Community Education Quotes

Educate a boy, and you educate an individual. Educate a girl, and you educate a community.

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.

One of the penalties of an ecological education is that one lives alone in a world of wounds. Much of the damage inflicted on land is quite invisible to laymen. An ecologist must either harden his shell and make believe that the consequences of science are none of his business, or he must be the doctor who sees the marks of death in a community that believes itself well and does not want to be told otherwise.

Once you educate the boys, they tend to leave the villages and go search for work in the cities, but the girls stay home, become leaders in the community, and pass on what they’ve learned. If you really want to change a culture, to empower women, improve basic hygiene and health care, and fight high rates of infant mortality, the answer is to educate girls.

Teaching should be such that what is offered is perceived as a valuable gift and not as hard duty. Never regard study as duty but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.

Teaching kids how to feed themselves and how to live in a community responsibly is the center of an education.

When you wage war on the public schools, you're attacking the mortar that holds the community together. You're not a conservative, you're a vandal.

If we can't think for ourselves, if we're unwilling to question authority, then we're just putty in the hands of those in power. But if the citizens are educated and form their own opinions, then those in power work for us. In every country, we should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit. In the demon-haunted world that we inhabit by virtue of being human, this may be all that stands between us and the enveloping darkness.

If you teach a boy, you educate an individual; but if you teach a girl, you educate a community.

Our lives are mere flashes of light in an infinitely empty universe. In 12 years of education the most important lesson I have learned is that what we see as “normal” living is truly a travesty of our potential. In a society so governed by superficiality, appearances, and petty economics, dreams are more real than anything anything in the “real world”. Refuse normalcy. Beauty is everywhere, love is endless, and joy bleeds from our everyday existence. Embrace it. I love all of you, all my friends, family, and community. I am ceaselessly grateful from the bottom of my heart for everyone. The only thing I can ask of you is to stay free of materialism. Remember that every day contains a universe of potential; exhaust it. Live and love so immensely that when death comes there is nothing left for him to take. Wealth is love, music, sports, learning, family and freedom. Above all, stay gold.

Children learn what they live. Put kids in a class and they will live out their lives in an invisible cage, isolated from their chance at community; interrupt kids with bells and horns all the time and they will learn that nothing is important or worth finishing; ridicule them and they will retreat from human association; shame them and they will find a hundred ways to get even. The habits taught in large-scale organizations are deadly.

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

As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.

Saving the world requires saving democracy. That requires well-informed citizens. Conservation, environment, poverty, community, education, family, health, economy- these combine to make one quest: liberty and justice for all. Whether one's special emphasis is global warming or child welfare, the cause is the same cause. And justice comes from the same place being human comes from: compassion.

The essentials," I answered, "are to learn to shape God with forethought, care, and work; to educate and benefit their community, their families, and themselves; and to contribute to the fulfillment of the Destiny.

Being exceptional isn’t revolutionary, it’s lonely. It separates you from your community. Who are you, really, without community? I have been held up consistently as a token, as the “right” kind of trans woman (educated, able-bodied, attractive, articulate, heteronormative). It promotes the delusion that because I “made it,” that level of success is easily accessible to all young trans women. Let’s be clear: It is not.

Medical education does not exist to provide student with a way of making a living, but to ensure the health of the community.

Research experts want to know what can be done about the values of poor segregated children; and this is a question that needs asking. But they do not ask what can be done about the values of the people who have segregated these communities. There is no academic study of the pathological detachment of the very rich...

I believe that the universe was formed around 15 billion years ago and that humans have evolved from their apelike ancestors over the past few million years. I believe we are more likely to live a good life if all humans try to work together in a world community, preserving planet earth. When decisions for groups are made in this world, I believe that the democratic process should be used. To protect the individual, I believe in freedom of speech, freedom of the press, freedom of religion, freedom from religion, freedom of inquiry, and a wall of separation between church and state. When making decisions about what is right or wrong, I believe I should use my intelligence to reason about the likely consequences of my actions. I believe that I should try to increase the happiness of everyone by caring for other people and finding ways to cooperate. Never should my actions discriminate against people simply because of their race, religion, sex, sexual orientation, age, or national origin. I believe that ideas about what is right and wrong will change with education, so I am prepared to continually question ideas using evidence from experience and science. I believe there is no valid evidence to support claims for the existence of supernatural entities and deities. I will use these beliefs to guide my thinking and my actions until I find good reasons for revising them or replacing them with other beliefs that are more valid.

I did not realize that when money becomes a core value, then education drives towards utility or that the life of the mind will not be counted as good unless it produces measurable results. That public services will no longer be important. That an alternative life to getting and spending will become very difficult as cheap housing disappears. That when communities are destroyed only misery and intolerance are left.

Individuality, family, and community are, by definition, expressions of singular organization, never of "one-right-way" thinking on the grand scale. Children and families need some relief from government surveillance and intimidation if original expressions belonging to THEM are to develop. Without these freedom has no meaning.

We abuse land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect

We should always be clear that animal exploitation is wrong because it involves speciesism. And speciesism is wrong because, like racism, sexism, homophobia, anti-semitism, classism, and all other forms of human discrimination, speciesism involves violence inflicted on members of the moral community where that infliction of violence cannot be morally justified. But that means that those of us who oppose speciesism necessarily oppose discrimination against humans. It makes no sense to say that speciesism is wrong because it is like racism (or any other form of discrimination) but that we do not have a position about racism. We do. We should be opposed to it and we should always be clear about that.

