a chord. It became the ultimate Victorian how-to guide, empowering the everyday person to reach for the sky. And at its heart it said that nobility is not a birthright but is defined by our actions. It laid bare the simple but unspoken secrets for living a meaningful, fulfilling life, and it defined a gentleman in terms of character not blood type. Riches and rank have no necessary connection with genuine gentlemanly qualities. The poor man with a rich spirit is in all ways superior to the rich man with a poor spirit. To borrow St. Paul’s words, the former is as “having nothing, yet possessing all things,” while the other, though possessing all things, has nothing. Only the poor in spirit are really poor. He who has lost all, but retains his courage, cheerfulness, hope, virtue, and self-respect, is still rich. These were revolutionary words to Victorian, aristocratic, class-ridden England. To drive the point home (and no doubt prick a few hereditary aristocratic egos along the way), Samuel made the point again that being a gentleman is something that has to be earned: “There is no free pass to greatness.

She also taught me to write, by which I mean not simply organizing a set of sentences into a series of paragraphs, but organizing them as a means of investigation. When I was in trouble at school (which was quite often) she would make me write about it. The writing had to answer a series of questions: Why did I feel the need to talk at the same time as my teacher? Why did I not believe that my teacher was entitled to respect? How would I want someone to behave while I was talking? What would I do the next time I felt the urge to talk to my friends during a lesson? I have given you these same assignments. I gave them to you not because I thought they would curb your behavior—they certainly did not curb mine—but because these were the earliest acts of interrogation, of drawing myself into consciousness. Your grandmother was not teaching me how to behave in class. She was teaching me how to ruthlessly interrogate the subject that elicited the most sympathy and rationalizing—myself. Here was the lesson: I was not an innocent. My impulses were not filled with unfailing virtue. And feeling that I was as human as anyone, this must be true for other humans. If I was not innocent, then they were not innocent. Could this mix of motivation also affect the stories they tell? The cities they built? The country they claimed as given to them by God?

All A players have six common denominators. They have a scoreboard that tells them if they are winning or losing and what needs to be done to change their performance. They will not play if they can’t see the scoreboard. They have a high internal, emotional need to succeed. They do not need to be externally motivated or begged to do their job. They want to succeed because it is who they are . . . winners. People often ask me how I motivate my employees. My response is, “I hire them.” Motivation is for amateurs. Pros never need motivating. (Inspiration is another story.) Instead of trying to design a pep talk to motivate your people, why not create a challenge for them? A players love being tested and challenged. They love to be measured and held accountable for their results. Like the straight-A classmate in your high school geometry class, an A player can hardly wait for report card day. C players dread report card day because they are reminded of how average or deficient they are. To an A player, a report card with a B or a C is devastating and a call for renewed commitment and remedial actions. They have the technical chops to do the job. This is not their first rodeo. They have been there, done that, and they are technically very good at what they do. They are humble enough to ask for coaching. The three most important questions an employee can ask are: What else can I do? Where can I get better? What do I need to do or learn so that I continue to grow? If you have someone on your team asking all three of these questions, you have an A player in the making. If you agree these three questions would fundamentally change the game for your team, why not enroll them in asking these questions? They see opportunities. C players see only problems. Every situation is asking a very simple question: Do you want me to be a problem or an opportunity? Your choice. You know the job has outgrown the person when all you hear are problems. The cost of a bad employee is never the salary. My rules for hiring and retaining A players are: Interview rigorously. (Who by Geoff Smart is a spectacular resource on this subject.) Compensate generously. Onboard effectively. Measure consistently. Coach continuously.

Most people have heard of Mahatma Gandhi, the man who led India to independence from British rule. His life has been memorialized in books and film, and he is regarded as one of the great men in history. But did you know Gandhi did not start out as a great hero? He was born into a middle-class family. He had low self-esteem, and that made him reluctant to interact with others. He wasn’t a very good student, either, and he struggled just to finish high school. His first attempt at higher education ended in five months. His parents decided to send him to England to finish his education, hoping the new environment would motivate him. Gandhi became a lawyer. The problem when he returned to India was that he didn’t know much about Indian law and had trouble finding clients. So he migrated to South Africa and got a job as a clerk. Gandhi’s life changed one day while riding on a train in South Africa in the first-class section. Because of his dark skin, he was forced to move to a freight car. He refused, and they kicked him off the train. It was then he realized he was afraid of challenging authority, but that he suddenly wanted to help others overcome discrimination if he could. He created a new vision for himself that had value and purpose. He saw value in helping people free themselves from discrimination and injustice. He discovered purpose in life where none had existed previously, and that sense of purpose pulled him forward and motivated him to do what best-selling author and motivational speaker Andy Andrews calls “persist without exception.” His purpose and value turned him into the winner he was born to be,

Anson laid bare his ulterior motives for favoring the removal of Japanese farmers, but like all strategic racists, he also at least partially subscribed to the racial antipathies he endeavored to exploit. From here, motives become more attenuated as persons adopt particular ideas depending not on their material interests but on how these notions protect their self-image and, for the privileged, confirm society’s basic fairness. For instance, the dominance of colorblindness today surely ties back to motives, not on the fully conscious level, but in many whites being drawn to conceptions of race that affirm their sense of being moral persons neither responsible for nor benefited by racial inequality. Colorblindness offers whites racial expiation: they cannot be racist if they lack malice; nor can they be responsible for inequality, since this reflects differences in group mores. Colorblindness also compliments whites on a superior culture that explains their social position. In addition it empathizes with whites as racism’s real victims when government favors minorities through affirmative action or welfare payments. Finally, colorblindness affirms that whites are moral when they oppose measures to promote integration because it’s allegedly their principled objection to any use of race that drives them, not bias. Colorblindness has not gained adherents because of its analytic insight (that race is completely disconnected from social practices blinks reality); rather, it thrives because it comforts whites regarding their innocence, reassures them that their privilege is legitimate, commiserates with their victimization, and hides from them their hostility toward racial equality.

The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.