Constructive Education Quotes

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn’t a demon: it was me.

Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world. The oppressors maintain their position and evade their responsibility for their own actions. There is a constant drain of energy which might be better used in redefining ourselves and devising realistic scenarios for altering the present and constructing the future.

For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create.

If all you had was academic ability, you wouldn't have been able to get out of bed this morning. In fact, there wouldn't have been a bad to get out of. No one could have made one. You could have written about possibility of one, but not have constructed it.

I had hundreds of books under my skin already. Not selected reading, all of it. Some of it could be called trashy. I had been through Nick Carter, Horatio Alger, Bertha M. Clay and the whole slew of dime novelists in addition to some really constructive reading. I do not regret the trash. It has harmed me in no way. It was a help, because acquiring the reading habit early is the important thing. Taste and natural development will take care of the rest later on.

Yet, the work was not complete. Next, citing Bond’s veranda and our subsequent construction of it as an example, Sanjit elaborated on the thought which he had previously teased, but not fully explained: that when a reader reads, the reader constructs a setting and world and is able to view themselves through this world. However, he also added that when we read, we are not only able to see our constructed world, but to evaluate our constructed world. This is how, Sanjit would argue, we influence and better ourselves, even if unintentionally; for by pausing and analyzing our constructions we may be able to identify our assumptions about people, places, or things. And it is in this way that books may be an expressed form of art, not just for the writer, but also for the reader.

Our life stories are largely constructed and without mindfulness can prove destructive.

Allow intelligent design into science textbooks, lecture halls, and laboratories, and the cost to the frontier of scientific discovery—the frontier that drives the economies of the future—would be incalculable. I don't want students who could make the next major breakthrough in renewable energy sources or space travel to have been taught that anything they don't understand, and that nobody yet understands, is divinely constructed and therefore beyond their intellectual capacity. The day that happens, Americans will just sit in awe of what we don't understand, while we watch the rest of the world boldly go where no mortal has gone before.

Whenever the need for some pretense of communication arises, those who profit from our oppression call upon us to share our knowledge with them. In other words, it is the responsibility of the oppressed to teach the oppressors their mistakes. I am responsible for educating teachers who dismiss my children’s culture in school. Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world. The oppressors maintain their position and evade responsibility for their own actions. There is a constant drain of energy which might be better used in redefining ourselves and devising realistic scenarios for altering the present and constructing the future.

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.

If people volunteered in the same way to construct schools or roads or even clear the river of plastic wrappers, by God, Pakistan would become a paradise within a year.

Educators may bring upon themselves unnecessary travail by taking a tactless and unjustifiable position about the relation between scientific and religious narratives. We see this, of course, in the conflict concerning creation science. Some educators representing, as they think, the conscience of science act much like those legislators who in 1925 prohibited by law the teaching of evolution in Tennessee. In that case, anti-evolutionists were fearful that a scientific idea would undermine religious belief. Today, pro-evolutionists are fearful that a religious idea will undermine scientific belief. The former had insufficient confidence in religion; the latter insufficient confidence in science. The point is that profound but contradictory ideas may exist side by side, if they are constructed from different materials and methods and have different purposes. Each tells us something important about where we stand in the universe, and it is foolish to insist that they must despise each other.

If you have only education and knowledge and a lack of the other side, then you may not be a happy person, but a person of mental unrest, of frustration. Not only that, but if you combine these two, your whole life will be a constructive and happy life. And certainly you can make immense benefit for society and the betterment of humanity. That is one of my fundamental beliefs: that a good heart, a warm heart, a compassionate heart, is still teachable.

Child psychologists have demonstrated that our minds are actually constructed by these thousands of tiny interactions during the first few years of life. We aren't just what we're taught. It's what we experience during those early years - a smile here, a jarring sound there - that creates the pathways and connections of the brain. We put our kids to fifteen years of quick-cut advertising, passive television watching, and sadistic video games, and we expect to see emerge a new generation of calm, compassionate, and engaged human beings?

A perceptive French critic has argued that in an age of deepening illiteracy, when even the educated have only a smattering of classical or theological knowledge, erudition is of itself a kind of fantasy, a surrealistic construct.

There are growing domestic social and economic problems, in fact, maybe catastrophes. Nobody in power has any intention of doing anything about them. If you look at the domestic programs of the administrations of the past ten years-I include here the Democratic opposition-there's really no serious proposal about what to do about the severe problems of health, education, homelessness, joblessness, crime, soaring criminal populations, jails, deterioration in the inner cities - the whole raft of problems... In such circumstances you've got to divert the bewildered herd, because if they start noticing this they may not like it, since they're the ones suffering from it. Just having them watch the Superbowl and the sitcoms may not be enough. You have to whip them up into fear of enemies. In the 1930s Hitler whipped them into fear of the Jews and gypsies. You had to crush them to defend yourselves. We have our ways, too. Over the last ten years, every year ot two, some major monster is constructed that we have to defend ourselves against.

I became like the bee: intensely gathering information from as many sources as possible and analyzing the material to construct my own understanding of Muhammad’s mindset. I analyzed every piece of data, scrutinizing it for accuracy. I sought to shorten as much as possible the chains of scholarly transmission that separated me from Muhammad. Approaching Muhammad with an open mind proved transformational: making my own sense of him forged a much more meaningful personal relationship with his legacy.

Hardly any aspect of my life, from where I had lived to my education to my employment history to my friendships, had been free from the taint of racial inequity, from racism, from whiteness. My racial identity had shaped me from the womb forward. I had not been in control of my own narrative. It wasn’t just race that was a social construct. So was I.