I mean that they (students) should not play life, or study it merely, while the community supports them at this expensive game, but earnestly live it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics.

There is a kind of listening with half an ear that presumes already to know what the other person has to say. It is an impatient, inattentive listening, that despises the brother and is only waiting for a chance to speak and thus get rid of the other person. This is no fulfillment of our obligation, and it is certain that here too our attitude toward our brother only reflects our relationship to God. It is little wonder that we are no longer capable of the greatest service of listening that God has committed to us, that of hearing our brother's confession, if we refuse to give ear to our brother on lesser subjects. Secular education today is aware that often a person can be helped merely by having someone who will listen to him seriously, and upon this insight it has constructed its own soul therapy, which has attracted great numbers of people, including Christians. But Christians have forgotten that the ministry of listening has been committed to them by Him who is Himself the great listener and whose work they should share. We should listen with the ears of God that we may speak the Word of God.

In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we’ve channeled that joy (or pain) into our own unique philosophies on life and learning and we’re always looking for an opportunity to share them—with each other, our students, parents, or in our communities.

You cannot avoid the interplay of politics within an orthodox religion. The power struggle permeates the training, education and disciplining of the orthodox community. Because of this pressure, the leaders of such a community inevitably much face that ultimate internal question: to succumb to complete opportunism as the price of maintaining their rule, or risk sacrificing themselves for the sake of the orthodox ethic.

Too much and too long, we seem to have surrendered community excellence and community values in the mere accumulation of material things. Our gross national product...if we should judge the United States of America by that - counts air pollution and cigarette advertising, and ambulances to clear our highways of carnage. It counts special locks for our doors and the jails for those who break them. It counts the destruction of our redwoods and the loss of our natural wonder in chaotic sprawl. It counts napalm and the cost of a nuclear warhead, and armored cars for police who fight riots in our streets. It counts Whitman's rifle and Speck's knife, and the television programs which glorify violence in order to sell toys to our children. Yet the gross national product does not allow for the health of our children, the quality of their education, or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages; the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage; neither our wisdom nor our learning; neither our compassion nor our devotion to our country; it measures everything, in short, except that which makes life worthwhile. And it tells us everything about America except why we are proud that we are Americans.

A good peace, a solid peace, a peace in which communities can flourish, can only be built when we ask ourselves and each other to be more than just good, and better than just strong. And a good life, a meaningful life, a life in which we can enjoy the world and live with purpose, can only be built if we do more than live for ourselves.

Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.

All it takes for generosity to flow is awareness. By actively pursuing awareness and knowledge, we can make choices that cause less harm and greater good to others in the global community of our shared earth.

Women in the online gaming community have been harassed, threatened, and driven out. Anita Sarkeesian, a feminist media critic who documented such incidents, received support for her work, but also, in the words of a journalist, 'another wave of really aggressive, you know, violent personal threats, her accounts attempted to be hacked. And one man in Ontario took the step of making an online video game where you could punch Anita's image on the screen. And if you punched it multiple times, bruises and cuts would appear on her image.' The difference between these online gamers and the Taliban men who, last October, tried to murder fourteen-year-old Malala Yousafzai for speaking out about the right of Pakistani women to education is one of degree. Both are trying to silence and punish women for claiming voice, power, and the right to participate. Welcome to Manistan.

The problem with the evangelical homeschool movement was not their desire to educate their children at home, or in private religious schools, but the evangelical impulse to "protect" children from ideas that might lead them to "question" and to keep them cloistered in what amounted to a series of one-family gated communities.

There are two visions of America a half century from now. One is of a society more divided between the haves and the have-nots, a country in which the rich live in gated communities, send their children to expensive schools, and have access to first-rate medical care. Meanwhile, the rest live in a world marked by insecurity, at best mediocre education, and in effect rationed health care―they hope and pray they don't get seriously sick. At the bottom are millions of young people alienated and without hope. I have seen that picture in many developing countries; economists have given it a name, a dual economy, two societies living side by side, but hardly knowing each other, hardly imagining what life is like for the other. Whether we will fall to the depths of some countries, where the gates grow higher and the societies split farther and farther apart, I do not know. It is, however, the nightmare towards which we are slowly marching.

I’d love to associate with a humankind that doesn’t need religion to control it. A community which instead educates its young with a strong moral guidance. I’m trusting that you can live within an acceptable moral framework without having to believe that you’ll go to hell if you don’t

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

Everything has changed. . . except the way we think. The aim [of education] must be the training of independently acting and thinking individuals, who, however, see in the service of community their highest life problems

It is the curse of humanity that it learns to tolerate even the most horrible situations by habituation.” “Medical education does not exist to provide students with a way of making a living, but to ensure the health of the community.” “The physicians are the natural attorneys of the poor, and the social problems should largely be solved by them.

I grew up in libraries, and I hope I've learned never to take them for granted. A thriving library is the heart of its community, providing access to information and educational opportunities, bringing people together, leveling the playing field, and archiving our history.

Interest and enthusiasm are the wellspring of continually evolving community life: they create bonds which unite us whether we are young or old, nearby or far from each other; they allow human warmth and love to be the formative forces in personal and community life and striving.

Let us be dissatisfied until America will no longer have high blood pressure of creeds and an anemia of deeds. Let us be dissatisfied until the tragic walls that separate the outer city of wealth and comfort from the inner city of poverty and despair shall be crushed by the battering rams of the fires of justice. Let us be dissatisfied until they who live on the outskirts of Hope are brought into the metropolis of daily security. Let us be dissatisfied until slums are cast into the junk heap of history and every family will live in a decent, sanitary home. Let us be dissatisfied until the dark yesterdays of segregated schools will be transformed into the bright tomorrows of quality integrated education.

We want character but without unyielding conviction; we want strong morality but without the emotional burden of guilt or shame; we want virtue but without particular moral justifications that invariably offend; we want good without having to name evil; we want decency without the authority to insist upon it; we want more community without any limitations to personal freedom. In short, we want what we cannot possibly have on the terms that we want it.

Once you educate the boys,they tend to leave the villages and go search for work in the cities. But the girls stay home, become leaders in the community, and pass on what they've learned.

The real education is when you awaken and nourish and guide the inner spirit, this inner genius. The community grows from the giving of the gifts of the people in it, which is really giving from the genius.

Both scepticism and wonder are skills that need honing and practice. Their harmonious marriage within the mind of every schoolchild ought to be a principal goal of public education. I’d love to see such a domestic felicity portrayed in the media, television especially: a community of people really working the mix - full of wonder, generously open to every notion, dismissing nothing except for good reason, but at the same time, and as second nature, demanding stringent standards of evidence; and these standards applied with at least as much rigour to what they hold dear as to what they are tempted to reject with impunity.

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.

Too often, it seems to me, in missionary and educational work among underdeveloped races, people yield to the temptation of doing that which was done a hundred years before, or is being done in other communities a thousand miles away. The temptation often is to run each individual through a certain educational mould, regardless of the condition of the subject or the end to be accomplished.

We need to help students and parent cherish and preserve the ethnic and cultural diversity that nourishes and strengthens this community--and this nation.

In England, coffeehouses were dubbed penny-universities, because for the admission price of one cent, a person could sit and be edified all day long by scholars, merchants, travelers, community leaders, gossips, and poets.

There have been numerous studies suggesting that one of the most effective ways to reduce poverty is through the education of women and girls. It’s one of the best returns on investment in the developing world, but sixty-six million girls worldwide are not enrolled in school. Educated women spread what they’ve learned to their families and villages and children. Educated girls get pregnant later, have fewer children, and have a far lower infant mortality rate. Educated women and girls have greater power to determine their own fate; earn more; live a rich, fulfilled life; and give back to their communities at a greater level.

I shall try to persuade first the Rulers and soldiers, and then the rest of the community, that the upbringing and education we have given them was all something that happened to them only in a dream. In reality they were fashioned and reared, and their arms and equipment manufactured, in the depths of the earth, and Earth herself, their mother, brought them up, when they were complete, into the light of day; so now they must think of the land in which they live as their mother and protect her if she is attacked, while their fellow citizens they must regard as brothers born of the same mother earth…. That is the story. Do you know of any way of making them believe it?” “Not in the first generation,” he said, “but you might succeed with the second, and later generations.

The traumatic stress field has adopted the term “Complex Trauma” to describe the experience of multiple and/or chronic and prolonged, developmentally adverse traumatic events, most often of an interpersonal nature (e.g., sexual or physical abuse, war, community violence) and early-life onset. These exposures often occur within the child’s caregiving system and include physical, emotional, and educational neglect and child maltreatment beginning in early childhood - Developmental Trauma Disorder

Get the Jews out of banking and they cannot control the economic life of the community. Get the Jews out of education and they cannot pervert the minds of the young to their subversive doctrines. Get the Jews out of government and they cannot betray the nation.

health, social life, job, house, partners, finances; leisure use, leisure amount; working time, education, income, children; food, water, shelter, clothing, sex, health care; mobility; physical safety, social safety, job security, savings account, insurance, disability protection, family leave, vacation; place tenure, a commons; access to wilderness, mountains, ocean; peace, political stability, political input, political satisfaction; air, water, esteem; status, recognition; home, community, neighbors, civil society, sports, the arts; longevity treatments, gender choice; the opportunity to become more what you are that's all you need

Mostly, as I'm sitting here in A.P. English, I think about the way my classmates are always raising their hands and sucking up to Mrs. Giavotella just so she will give them As, which they will send to Harvard or Princeton or Stanford or where-fucking-ever, to go along with their lies about how much community service they supposedly did and essays about how much they care about poor minority children they'll never meet in real life or how they are going to save the world armed with nothing but a big heart and an Ivy League education.

Abraham Lincoln, a predecessor of Barack Obama in both the White House and the Illinois state legislature, had eighteen months of formal education and became a soldier, surveyor, postmaster, rail-splitter, tavern keeper, and self-taught prairie lawyer. Obama went to Occidental College, Columbia University, and Harvard Law School, and became a "community organizer." I'm not sure that's progress--and it's certainly not "sustainable.

It is notorious that the news of the Emancipation Proclamation was kept from the people of Texas and not celebrated until 'Juneteenth'. There may be those in Texas now who believe they can insulate their state—a state that had its own courageous revolution—from the news of evolution and from the writing in 1786 of a Constitution that refuses to mention religion except when demarcating and limiting its role in the public square. But we promise them today that they will join their fore-runners in the flat-earth community, and in the mad clerical clique of those who believed that the sun revolved around the earth. Yes, they will be in schoolbooks—as a joke on the epic scale of William Jennings Bryan. We shall be fair, and take care to ensure that their tale is told.

The highest result of education is tolerance. Long ago men fought and died for their faith; but it took ages to teach them the other kind of courage,—the courage to recognize the faiths of their brethren and their rights of conscience. Tolerance is the first principle of community; it is the spirit which conserves the best that all men think.