When writing a novel a writer should create living people; people not characters. A character is a caricature. If a writer can make people live there may be no great characters in his book, but it is possible that his book will remain as a whole; as an entity; as a novel. If the people the writer is making talk of old masters; of music; of modern painting; of letters; or of science then they should talk of those subjects in the novel. If they do not talk of these subjects and the writer makes them talk of them he is a faker, and if he talks about them himself to show how much he knows then he is showing off. No matter how good a phrase or a simile he may have if he puts it in where it is not absolutely necessary and irreplaceable he is spoiling his work for egotism. Prose is architecture, not interior decoration, and the Baroque is over. For a writer to put his own intellectual musings, which he might sell for a low price as essays, into the mouths of artificially constructed characters which are more remunerative when issued as people in a novel is good economics, perhaps, but does not make literature. People in a novel, not skillfully constructed characters, must be projected from the writer’s assimilated experience, from his knowledge, from his head, from his heart and from all there is of him. If he ever has luck as well as seriousness and gets them out entire they will have more than one dimension and they will last a long time. A good writer should know as near everything as possible. Naturally he will not. A great enough writer seems to be born with knowledge. But he really is not; he has only been born with the ability to learn in a quicker ratio to the passage of time than other men and without conscious application, and with an intelligence to accept or reject what is already presented as knowledge. There are some things which cannot be learned quickly and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things and because it takes a man’s life to know them the little new that each man gets from life is very costly and the only heritage he has to leave. Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

Perhaps they never left the island when construction was complete," Otto replied. Wing raised an eyebrow. "A true job for life." "Or a life for a job," Otto countered. He wouldn't be at all surprised, given the emphasis on total secrecy, if H.I.V.E. offered an "aggressive" retirement package for lower-level employees. Here, being fired was probably a term that was taken a little too literally.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

The Black homosexual is hard pressed to gain audience among his heterosexual brothers; even if he is more talented, he is inhibited by his silence or his admissions. This is what the race has depended on in being able to erase homosexuality from our recorded history. The "chosen" history. But the sacred constructions of silence are futile exercises in denial. We will not go away with our issues of sexuality. We are coming home. It is not enough to tell us that one was a brilliant poet, scientist, educator, or rebel. Whom did he love? It makes a difference. I can't become a whole man simply on what is fed to me: watered-down versions of Black life in America. I need the ass-splitting truth to be told, so I will have something pure to emulate, a reason to remain loyal.

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn't a demon: it was me.

Although we typically take our cultural worldview for granted, it is actually a fragile human construction that people spend great energy creating, maintaining, and defending. Since we’re constantly on the brink of realizing that our existence is precarious, we cling to our culture’s governmental, educational, and religious institutions and rituals to buttress our view of human life as uniquely significant and eternal.

I suspect this is always the way with conmen: they don’t even have to construct a whole story, their victims fill in the gaps, reconcile the irreconciliables – their victims do most of the work.

Every television program must be a complete package in itself. No previous knowledge is to be required. There must not be even a hint that learning is hierarchical, that it is an edifice constructed on a foundation. The learner must be allowed to enter at any point without prejudice. This is why you shall never hear or see a television program begin with the caution that if the viewer has not seen the previous programs, this one will be meaningless. Television is a nongraded curriculum and excludes no viewer for any reason, at any time. In other words, in doing away with the idea of sequence and continuity in education, television undermines the idea that sequence and continuity have anything to do with thought itself.

A liberal arts education teaches you how to think—I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind.

They were and are children of privilege... the privilege taught, learned, and imbibed, in a "liberal arts education" is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend, or complete - to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition. It occurred to me that I had seen this behavior elsewhere, where it was called developmental difficulty.

If a man loves a girl who is in the first place young and inexperienced; who in the second place is educated with a background of caveman tradition, a middle-ground of poetry and romance, and a foreground of unspoken hope and interest all centering upon the one Event; and who has, furthermore, absolutely no other hope or interest worthy of the name - why, it is a comparatively easy manner to sweep her off her feet with a dashing attack.

I was becoming aware that a good life was not some Shangri-La waiting to be stumbled upon. One constructed it from the materials at hand.

But the secret of good writing is to strip every sentence to its cleanest components. Every words that serves no function, every long word that could be a short word, every adverb that carries the same meaning that's already in the verb, every passive construction that leaves the reader unsure of who is doing what--these are the thousand and one adulterants that weaken the strength of a sentence. And they usually occur in proportion to education and rank,

literacy serves as a form of protection in this world and is rightly guided by both imagination and reason—two constructs that are often dichotomous, especially in current public education.

Artists and intellectuals are not he same animal. This causes a great deal of confusion. Our schools teach educate us intellectually but not artistically. We learn to deconstruct art, not construct it.

In desperation, I’d tried to find a part-time after-school job, just to earn some walking-around money. I applied for dozens of tech support and programming jobs (mostly grunt construction work, coding parts of OASIS malls and office buildings), but it was completely hopeless. Millions of college-educated adults couldn’t get one of those jobs. The Great Recession was now entering its third decade, and unemployment was still at a record high. Even the fast-food joints in my neighborhood had a two-year waiting list for job applicants. So I remained stuck at school. I felt like a kid standing in the world’s greatest video arcade without any quarters, unable to do anything but walk around and watch the other kids play.

Everything I had worked for, all my years of study, had been to purchase myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind.

And Teen Vogue routinely educates girls that gender is a social construct. “The truth is, not all women menstruate and not all people who menstruate are women,” one article blithely informs readers, as if that were factual.3

I knew what it was to have a misconception corrected—a misconception of such magnitude that shifting it shifted the world. Now I needed to understand how the great gatekeepers of history had come to terms with their own ignorance and partiality. I thought if I could accept that what they had written was not absolute but was the result of a biased process of conversation and revision, maybe I could reconcile myself with the fact that the history most people agreed upon was not the history I had been taught. Dad could be wrong, and the great historians Carlyle and Macaulay and Trevelyan could be wrong, but from the ashes of their dispute I could construct a world to live in.

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

to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn’t a demon: it was me. Dad reached

Regarding children’s literature, look for interesting content and well-constructed sentences clothed in literary language. The imagination should be warmed and the book should hold the interest of the child.  Life’s too short to spend time with books that bore us.

For white Americans (whiteness itself a societal construct that has changed in it definition over time), this new national holiday of Juneteenth, this day off from work, should be like an American Yom Kippur, a Day of Atonement, a day of reflection, a day to keep learning more about how we have failed as a society to live up to our ideals, and what we as individuals can do to make it better, more real, closer to our vision of justice and liberty, a vision that our founding forefathers could not even imagine. 'Do better' should be what all who carry any kind of privilege in this society should say to ourselves and to each other - what can we do, what can you do, to 'do better'?

The blessing was a mercy. He was offering me the same terms of surrender he had offered my sister. I imagined what a relief it must have been for her, to realize she could trade her reality—the one she shared with me—for his. How grateful she must have felt to pay such a modest price for her betrayal. I could not judge her for her choice, but in that moment I knew I could not choose it for myself. Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn’t a demon: it was me.