A modern soldier returning from combat---or a survivor of Sarajevo---goes from the kind of close-knit group that humans evolved for, back into a society where most people work outside the home, children are educated by strangers, families ae isolated from wider communities, and personal gain almost completely eclipses collective good. Even if he or she is part of a family, that is not the same as belonging to a group that shares resources and experiences almost everything collectively. Whatever the technological advances of modern society---and they're nearly miraculous---the individualized lifestyles that those technologies spawn seem to be deeply brutalizing to the human spirit.

I always carried lawbooks in my car. Sometimes, when a policeman was harassing a citizen, I would stand off a little and read the relevant portions of the penal code in a loud voice to all within hearing distance. In doing this, we were helping to educate those who gathered to observe these incidents. If the policeman arrested the citizen and took him to the station, we would follow and immediately post bail. Many community people could not believe at first that we had only their interest at heart. Nobody had ever given them any support or assistance when the police harassed them, but here we were, proud Black men, armed with guns and a knowledge of the law. Many citizens came right out of jail and into the Party, and the statistics of murder and brutality by policemen in our communities fell sharply.

Traditional progressive bread and butter economic issues are the heart of the solution. It's about ensuring decent jobs with a good wage. It's about ensuring a free public education in all the communities of America, whether they are in the shiny new affluent suburbs or the crumbling old schools of the older suburbs and cities. It's about ensuring a system where all Americans have access to health care, instead of a steadily declining share of our population.

I feel that all knowledge should be in the free-trade zone. Your knowledge, my knowledge, everybody's knowledge should be made use of. I think people who refuse to use other people's knowledge are making a big mistake. Those who refuse to share their knowledge with other people are making a great mistake, because we need it all. I don't have any problem about ideas I got from other people. If I find them useful, I'll just ease them right in and make them my own.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

In America, education and quality of life are directly related. Lacking a good education means lacking, among other things, access to the very doorway that leads to a wholesome life-style. Education is not a luxury in modern American society—it is essential for survival.

To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.

Arrested personal growth serves industrial "growth". By suppressing the nature dimension of human development (through educational systems, social values, advertising, nature-eclipsing vocations and pastimes, city and suburb design, denatured medical and psychological practices, and other means), industrial growth society engenders an immature citizenry unable to imagine a life beyond consumerism and soul-suppressing jobs.

What, after all this time, is the purpose of mass schooling supposed to be? Reading, writing, and arithmetic can’t be the answer, because properly approached those things take less than a hundred hours to transmit — and we have abundant evidence that each is readily self-taught in the right setting and time. Why, then, are we locking kids up in an involuntary network with strangers for twelve years? Surely not so a few of them can get rich? Even if it worked that way, and I doubt that it does, why wouldn’t any sane community look on such an education as positively wrong? It divides and classifies people, demanding that they compulsively compete with each other, and publicly labels the losers by literally de-grading them, identifying them as “low-class” material. And the bottom line for the winners is that they can buy more stuff! I don’t believe that anyone who thinks about that feels comfortable with such a silly conclusion. I can’t help feeling that if we could only answer the question of what it is that we want from these kids we lock up, we would suddenly see where we took a wrong turn. I have enough faith in American imagination and resourcefulness to believe that at that point we’d come up with a better way — in fact, a whole supermarket of better ways.

We have to start from the ground up and reconsider what education is. In my language, I'd like to see us educate the soul, and not just the mind. The result would be a person who could be in the world creatively, make good friendships, live in a place he loved, do work that is rewarding, and make a contribution to the community. People say that the word "educate" means to "draw out" a person's potential. But I like the "duc" - part in the middle of it. To be educated is to become a duke, a leader, a person of stature and color, a presence and a character.

For Dewey, the Great Community was the basic fact of history. The individual and the soul were invalid concepts, man was truly man, not as an individual, but as after Aristotle, in society and supremely in the State. Thus, for Dewey, true education mean not the development of the individual in terms of learning, but his socialization. Progressive education... educates the individual in terms of particular facts of the universe without reference to God, truth, or morality.

the former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed. Conditioned by the experience of oppressing others, any situation other than their former seems to them like oppression. Formerly, they could eat, dress, wear shoes, be educated, travel, and hear Beethoven; while millions did not eat, had no clothes or shoes, neither studied nor travelled, much less listened to Beethoven. Any restriction on this way of life, in the name of the rights of the community, appears to the former oppressors as a profound violation of their individual rights – although they had no respect for the millions who suffered and died of hunger, pain, sorrow, and despair. For the oppressors, 'human beings' refers only to themselves; other people are 'things'.

It is no longer appropriate to think only in terms of even my nation or my country, let alone my village. If we are to overcome the problems we face, we need what I have called a sense of universal responsibility rooted in love and kindness for our human brothers and sisters. In our present state of affairs, the very survival of humankind depends on people developing concern for the whole of humanity, not just their own community or nation. The reality of our situation impels us to act and think more clearly. Narrow-mindedness and self-centered thinking may have served us well in the past, but today will only lead to disaster. We can overcome such attitudes through the combination of education and training.

The truth is, white rage has undermined democracy, warped the Constitution, weakened the nation’s ability to compete economically, squandered billions of dollars on baseless incarceration, rendered an entire region sick, poor, and woefully undereducated, and left cities nothing less than decimated. All this havoc has been wreaked simply because African Americans wanted to work, get an education, live in decent communities, raise their families, and vote. Because they were unwilling to take no for an answer.