Belief change comes from a combination of personal psychological readiness and a deeper social and cultural shift in the underlying zeitgeist, which is affected in part by education but is more the product of larger and harder-to-define political, economic, religious, and social changes.

That year, and every year, it seemed, we began by studying the Revolutionary War. We were taken in school buses on field trips to visit Plymouth Rock, and to walk the Freedom Trail, and to climb to the top of the Bunker Hill Monument. We made dioramas out of colored construction paper depicting George Washington crossing the choppy waters of the Delaware River, and we made puppets of King George wearing white tights and a black bow in his hair. During tests we were given blank maps of the thirteen colonies, and asked to fill in names, dates, capitals. I could do it with my eyes closed.

In truth, the crossing from nature to culture and vice versa has always stood wide open. It leads across an easily accessible bridge: the practising life. People have committed themselves to its construction since they came into existence - or rather, people only came into existence by applying themselves to the building of said bridge. The human being is the pontifical creature that, from its earliest evolutionary stages, has created tradition-compatible connections between the bridgeheads in the bodily realm and those in cultural programes. From the start, nature and culture are linked by a broad middle ground of embodied practices - containing languages, rituals and technical skills, in so far as these factors constitute the universal forms of automatized artificialities. This intermediate zone forms a morphologically rich, variable and stable region that can, for the time being, be referred to sufficiently clearly with such conventional categories as education, etiquette, custom, habit formation, training and exercise - without needing to wait for the purveyors of the 'human sciences', who, with all their bluster about culture, create the confusion for whose resolution they subsequently offer their services.

What has become clear is that education for critical consciousness coupled with anti-racist activism that works to change all our thinking so that we construct identity and community on the basis of openness, shared struggle, and inclusive working together offers us the continued possibility of eradicating racism.

There was a new simplicity to what I did, a door that had opened before me to worlds I had not imagined. From where I sat, if you watched carefully you could marvel at it, like the impossible birth of a cottonseed or the slow rise of a wooden house: the steady construction of a man, built brick by brick from the shadow of a boy.

We consider the underlying fallacy of the plaintiff’s argument to consist in the assumption that the enforced separation of the two races stamps the colored race with a badge of inferiority. If this be so, it is not by reason of anything found in the act, but solely because the colored race chooses to put that construction upon it.

The world of conspiracy theories is one where stupid people dismiss the expertise of highly qualified people, and attribute to these experts a wicked desire to lie to and gull the masses. In other words, they portray experts as sinister enemies of the people. Conspiracy theories reflect the increasingly prevalent notion that the average, uneducated person is always right – can always see the real truth of a situation – while the educated experts are always wrong because they are deliberately lying to the people to further a conspiracy by the elite against the people. It is increasingly being perceived as a “sin”, a crime, to be smart, to be an expert. Average people do not like smart people, do not trust them, and are happy to regard them as nefarious conspirators. They are constructing a fantasy world where the idiot is always right and honest, and anyone who opposes the idiot always wrong and dishonest. A global Confederacy of Dunces is being established, whose cretinous values are transmitted by bizarre memes that crisscross the internet at a dizzying speed, and which are always accepted uncritically as the finest nuggets of truth. Woe betide anyone who challenges the Confederacy. They will be immediately trolled.

Knowledge is a social construct, a consensus among the members of a community of knowledgeable peers.

Claiming that the past was socially better than the present is also a hallmark of white supremacy. Consider any period in the past from the perspective of people of color: 246 years of brutal enslavement; the rape of black women for the pleasure of white men and to produce more enslaved workers; the selling off of black children; the attempted genocide of Indigenous people, Indian removal acts, and reservations; indentured servitude, lynching, and mob violence; sharecropping; Chinese exclusion laws; Japanese American internment; Jim Crow laws of mandatory segregation; black codes; bans on black jury service; bans on voting; imprisoning people for unpaid work; medical sterilization and experimentation; employment discrimination; educational discrimination; inferior schools; biased laws and policing practices; redlining and subprime mortgages; mass incarceration; racist media representations; cultural erasures, attacks, and mockery; and untold and perverted historical accounts, and you can see how a romanticized past is strictly a white construct. But it is a powerful construct because it calls out to a deeply internalized sense of superiority and entitlement and the sense that any advancement for people of color is an encroachment on this entitlement.

Inequality is neither economic nor technological; it is ideological and political. This is no doubt the most striking conclusion to emerge from the historical approach I take in this book. In other words, the market and competition, profits and wages, capital and debt, skilled and unskilled workers, natives and aliens, tax havens and competitiveness—none of these things exist as such. All are social and historical constructs, which depend entirely on the legal, fiscal, educational, and political systems that people choose to adopt and the conceptual definitions they choose to work with.

Modern redistribution, as exemplified by the social states constructed by the wealthy countries in the twentieth century, is based on a set of fundamental social rights: to education, health, and retirement.

Doctor James Rowland Angell has said that 'any program may be regarded as educational (and here we may substitute the words 'a public service') in purpose which attempts to increase knowledge, to stimulate thinking, to teach techniques and methods, to cultivate discernment, appreciation, and taste, or to enrich character by sensitizing emotion and by inspiring socialized ideals that may issue on constructive conduct.

If I had done nothing more than bring McCabe's talents to the attention of what has become a world-wide audience--if I had done only this job, I believe I'd have established myself as a force for mass education and enlightenment with immediate and constructive effects on the thinking portion of the population. My association with McCabe has been enough to build a career for anyone. {Julius on legendary scholar Joseph McCabe}

There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

My unsolicited advice to women in the workplace is this. When faced with sexism or ageism or lookism or even really aggressive Buddhism, ask yourself the following question: “Is this person in between me and what I want to do? If the answer is no, ignore it and move on. Your energy is better used doing your work and outpacing people that way. Then, when you’re in charge, don’t hire the people who were jerky to you. If the answer is yes, you have a more difficult road ahead of you. I suggest you model your strategy after the old Sesame Street film piece, "Over! Under! Through!” (If you’re under forty, you might not remember this film. It taught the concepts of, “over,” and “under,” and “through” by filming toddlers crawling around an abandoned construction site. They don’t show it anymore because someone has since realized that’s nuts.) If your boss is a jerk, try to find someone above or around your boss who is not a jerk. If you’re lucky, your workplace will have a neutral proving ground- like the rifle range or a car sales total board of the SNL read-through. If so, focus on that. Again, don’t waste your energy trying to educate or change opinions. Go “Over! Under! Through!” and opinions will change organically when you’re the boss. Or they won’t. Who cares? Do your thing and don’t care if they like it.