Manhattan Community College had not one course on Peurto Rican history. The Peurto Rican sisters and brothers who knew what was happening became our teachers... once you understand something about the history of a people, their heroes, their hardships, and their sacrifices, it's easier to struggle with them. To support their struggle. For a lot of peole in this country, people who live in other places have no faces. And this is the way the U.S. government wants it to be. They figure as long as the people have no faces and the country has no form, amerikans will not protest when they send in the marines to wipe them out.

Across the centuries the moral systems from medival chivalry to Bruce Springsteen love anthems have worked the same basic way. They take immediate selfish interests and enmesh them within transcendent, spiritual meanings. Love becomes a holy cause, an act of self-sacrifice and selfless commitment. But texting and the utilitarian mind-set are naturally corrosive toward poetry and imagination. A coat of ironic detachment is required for anyone who hopes to withstand the brutal feedback of the marketplace. In today's world, the choice of a Prius can be a more sanctified act than the choice of an erotic partner. This does not mean that young people today are worse or shallower than young people in the past. It does mean they get less help. People once lived within a pattern of being, which educated the emotions, guided the temporary toward the permanent and linked everyday urges to higher things. The accumulated wisdom of the community steered couples as they tried to earn each other's commitment. Today there are fewer norms that guide that way. Today's technology seems to threaten the sort of recurring and stable reciprocity that is the building block of trust.

The majority of people spoil their lives by an unhealthy and exaggerated altruism – are forced, indeed, so to spoil them. They find themselves surrounded by hideous poverty, by hideous ugliness, by hideous starvation. It is inevitable that they should be strongly moved by all this. The emotions of man are stirred more quickly than man’s intelligence; and, as I pointed out some time ago in an article on the function of criticism, it is much more easy to have sympathy with suffering than it is to have sympathy with thought. Accordingly, with admirable, though misdirected intentions, they very seriously and very sentimentally set themselves to the task of remedying the evils that they see. But their remedies do not cure the disease: they merely prolong it. Indeed, their remedies are part of the disease. They try to solve the problem of poverty, for instance, by keeping the poor alive; or, in the case of a very advanced school, by amusing the poor. But this is not a solution: it is an aggravation of the difficulty. The proper aim is to try and reconstruct society on such a basis that poverty will be impossible. And the altruistic virtues have really prevented the carrying out of this aim. Just as the worst slave-owners were those who were kind to their slaves, and so prevented the horror of the system being realised by those who suffered from it, and understood by those who contemplated it, so, in the present state of things in England, the people who do most harm are the people who try to do most good; and at last we have had the spectacle of men who have really studied the problem and know the life – educated men who live in the East End – coming forward and imploring the community to restrain its altruistic impulses of charity, benevolence, and the like. They do so on the ground that such charity degrades and demoralises. They are perfectly right. Charity creates a multitude of sins.

Yes, people are vulnerable to cognitive illusions that lead to supernatural beliefs, and they certainly need to belong to a community. Over the course of history, institutions have arisen that offer packages of customs that encourage those illusions and cater to those needs. That does not imply that people need the complete packages, any more than the existence of sexual desire implies that people need Playboy clubs. As societies become more educated and secure, the components of the legacy religious institutions can be unbundled. The art, rituals, iconography,

A political movement that focuses on class and ignores the specific ways in which race determines financial health and well-being for people of color in this country will be a movement that maintains white supremacy, because it will not be able to identify or address the specific, race-based systems that are the main causes of inequality for people of color. Health care discrimination, job discrimination, the school-to-prison pipeline, educational bias, mass incarceration, police brutality, community trauma—none of these issues are addressed in a class-only approach. A class-only approach will lift only poor whites out of poverty and will therefore maintain white supremacy.

People who really want to make a difference in the world usually do it, in one way or another. And I’ve noticed something about people who make a difference in the world: They hold the unshakable conviction that individuals are extremely important, that every life matters. They get excited over one smile. They are willing to feed one stomach, educate one mind, and treat one wound. They aren’t determined to revolutionize the world all at once; they’re satisfied with small changes. Over time, though, the small changes add up. Sometimes they even transform cities and nations, and yes, the world. People who want to make a difference get frustrated along the way. But if they have a particularly stressful day, they don’t quit. They keep going. Given their accomplishments, most of them are shockingly normal and the way they spend each day can be quite mundane. They don’t teach grand lessons that suddenly enlighten entire communities; they teach small lessons that can bring incremental improvement to one man or woman, boy or girl. They don’t do anything to call attention to themselves, they simply pay attention to the everyday needs of others, even if it’s only one person. They bring change in ways most people will never read about or applaud. And because of the way these world-changers are wired, they wouldn’t think of living their lives any other way.

When we don’t pay close attention to the decisions made by our leaders, when we fail to educate ourselves about the major issues of the day, when we choose not to make our voices and opinions heard, that’s when democracy breaks down. That’s when power is abused. That’s when the most extreme voices in our society fill the void that we leave. That’s when powerful interests and their lobbyists are most able to buy access and influence in the corridors of power –- because none of us are there to speak up and stop them. Participation in public life doesn’t mean that you all have to run for public office -– though we could certainly use some fresh faces in Washington. (Laughter and applause.) But it does mean that you should pay attention and contribute in any way that you can. Stay informed. Write letters, or make phone calls on behalf of an issue you care about. If electoral politics isn’t your thing, continue the tradition so many of you started here at Michigan and find a way to serve your community and your country –- an act that will help you stay connected to your fellow citizens and improve the lives of those around you.

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

I know what coming back to America from a war zone is like because I’ve done it so many times. First, there’s a kind of shock at the comfort and affluence that we enjoy, but that is followed by the dismal realization that we live in a society that is basically at war with itself. People speak with incredible contempt about, depending on their views: the rich, the poor, the educated, the foreign born, the President, or the entire US government. It is a level of contempt that is usually reserved for enemies in wartime except that now it is applied to our fellow citizens. Unlike criticism, contempt is particularly toxic because it assumes a moral superiority in the speaker. Contempt is often directed at people who have been excluded from a group or declared unworthy its benefits. Contempt is often used by governments to provide rhetorical cover for torture or abuse. Contempt is one of four behaviors that, statistically, can predict divorce in married couples. People who speak with contempt for one another will probably not remain united for long.

He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it." "Right. Lack of opportunities," Daddy says. "Corporate America don't bring jobs to our communities, and they damn sure ain't quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don't prepare us well enough.

Working outward in concentric circles from the single mother's situation, we can easily draw a picture of what a 'good' mother-son relationship needs in order to flourish. In its ideal form, mom would be experiencing physical, material, social, and emotional support from four interdependent sources: an intimate partner who is also attached to the child; a select group of close friends and family; a wider community that supports mom's values and goals; and a maternity-flexible workplace.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

Dear Young Black Males, Make sure that you take your education seriously. You may not understand it right now, but your education is important. If you’re struggling in high school, don’t fail silently. Speak up and ask for the help that you need. If you’re interested in going to college afterwards, start researching the colleges that you’re interested in attending. If college isn’t for you, consider trade schools or programs for high school students such as ROP (Regional Occupation Program). Depending on what state you live in, it may be called something different. Some colleges offer certificate programs if you’re not interested in earning an actual degree. Go to your neighborhood community center and ask questions. Ask your school counselors for leads. The library is also a great place to get helpful information. Just ask the librarian, he/she will be happy to assist you. It’s important to educate yourself, because if not, you’ll most likely be stuck working a dead-end job. Ask questions as much as you need to. Don’t assume anything. Get the facts that you need in order to succeed.

...nor do I want to suggest that the Amish are perfect people or that their way of life is perfect. What I want to recommend are some Amish principles: 1) They have preserved their families and communities. 2) They have maintained the practices of neighbourhood. 3) They have maintained the domestic arts of kitchen and garden, household and homestead. 4) They have limited their use of technology so as not to displace or alienate available human labour or available free source of power (the sun, wind, water, and so on). 5) They have their farms to a scale that is compatible both with the practice of neighborhood and with the optimum use of low-power technology. 6) By the practices and limits already mentioned, they have limited their costs. 7) They have educated their children to live at home and serve their communities. 8) They esteem farming as both a practical art and a spiritual discipline. These principles define a world to be lived by human beings, not a world to be exploited by managers, stockholders, and experts.

[L]iberals insist that children should be given the right to remain part of their particular community, but on condition that they are given a choice. But for, say, Amish children to really have a free choice of which way of life to choose, either their parents’ life or that of the “English,” they would have to be properly informed on all the options, educated in them, and the only way to do what would be to extract them from their embeddedness in the Amish community, in other words, to effectively render them “English.” This also clearly demonstrates the limitations of the standard liberal attitude towards Muslim women wearing a veil: it is deemed acceptable if it is their free choice and not an option imposed on them by their husbands or family. However, the moment a woman wears a veil as the result of her free individual choice, the meaning of her act changes completely: it is no longer a sign of her direct substantial belongingness to the Muslim community, but an expression of her idiosyncratic individuality, of her spiritual quest and her protest against the vulgarity of the commodification of sexuality, or else a political gesture of protest against the West. A choice is always a meta-choice, a choice of the modality of choice itself: it is one thing to wear a veil because of one’s immediate immersion in a tradition; it is quite another to refuse to wear a veil; and yet another to wear one not out of a sense of belonging, but as an ethico-political choice. This is why, in our secular societies based on “choice,” people who maintain a substantial religious belonging are in a subordinate position: even if they are allowed to practice their beliefs, these beliefs are “tolerated” as their idiosyncratic personal choice or opinion; they moment they present them publicly as what they really are for them, they are accused of “fundamentalism.” What this means is that the “subject of free choice” (in the Western “tolerant” multicultural sense) can only emerge as the result of an extremely violent process of being torn away from one’s particular lifeworld, of being cut off from one’s roots.

There are countries in which the communal provision of housing, transport, education and health care is so inferior that inhabitants will naturally seek to escape involvement with the masses by barricading themselves behind solid walls. The desire for high status is never stronger than in situations where 'ordinary' life fails to answer a median need for dignity or comfort. Then there are communities—far fewer in number and typically imbued with a strong (often Protestant) Christian heritage—whose public realms exude respect in their principles and architecture, and whose citizens are therefore under less compulsion to retreat into a private domain. Indeed, we may find that some of our ambitions for personal glory fade when the public spaces and facilities to which we enjoy access are themselves glorious to behold; in such a context, ordinary citizenship may come to seem an adequate goal. In Switzerland's largest city, for instance, the need to own a car in order to avoid sharing a bus or train with strangers loses some of the urgency it has in Los Angeles or London, thanks to Zurich's superlative train network, which is clean, safe, warm and edifying in its punctuality and technical prowess. There is little reason to travel in an automotive cocoon when, for a fare of only a few francs, an efficient, stately tramway will provide transport from point A to point B at a level of comfort an emperor might have envied. One insight to be drawn from Christianity and applied to communal ethics is that, insofar as we can recover a sense of the preciousness of every human being and, even more important, legislate for spaces and manner that embody such a reverence in their makeup, then the notion of the ordinary will shed its darker associations, and, correspondingly, the desires to triumph and to be insulated will weaken, to the psychological benefit of all.