But the secret of good writing is to strip every sentence to its cleanest components. Every word that serves no function, every long words that could be a short word, every adverb that carries the same meaning that's already in the verb. every passive construction that leaves the reader unsure of who is doing what-these are the thousand and one adulterants that weaken the strength of a sentence. And they usually occur in proportion to education and rank.

The child is not a citizen of the future; he (sic) is a citizen from the very first moment of life and also the most important citizen because he represents and brings the 'possible'...a bearer, here and now of rights, of values, of culture...It is our hiostorical responsibility not only to affirm this but the create cultural, social, political and educational contexts which are able to receive children and dialogue with their potential for constructing human rights.

I am not sure whether you could call this abuse, but when I was (long ago) abroad in the world of dry men, I saw parents, usually upscale and educated and talented and functional and white, patient and loving and supportive and concerned and involved in their children’s lives, profilgate with compliments and diplomatic with constructive criticism, loquacious in their pronouncements of unconditional love for and approval of their children, conforming to every last jot-tittle in any conceivably definition of a good parent, I saw parent after unimpeachable parent who raised kids who were (a) emotionally retarded or (b) lethally self-indulgent or (c) chronically depressed or (d) borderline psychotic or (e) consumed with narcissistic self-loathing or (f) neurotically driven/addicted or (g) variously psychosomatically Disabled or (h) some conjunctive permutation of (a) … (g). Why is this. Why do many parents who seem relentlessly bent on producing children who feel they are good persons deserving of love produce children who grow to feel they are hideous persons not deserving of love who just happen to have lucked into having parents so marvelous that the parents love them even though they are hideous? Is it a sign of abuse if a mother produces a child who believes not that he is innately beautiful and lovable and deserving of magnificent maternal treatment but somehow that he is a hideous unlovable child who has somehow lucked in to having a really magnificent mother? Probably not. But could such a mother then really be all that magnificent, if that’s the child’s view of himself? ...I think, Mrs. Starkly, that I am speaking of Mrs. Avril M.-T. Incandenza, although the woman is so multileveled and indictment-proof that it is difficult to feel comfortable with any sort of univocal accusation of anything. Something just was not right, is the only way to put it. Something creepy, even on the culturally stellar surface.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." All this demagoguery' had one purpose: to create trouble for Zhou Enlai and Deng Xiao-ping and generate chaos. It was only in persecuting people and in destruction that Mme Mao and the other luminaries of the Cultural Revolution had a chance to "shine." In construction they had no place. Zhou and Deng had been making tentative efforts to open the country up, so Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra. In the two years since the fall of Lin Biao, my mood had changed from hope to despair and fury. The only source of comfort was that there was a fight going on at all, and that the lunacy was not reigning supreme, as it had in the earlier years of the Cultural Revolution. During this period, Mao was not giving his full backing to either side. He hated the efforts of Zhou and Deng to reverse the Cultural Revolution, but he knew that his wife and her acolytes could not make the country work. Mao let Zhou carry on with the administration of the country, but set his wife upon Zhou, particularly in a new campaign to 'criticize Confucius." The slogans ostensibly denounced Lin Biao, but were really aimed at Zhou, who, it was widely held, epitomized the virtues advocated by the ancient sage. Even though Zhou had been unwaveringly loyal, Mao still could not leave him alone. Not even now, when Zhou was fatally ill with advanced cancer of the bladder.

The Wall Street-based international banks created spies to march in protection of their profits. The armies turned against their masters. They decided they could create their own wealth and power. New York is crumbling. The Pentagon is stronger than ever. Yale, Harvard, Princeton and the top eastern universities haven’t produced a new idea or a constructive change for all their classical education. They have been swallowed by the Pentagon and spy contracts. The USA looks like a dance of death in every major city.

As we have seen, neoliberalism propagated its ideology through a division of labour – academics shaping education, think tanks influencing policy, and popularisers manipulating the media. The inculcation of neoliberalism involved a full-spectrum project of constructing a hegemonic worldview. A new common sense was built that came to co-opt and eventually dominate the terminology of ‘modernity’ and ‘freedom’ – terminology that fifty years ago would have had very different connotations. Today, it is nearly impossible to speak these words without immediately invoking the precepts of neoliberal capitalism. We all know today that ‘modernisation’ translates into job cuts, the slashing of welfare and the privatisation of government services. To modernise, today, simply means to neoliberalise. The term ‘freedom’ has suffered a similar fate, reduced to individual freedom, freedom from the state, and the freedom to choose between consumer goods.

Kids there have much more sense that they’re going to have to construct their own future,” Wagner says. They’re taught to be entrepreneurs of their own lives. Instead of standing passively on an education assembly line and being handed reams of facts and figures, they are thrown into rooms of bricks and asked to build castles.

So my unsolicited advice to women in the workplace is this. When faced with sexism or ageism or lookism or even really aggressive Buddhism, ask yourself the following question: “Is this person in between me and what I want to do?” If the answer is no, ignore it and move on. Your energy is better used doing your work and outpacing people that way. Then, when you’re in charge, don’t hire the people who were jerky to you. If the answer is yes, you have a more difficult road ahead of you. I suggest you model your strategy after the old Sesame Street film piece “Over! Under! Through!” (If you’re under forty you might not remember this film. It taught the concepts of “over,” “under,” and “through” by filming toddlers crawling around an abandoned construction site. They don’t show it anymore because someone has since realized that’s nuts.) If your boss is a jerk, try to find someone above or around your boss who is not a jerk.* If you’re lucky, your workplace will have a neutral proving ground—like the rifle range or the car sales total board or the SNL read-through. If so, focus on that. Again, don’t waste your energy trying to educate or change opinions. Go “Over! Under! Through!” and opinions will change organically when you’re the boss. Or they won’t. Who cares? Do your thing and don’t care if they like it.

If all you had was academic ability, you wouldn’t have been able to get out of bed this morning. In fact there wouldn’t have been a bed to get out of. No one could have made one. You could have written about the possibility of one, but not have constructed it. Don’t mistake me, I think that academic work - and the disciplines and abilities it can promote - are absolutely vital in education, and to the full development of human intelligence and capacity. But they are not the whole of them. Yet our education systems are completely preoccupied with these abilities to the virtual exclusion of many others that are equally vital - capacities that becoming more important every day.

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. My rapture was widely shared. Like many of my countrymen, I went out to buy the best liquors for a celebration with my family and friends, only to find the shops out of stock there was so much spontaneous rejoicing. There were official celebrations as well exactly the same kinds of rallies as during the Cultural Revolution, which infuriated me. I was particularly angered by the fact that in my department, the political supervisors and the student officials were now arranging the whole show, with unperturbed self-righteousness. The new leadership was headed by Mao's chosen successor, Hua Guofeng, whose only qualification, I believed, was his mediocrity. One of his first acts was to announce the construction of a huge mausoleum for Mao on Tiananmen Square. I was outraged: hundreds of thousands of people were still homeless after the earthquake in Tangshan, living in temporary shacks on the pavements. With her experience, my mother had immediately seen that a new era was beginning. On the day after Mao's death she had reported for work at her depas'uuent. She had been at home for five years, and now she wanted to put her energy to use again. She was given a job as the number seven deputy director in her department, of which she had been the director before the Cultural Revolution. But she did not mind. To me in my impatient mood, things seemed to go on as before. In January 1977, my university course came to an end. We were given neither examinations nor degrees. Although Mao and the Gang of Four were gone, Mao's rule that we had to return to where we had come from still applied. For me, this meant the machinery factory. The idea that a university education should make a difference to one's job had been condemned by Mao as 'training spiritual aristocrats.

I could not judge her for her choice, but in that moment I knew I could not choose it for myself. Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn’t a demon: it was me.

Any mode of thought that lays out complete and final answers to great existential questions is liable to dogmatism. A great attraction of care ethics, I think, is its refusal to encode or construct a catalog of principles and rules. One who cares must meet the cared-for just as he or she is, as a whole human being with individual needs and interests. [...] At most, it directs us to attend, to listen, and to respond as positively as possible. [...] it recognizes that virtually all human beings desire not to be hurt, and this gives us something close to an absolute: We should not inflict deliberate hurt or pain. Even when we must fight to save our children, we must not inflict unnecessary or deliberate pain.

He told me his story, a South African story that was all too familiar to me: The man grows up under apartheid, working on a farm, part of what’s essentially a slave labor force. It’s a living hell but it’s at least something. He’s paid a pittance but at least he’s paid. He’s told where to be and what to do every waking minute of his day. Then apartheid ends and he doesn’t even have that anymore. He finds his way to Johannesburg, looking for work, trying to feed his children back home. But he’s lost. He has no education. He has no skills. He doesn’t know what to do, doesn’t know where to be. The world has been taught to be scared of him, but the reality is that he is scared of the world because he has none of the tools necessary to cope with it. So what does he do? He takes shit. He becomes a petty thief. He’s in and out of jail. He gets lucky and finds some construction work, but then he gets laid off from that, and a few days later he’s in a shop and he sees some PlayStation games and he grabs them, but he doesn’t even know enough to know that he’s stolen something of no value.

Women (...) have been encouraged since they were children to be dependent to an unhealthy degree. Any woman who looks within knows that she was never trained to be comfortable with the idea of taking care of herself, standing up for herself, asserting herself. At best she may have played the game of independence, inwardly envying the boys (and later the men) because they seemed so naturally self-sufficient. It is not nature that bestows this self-sufficiency on men; it's training. Males are educated for independence from the day they are born. Just as systematically, women are taught that they have an out - that someday, in some way, they are going to be saved. That is the fairy tale, the life-message (...) We may venture out on our own for a while. We may go away to school, work, travel; we may even make good money, but underneath it all there is a finite quality to our feelings about independence. Only hang on long enough, the childhood story goes, and someday someone will come along to rescue you from the anxiety of authentic living. (The only savior the boy learns about is himself.)

A major challenge of this movement is to do the work that will create more humane, habitable environments for people in prison without bolstering the permanence of the prison system. How, then, do we accomplish this balancing act of passionately attending to the needs of prisoners- calling for less violent conditions, an end to state sexual assault, improved physical and mental health care, greater access to drug programs, better educational work opportunities, unionization of prison labor, more connections with families and communities, shorter or alternative sentencing- and at the same time call for alternatives to sentencing altogether, no more prison construction, and abolitionist strategies that question the place of prison in our future?

There is one kind of charity common enough among us, and which is certainly a good thing, though I do not think it the best thing we can have. It is that patchwork philanthropy which clothes the ragged, feeds the poor, and heals the sick and halts. I am far from decrying the noble spirit which seeks to help a poor or suffering fellow-being. But charities of the hospital and poor asylum kind are comparatively more common and fashionable among us Parsis. What advances a nation or community is not so much to prop up its weakest and most helpless members as to lift up the best and most gifted so as to make them of the greatest service to the country. I prefer this constructive philanthropy which seeks to educate and develop the faculties of the best of our young men.

The feminist challenge was sweeping: it embraced education and occupation, together with legal, political, and social status. It even dared broach the subject of equality in personal, and especially matrimonial, relationships. Such assertiveness was more unsettling than the racial threat because it was more intimate and immediate: few white men lived with blacks, but most lived with women.

We must first begin again to learn "'learning" and to know standards of measure. Cultural dissolution will not be abated by the mere introduction of newer and more convenient "textbooks." The youth must not wait until more fundamental acquaintance and actual contemplation are demanded of them from above, for it is precisely the other way around. It is the prerogative of a true and wakeful youth to develop exhortations to knowledge from out of itself, and to cling to these exhortations for itself, in order to construct the future. Whether one occasionally "reads a book" is a measure for the petite bourgeoisie. It does not ask whether today's man, who gets his "education" from "charts" and "magazines," from radio reports and movie theaters. whether such a confused, dizzy, and purely American man still knows, or can know, what "reading" means.

Clearly, it is not our biology that makes us more vulnerable to severe climatic events or the degradation and pollution of our planet. Women's vulnerability is socially constructed. By taking away rights, forcing women into poverty, piling on chores and responsibilities that take time away from education and employment, restricting attire, movement and information, women are pushed into situations where they become vulnerable.