Shorn of unattractive language about "robots" who will be producing taxes and not burglarizing homes, the general idea that schools in ghettoized communities must settle for a different set of goals than schools that serve the children of the middle class and upper middle class has been accepted widely. And much of the rhetoric of "rigor" and "high standards" that we hear so frequently, no matter how egalitarian in spirit it may sound to some, is fatally belied by practices that vulgarize the intellects of children and take from their education far too many of the opportunities for cultural and critical reflectiveness without which citizens become receptacles for other people's ideologies and ways of looking at the world but lack the independent spirits to create their own.

..."extreme capitalism": the obsessive, uncritical penetration of the concept of the market into every aspect of American life, and the attempt to drive out every other institution, including law, art, culture, public education, Social Security, unions, community, you name it. It is the conflation of markets with populism, with democracy, with diversity, with liberty, and with choice---and so the denial of any form of choice that imposes limits on the market. More than that, it is the elimination of these separate concepts from our political discourse, so that we find ourselves looking to the stock market to fund retirement, college education, health care, and having forgotten that in other wealthy and developed societies these are rights, not the contingent outcomes of speculative games. James K. Galbraith, Lloyd M. Bentsen Jr. Chair in Government/Business Relations and Professor of Government, University of Texas.

A’ight, so what do you think it means?” “You don’t know?” I ask. “I know. I wanna hear what YOU think.” Here he goes. Picking my brain. “Khalil said it’s about what society feeds us as youth and how it comes back and bites them later,” I say. “I think it’s about more than youth though. I think it’s about us, period.” “Us who?” he asks. “Black people, minorities, poor people. Everybody at the bottom in society.” “The oppressed,” says Daddy. “Yeah. We’re the ones who get the short end of the stick, but we’re the ones they fear the most. That’s why the government targeted the Black Panthers, right? Because they were scared of the Panthers?” “Uh-huh,” Daddy says. “The Panthers educated and empowered the people. That tactic of empowering the oppressed goes even further back than the Panthers though. Name one.” Is he serious? He always makes me think. This one takes me a second. “The slave rebellion of 1831,” I say. “Nat Turner empowered and educated other slaves, and it led to one of the biggest slave revolts in history.” “A’ight, a’ight. You on it.” He gives me dap. “So, what’s the hate they’re giving the ‘little infants’ in today’s society?” “Racism?” “You gotta get a li’l more detailed than that. Think ’bout Khalil and his whole situation. Before he died.” “He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it.” “Right. Lack of opportunities,” Daddy says. “Corporate America don’t bring jobs to our communities, and they damn sure ain’t quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don’t prepare us well enough. That’s why when your momma talked about sending you and your brothers to Williamson, I agreed. Our schools don’t get the resources to equip you like Williamson does. It’s easier to find some crack than it is to find a good school around here. “Now, think ’bout this,” he says. “How did the drugs even get in our neighborhood? This is a multibillion-dollar industry we talking ’bout, baby. That shit is flown into our communities, but I don’t know anybody with a private jet. Do you?” “No.” “Exactly. Drugs come from somewhere, and they’re destroying our community,” he says. “You got folks like Brenda, who think they need them to survive, and then you got the Khalils, who think they need to sell them to survive. The Brendas can’t get jobs unless they’re clean, and they can’t pay for rehab unless they got jobs. When the Khalils get arrested for selling drugs, they either spend most of their life in prison, another billion-dollar industry, or they have a hard time getting a real job and probably start selling drugs again. That’s the hate they’re giving us, baby, a system designed against us. That’s Thug Life.

For all the talk of education, modern societies neglect to examine by far the most influential means by which their populations are educated. Whatever happens in our classrooms, the more potent and ongoing kind of education takes place on the airwaves and on our screens. Cocooned in classrooms for only our first eighteen years or so, we effectively spend the rest of our lives under the tutelage of news entities which wield infinitely greater influence over us than any academic institution can. Once our formal education has finished, the news is the teacher. It is the single most significant force setting the tone of public life and shaping our impressions of the community beyond our own walls. It is the prime creator of political and social reality. As revolutionaries well know, if you want to change the mentality of a country, you don't head to the art gallery, the department of education or the homes of famous novelists; you drive the tanks straight to the nerve center of the body politic, the news HQ.

If you care about peace, then you should care about justice. If you care about justice, then you should care about truth. If you care about truth, then you should care about integrity. If you care about integrity, then you should care about virtue. If you care about joy, then you should care about happiness. If you care about happiness, then you should care about fufilment. If you care about fufilment,then you should care about needs contentment. If you care about contentment, then you should care about patience. If you care about strength, then you should care about courage. If you care about courage, then you should care about hope. If you care about hope, then you should care about faith. If you care about faith, then you should care about love. If you care about wealth, then you should care about excellence. If you care about excellence, then you should care about hardwork. If you care about hardwork, then you should care about determination. If you care about determination, then you should care about focus. If you care about education, then you should care about schools. If you care about schools, then you should care about students. If you care about students, then you should care about teachers. If you care about teachers, then you should care about salaries. If you care about people, then you should care about communities. If you care about communities, then you should care about cities. If you care about cities, then you should care about provinces. If you care about provinces, then you should care about nations. If you care about yourself, then you should care about life. If you care about life, then you should care about health. If you care about health, then you should care about excersise. If you care about excersise, then you should care about nutrition. If you care about food, then you should care about animals. If you care about animals, then you should care about earth. If you care about earth, then you should care about nature. If you care about nature, then you should care about water. If you care about yesturday, then you should care about today. If you care about today, then you should care about now. If you care about now, then you should care about tomorrow. If you care about tomorrow, then you should care about forever.