If we agree that the education, employment and retirement continuum is no longer a linear “cradle to grave” construct, then several tools for managing this reality are increasingly proving redundant. Job descriptions used for hiring are one such example. Hiring managers often write these as a reflection of their own experiences, ignoring the fact that we are entering an era where the emphasis should be less on ready competence and more on transferable skills.

I was starting to remember the whole problem now: I hate these fucking people [people at Tea Party rallies, ed]. It's never been just political, it's personal. I'm not convinced anyone in this country except the kinds of weenies who thought student council was important really cares about large versus small government or strict constructionalism versus judicial activism. The ostensible issues are just code words in an ugly snarl of class resentment, anti-intellectualism, old-school snobbery, racism, and who knows what else - grudges left over from the Civil War, the sixties, gym class. The Tea Party likes to cite a poll showing that their members are wealthier and better educated than te general populace, but to me they mostly looked like the same people I'd had to listen to in countless dive bars railing against "edjumicated idiots" and explaining exactly how Nostradamus predicted 9/11, the very people I and everyone I know fled our hometowns to get away from. So far all my interactions at the rally were only reinforcing my private theory - I suppose you might call it a prejudice - that liberals are the ones who went to college, moved to the nearest city where no one would call them a fag, and now only go back for holidays; conservatives are the ones who married their high school girlfriends, bought houses in their hometowns, and kept going to church and giving a shit who won the homecoming game. It's the divide between the Got Out and the Stayed Put. This theory also account for the different reactions of these two camps when the opposition party takes power, raising the specter of either fascist or socialist tyranny: the Got Outs always fantasize about fleeing the country for someplace more civilized - Canada, France, New Zealand; the Stayed Put just di further in, hunkering down in compounds, buying up canned goods and ammo.

As an individual passes from one situation to another, his [sic] world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue. Otherwise the course of experience is disorderly, since the individual factor that enters into making an experience is split. A divided world, a world whose parts and aspects do not hang together, is at once a sign and a cause of a divided personality. When the splitting-up reaches a certain point we call the person insane. A fully integrated personality, on the other hand, exists only when successive experiences are integrated with one another. It can be built up only as a world of related objects is constructed.

As Kolenda saw it, none of what he was doing had anything to do with being warmhearted. In his opinion, counterinsurgency was a pretty damned cold-blooded strategy, all about being out there with specific goals—establishing stability and defeating the insurgency—and intelligently using the full range of available leverage, from cash, clean water, and education for local children to bullets, when appropriate, to get the desired results. There was an element of manipulation involved. Sure, he wanted the Afghans to have better lives—how could anyone not, after seeing that kind of impoverishment? But there was also something transactional about American promises of clean water, construction jobs, and a brighter future for Afghan kids. This wasn’t charity; the bottom line was, these offers were made to save American lives and help destroy anyone who hoped to hurt ISAF troops. Kolenda could never understand why some folks viewed the carrots as being somehow inferior to the sticks.

After all, the media have been and are the major dispenser of the ideals and norms surrounding motherhood: Millions of us have gone to the media for nuts-and-bolts child-rearing advice. Many of us, in fact, preferred media advice to the advice our mothers gave us. We didn't want to be like our mothers and many of us didn't want to raise our kids the way they raised us (although it turns out they did a pretty good job in the end). Thus beginning in the mid-1970s, working mothers became the most important thing you can become in the United States: a market. And they became a market just as niche marketing was exploding--the rise of cable channels, magazines like Working Mother, Family Life, Child, and Twins, all supported by advertisements geared specifically to the new, modern mother. Increased emphasis on child safety, from car seats to bicycle helmets, increased concerns about Johnny not being able to read, the recognition that mothers bought cars, watched the news, and maybe didn't want to tune into one TV show after the next about male detectives with a cockatoo or some other dumbass mascot saving hapless women--all contributed to new shows, ad campaigns, magazines, and TV news stories geared to mothers, especially affluent, upscale ones. Because of this sheer increase in output and target marketing, mothers were bombarded as never before by media constructions of the good mother. The good mother bought all this stuff to stimulate, protect, educate, and indulge her kids. She had to assemble it, install it, use it with her child, and protect her child from some of its features.

Many researchers have sought the secret of successful education by identifying the most successful schools in the hope of discovering what distinguishes them from others. One of the conclusions of this research is that the most successful schools, on average, are small. In a survey of 1,662 schools in Pennsylvania, for instance, 6 of the top 50 were small, which is an overrepresentation by a factor of 4. These data encouraged the Gates Foundation to make a substantial investment in the creation of small schools, sometimes by splitting large schools into smaller units. At least half a dozen other prominent institutions, such as the Annenberg Foundation and the Pew Charitable Trust, joined the effort, as did the U.S. Department of Education’s Smaller Learning Communities Program. This probably makes intuitive sense to you. It is easy to construct a causal story that explains how small schools are able to provide superior education and thus produce high-achieving scholars by giving them more personal attention and encouragement than they could get in larger schools. Unfortunately, the causal analysis is pointless because the facts are wrong. If the statisticians who reported to the Gates Foundation had asked about the characteristics of the worst schools, they would have found that bad schools also tend to be smaller than average. The truth is that small schools are not better on average; they are simply more variable. If anything, say Wainer and Zwerling, large schools tend to produce better results, especially in higher grades where a variety of curricular options is valuable. Thanks to recent advances in cognitive psychology,

We can’t allow ourselves to be used in this way, to be used against the future. We can’t permit our data to be used to sell us the very things that must not be sold, such as journalism. If we do, the journalism we get will be merely the journalism we want, or the journalism that the powerful want us to have, not the honest collective conversation that’s necessary. We can’t let the godlike surveillance we’re under be used to “calculate” our citizenship scores, or to “predict” our criminal activity; to tell us what kind of education we can have, or what kind of job we can have, or whether we can have an education or a job at all; to discriminate against us based on our financial, legal, and medical histories, not to mention our ethnicity or race, which are constructs that data often assumes or imposes. And as for our most intimate data, our genetic information: if we allow it to be used to identify us, then it will be used to victimize us, even to modify us—to remake the very essence of our humanity in the image of the technology that seeks its control. Of course, all of the above has already happened.

The oversupply of huge amounts of information free of charge and on demand is changing the world beyond recognition. This is especially true in areas of education where education systems are evolving to reflect the reality that education is about constructing knowledge rather than just remembering facts. The knowledge revolution is correlated with the rise of knowledge economy where information is constructed and organised into knowledge that can be utilised to create economic value. Knowledge management is also allowing us to gradually use machines to perform tasks that need complex decision making.

This is what is intended by education as a help to life; an education from birth that brings about a revolution: a revolution that eliminates every violence, a revolution in which everyone will be attracted towards a common center. Mothers, fathers, statesmen all will be centered upon respecting and aiding this delicate construction which is carried on in psychic mystery following the guide of an inner teacher. This is the new shining hope for humanity. It is not so much a reconstruction, as an aid to the construction carried out by the human soul as it is meant to be, developed in all the immense potentialities with which the new-born child is endowed.

It is feminist thinking that empowers me to engage in a constructive critique of [Paulo] Freire’s work (which I needed so that as a young reader of his work I did not passively absorb the worldview presented) and yet there are many other standpoints from which I approach his work that enable me to experience its value, that make it possible for that work to touch me at the very core of my being. In talking with academic feminists (usually white women) who feel they must either dismiss or devalue the work of Freire because of sexism, I see clearly how our different responses are shaped by the standpoint that we bring to the work. I came to Freire thirsty, dying of thirst (in that way that the colonized, marginalized subject who is still unsure of how to break the hold of the status quo, who longs for change, is needy, is thirsty), and I found in his work (and the work of Malcolm X, Fanon, etc.) a way to quench that thirst. To have work that promotes one’s lib­eration is such a powerful gift that it does not matter so much if the gift is flawed. Think of the work as water that contains some dirt. Because you are thirsty you are not too proud to extract the dirt and be nourished by the water. For me this is an experience that corresponds very much to the way individuals of privilege respond to the use of water in the First World context. When you are privileged, living in one of the richest countries in the world, you can waste resources. And you can especially justify your dispos­al of something that you consider impure. Look at what most people do with water in this country. Many people purchase special water because they consider tap water unclean—and of course this purchasing is a luxury. Even our ability to see the water that come through the tap as unclean is itself informed by an imperialist consumer per­ spective. It is an expression of luxury and not just simply a response to the condition of water. If we approach the drinking of water that comes from the tap from a global perspective we would have to talk about it differently. We would have to consider what the vast majority of the peo­ ple in the world who are thirsty must do to obtain water. Paulo’s work has been living water for me.

We are social animals. We have to live within the society. So it is very necessary to have the right kind of relation with and attitude toward the society.” “Please pay more attention about inner value.
That is the ultimate source of happiness and success for life.” The Dalai Lama “You can’t know wisdom, you have to be it.” Ram Dass “Constructively dealing with adversities and bravely jumping educational hurdles can quickly fine-tune a person to Nature’s Law. We may look to saints and role models for inspiration but we are the ones who make our own effort, and then make our own progress. We may lean on heroes and deities, but the person whose hurdle it is must always do the final and decisive leap over that hurdle.” Tenzin Kharma Trinley

sandy-haired, friendly, smiling, small-town attorney of Pennington, had been born in 1950 in a roach-infested Newark slum. His father had been a construction worker fully employed through World War II and Korea creating new factories, dockyards and government offices along the Jersey Shore. But with the ending of the Korean War, work had dried up. Cal was five when his mother walked out of the loveless union and left the boy to be raised by his father. The latter was a hard man, quick with his fists, the only law on many blue-collar jobs. But he was not a bad man and tried to live by the straight and narrow, and to raise his toddler son to love Old Glory, the Constitution and Joe DiMaggio. Within two years, Dexter Senior had acquired a trailer home so that he could move where the work was available. And that was how the boy was raised, moving from construction site to site, attending whichever school would take him, and then moving on. It was the age of Elvis Presley, Del Shannon, Roy Orbison and the Beatles, over from a country Cal had never heard of. It was also the age of Kennedy, the Cold War and Vietnam. His formal education was fractured to the point of near nonexistence, but he became wise in other ways: streetwise, fight-wise. Like his departed mother, he did not grow tall, topping out at five feet eight inches. Nor was he heavy and muscular like his father, but his lean frame packed fearsome stamina and his fists a killer punch. By seventeen, it looked as if his life would follow that of his father, shoveling dirt or driving a dump truck on building sites. Unless . . . In January 1968 he turned eighteen, and the Vietcong launched the Têt Offensive. He was watching TV in a bar in Camden. There was a documentary telling him about recruitment. It mentioned that if you shaped up, the Army would give you an education. The next day, he walked into the U.S. Army office in Camden and signed on. The master sergeant was bored. He spent his life listening to youths doing everything in their power to get out of going to Vietnam. “I want to volunteer,” said the youth in front of him. The master sergeant drew a form toward him, keeping eye contact like a ferret that does not want the rabbit to get away. Trying to be kindly, he suggested

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.” ― Noam Chomsky

Doggerel by a Senior Citizen (for Robert Lederer) Our earth in 1969 Is not the planet I call mine, The world, I mean, that gives me strength To hold off chaos at arm’s length. My Eden landscapes and their climes Are constructs from Edwardian times, When bath-rooms took up lots of space, And, before eating, one said Grace. The automobile, the aeroplane, Are useful gadgets, but profane: The enginry of which I dream Is moved by water or by steam. Reason requires that I approve The light-bulb which I cannot love: To me more reverence-commanding A fish-tail burner on the landing. My family ghosts I fought and routed, Their values, though, I never doubted: I thought the Protestant Work-Ethic Both practical and sympathetic. When couples played or sang duets, It was immoral to have debts: I shall continue till I die To pay in cash for what I buy. The Book of Common Prayer we knew Was that of 1662: Though with-it sermons may be well, Liturgical reforms are hell. Sex was of course —it always is— The most enticing of mysteries, But news-stands did not then supply Manichean pornography. Then Speech was mannerly, an Art, Like learning not to belch or fart: I cannot settle which is worse, The Anti-Novel or Free Verse. Nor are those Ph.D’s my kith, Who dig the symbol and the myth: I count myself a man of letters Who writes, or hopes to, for his betters. Dare any call Permissiveness An educational success? Saner those class-rooms which I sat in, Compelled to study Greek and Latin. Though I suspect the term is crap, There is a Generation Gap, Who is to blame? Those, old or young, Who will not learn their Mother-Tongue. But Love, at least, is not a state Either en vogue or out-of-date, And I’ve true friends, I will allow, To talk and eat with here and now. Me alienated? Bosh! It’s just As a sworn citizen who must Skirmish with it that I feel Most at home with what is Real.