Even if we act to erase material poverty, there is another greater task, it is to confront the poverty of satisfaction - purpose and dignity - that afflicts us all. Too much and for too long, we seemed to have surrendered personal excellence and community values in the mere accumulation of material things. Our Gross National Product, now, is over $800 billion dollars a year, but that Gross National Product - if we judge the United States of America by that - that Gross National Product counts air pollution and cigarette advertising, and ambulances to clear our highways of carnage. It counts special locks for our doors and the jails for the people who break them. It counts the destruction of the redwood and the loss of our natural wonder in chaotic sprawl. It counts napalm and counts nuclear warheads and armored cars for the police to fight the riots in our cities. It counts Whitman's rifle and Speck's knife, and the television programs which glorify violence in order to sell toys to our children. Yet the gross national product does not allow for the health of our children, the quality of their education or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages, the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage, neither our wisdom nor our learning, neither our compassion nor our devotion to our country, it measures everything in short, except that which makes life worthwhile. And it can tell us everything about America except why we are proud that we are Americans. If this is true here at home, so it is true elsewhere in world.

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.

We are committed to involving as many people as possible, as young as possible, as soon as possible. Sometimes too young and too soon! But we intentionally err on the side of too fast rather than too slow. We don’t wait until people feel “prepared” or “fully equipped.” Seriously, when is anyone ever completely prepared for ministry? Ministry makes people’s faith bigger. If you want to increase someone’s confidence in God, put him in a ministry position before he feels fully equipped. The messages your environments communicate have the potential to trump your primary message. If you don’t see a mess, if you aren’t bothered by clutter, you need to make sure there is someone around you who does see it and is bothered by it. An uncomfortable or distracting setting can derail ministry before it begins. The sermon begins in the parking lot. Assign responsibility, not tasks. At the end of the day, it’s application that makes all the difference. Truth isn’t helpful if no one understands or remembers it. If you want a church full of biblically educated believers, just teach what the Bible says. If you want to make a difference in your community and possibly the world, give people handles, next steps, and specific applications. Challenge them to do something. As we’ve all seen, it’s not safe to assume that people automatically know what to do with what they’ve been taught. They need specific direction. This is hard. This requires an extra step in preparation. But this is how you grow people. Your current template is perfectly designed to produce the results you are currently getting. We must remove every possible obstacle from the path of the disinterested, suspicious, here-against-my-will, would-rather-be-somewhere-else, unchurched guests. The parking lot, hallways, auditorium, and stage must be obstacle-free zones. As a preacher, it’s my responsibility to offend people with the gospel. That’s one reason we work so hard not to offend them in the parking lot, the hallway, at check-in, or in the early portions of our service. We want people to come back the following week for another round of offending! Present the gospel in uncompromising terms, preach hard against sin, and tackle the most emotionally charged topics in culture, while providing an environment where unchurched people feel comfortable. The approach a church chooses trumps its purpose every time. Nothing says hypocrite faster than Christians expecting non-Christians to behave like Christians when half the Christians don’t act like it half the time. When you give non-Christians an out, they respond by leaning in. Especially if you invite them rather than expect them. There’s a big difference between being expected to do something and being invited to try something. There is an inexorable link between an organization’s vision and its appetite for improvement. Vision exposes what has yet to be accomplished. In this way, vision has the power to create a healthy sense of organizational discontent. A leader who continually keeps the vision out in front of his or her staff creates a thirst for improvement. Vision-centric churches expect change. Change is a means to an end. Change is critical to making what could and should be a reality. Write your vision in ink; everything else should be penciled in. Plans change. Vision remains the same. It is natural to assume that what worked in the past will always work. But, of course, that way of thinking is lethal. And the longer it goes unchallenged, the more difficult it is to identify and eradicate. Every innovation has an expiration date. The primary reason churches cling to outdated models and programs is that they lack leadership.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

The Unknown Citizen by W. H. Auden (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

Imagine this: A world where the quality of your life is not determined by how much money you have. You do not have to sell your labour to survive. Labour is not tied to capitalism, profit or wage. Borders do not exist; we are free to move without consequence. The nuclear family does not exist; children are raised collectively; reproduction takes on new meanings. In this world, the way we carry out dull domestic labour is transformed and nobody is forced to rely on their partner economically to survive. The principles of transformative justice are used to rectify harm. Critical and comprehensive sex education exists for all from an early age. We are liberated from the gender binary’s strangling grip and the demands it places on our bodies. Sex work does not exist because work does not exist. Education and transport are free, from cradle to grave. We are forced to reckon with and rectify histories of imperialism, colonial exploitation, and warfare collectively. We have freedom to, not just freedom from. Specialist mental health services and community care are integral to our societies. There is no “state” as we know it; nobody dies in “suspicious circumstances” at its hands; no person has to navigate sexism, racism, ableism or homophobia to survive. Detention centres do not exist. Prisons do not exist, nor do the police. The military and their weapons are disbanded across nations. Resources are reorganised to adequately address climate catastrophe. No person is without a home or loving community. We love one another, without possession or exploitation or extraction. We all have enough to eat well due to redistribution of wealth and resource. We all have the means and the environment to make art, if we so wish. All cultural gatekeepers are destroyed. Now imagine this vision not as utopian, but as something well within our reach.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.