A liberal arts education teaches you how to think – I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.’ ‘That’s good,’ Harold said. ‘I like that.’ Now his hand did drop on Fran’s shoulder. She didn’t shrug it away, but she was unhappily conscious of its presence. ‘But it isn’t good,’ Peri said fiercely, and in his surprise, Harold took his hand off Fran’s shoulder. She felt lighter immediately. ‘No?’ he asked, rather timidly. ‘He’s dying!’ Peri said, not loudly but in an angry, helpless way. ‘He’s dying because we’ve all been spending our time learning how to bullshit each other in dorms and the living rooms of cheap apartments in college towns. Oh, I could tell you about the Midi Indians of New Guinea, and Harold could explain the literary technique of the later English poets, but what good does any of that do my Mark?’ ‘If we had somebody from med school –’ Fran began tentatively.

To know how to say no to modern excitement was also the condition for the autonomous construction of one’s own personality. He that ‘does not want to be part of the masses’ and did not want to be ‘factory goods’ was to pay great heed. Certainly, to ‘“give style” to one’s character is a great and rare art’, which required an effort of self-discipline from which ‘the weak characters with no power over themselves’ flinched back. And here Nietzsche appealed to the youth: ‘Always continue to become what you are—educator and moulder of yourself’. To achieve this result, it was necessary never to lose sight of the ‘true liberation of life’, and to swim against the stream rather than chase blindly and recklessly after the ruling ideologies and myths of an age ruled not ‘by living human beings, but instead by publicly opining pseudo-human beings’. No doubt this appeal was part of a reactionary critique of modernity, but that in no way detracted from the charm of this lesson in living and this appeal for autonomy of judgement.

One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher’s gaze but also – and even more importantly – from the teacher’s consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher’s careers and school’s futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding.

Fifteen of his clubs, dedicated to politics, music, and the performing arts, had all been developing strategic plans for the past two years. And the local branches of various societies--whose goals were to advance aviation, knowledge of chemistry, automotive transportation, equestrian sports, highway construction, as well as the prompt eradication of ethnic chauvinism--existed only in the sick imagination of the local union committee. As for the school of continuing education, of which Sardinevich was especially proud, it was constantly reorganizing itself, which, as anybody knows, means it wasn't undertaking any useful activity whatsoever. If Sardinevich were an honest man, he would probably have admitted that all these activities were essentially a mirage. But the local union committee used this mirage to concoct its reports, so at the next level up nobody doubted the existence of all those musico-political clubs. At that level, the school of continuing education was imagined as a large stone building filled with desks, where perky teachers draw graphs that show the rise of unemployment in the United States on their chalkboards, while mustachioed students develop political consciousness right in front of your eyes.

Now, I suggest four tests to judge whether the Government is progressive, and, further, whether it is continuously progressive. The first test that I would apply is what measures it adopts for the moral and material improvement of the mass of the people, and under these measures I do not include those appliances of modern Governments which the British Government has applied in this country, because they were appliances necessary for its very existence, though they have benefited the people, such as the construction of Railways, the introduction of Post and Telegraphs, and things of that kind. By measures for the moral and material improvement of the people, I mean what the Government does for education, what the Government does for sanitation, what the Government does for agricultural development, and so forth. That is my first test. The second test that I would apply is what steps the Government takes to give us a larger share in the administration of our local affairs—in municipalities and local boards. My third test is what voice the Government gives us in its Councils—in those deliberate assemblies, where policies are considered. And, lastly, we must consider how far Indians are admitted into the ranks of the public service. A

My unsolicited advice to women in the workplace is this. When faced with sexism or ageism or lookism or even really aggressive Buddhism, ask yourself the following question: “Is this person in between me and what I want to do? If the answer is no, ignore it and move on. Your energy is better used doing your work and outpacing people that way. Then, when you’re in charge, don’t hire the people who were jerky to you. If the answer is yes, you have a more difficult road ahead of you. I suggest you model your strategy after the old Sesame Street film piece, "Over! Under! Through!” (If you’re under forty, you might not remember this film. It taught the concepts of, “over,” and “under,” and “through” by filming toddlers crawling around an abandoned construction site. They don’t show it anymore because someone has since realized that’s nuts.) If your boss is a jerk, try to find someone above or around your boss who is not a jerk. If you’re lucky, your workplace will have a neutral proving ground- like the rifle range or a car sales total board or the SNL read-through. If so, focus on that. Again, don’t waste your energy trying to educate or change opinions. Go “Over! Under! Through!” and opinions will change organically when you’re the boss. Or they won’t. Who cares? Do your thing and don’t care if they like it.

The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.

Prisons are racism incarnate. As Michelle Alexander points out, they constitute the new Jim Crow. But also much more, as the lynchpins of the prison-industrial complex, they represent the increasing profitability of punishment. They represent the increasingly global strategy of dealing with populations of people of color and immigrant populations from the countries of the Global South as surplus populations, as disposable populations. Put them all in a vast garbage bin, add some sophisticated electronic technology to control them, and let them languish there. And in the meantime, create the ideological illusion that the surrounding society is safer and more free because the dangerous Black people and Latinos, and the Native Americans, and the dangerous Asians and the dangerous White people, and of course the dangerous Muslims, are locked up! And in the meantime, corporations profit and poor communities suffer! Public education suffers! Public education suffers because it is not profitable according to corporate measures. Public health care suffers. If punishment can be profitable, then certainly health care should be profitable, too. This is absolutely outrageous! It is outrageous. It is also outrageous that the state of Israel uses the carceral technologies developed in relation to US prisons not only to control the more than eight thousand Palestinian political prisoners in Israel but also to control the broader Palestinian population. These carceral technologies, for example, the separation wall, which reminds us of the US-Mexico border wall, and other carceral technologies are the material constructs of Israeli apartheid. G4S, the organization, the corporation G4S, which profits from the incarceration and the torturing of Palestinian prisoners, has a subsidiary called G4S Secure Solutions, which was formerly known as Wackenhut. And just recently a subsidiary of that just have one more page of notes corporation, GEO Group, which is a private prison company, attempted to claim naming rights at Florida Atlantic University by donating something like $6 million, right? And, the students rose up. They said that our football stadium will not bear the name of a private prison corporation! And the students won. The students won; the name came down from the marquee.