Cooperation And Education Quotes

I became convinced that noncooperation with evil is as much a moral obligation as is cooperation with good.

Ethical veganism results in a profound revolution within the individual; a complete rejection of the paradigm of oppression and violence that she has been taught from childhood to accept as the natural order. It changes her life and the lives of those with whom she shares this vision of nonviolence. Ethical veganism is anything but passive; on the contrary, it is the active refusal to cooperate with injustice

The world that I should wish to see would be one freed from the virulence of group hostilities and capable of realizing that happiness for all is to be derived rather from co-operation than from strife. I should wish to see a world in which education aimed at mental freedom rather than imprisoning the minds of the young in rigid armor of dogma calculated to protect them through life against the shafts of impartial evidence.

Peace requires something far more difficult than revenge or merely turning the other cheek; it requires empathizing with the fears and unmet needs that provide the impetus for people to attack each other. Being aware of these feelings and needs, people lose their desire to attack back because they can see the human ignorance leading to these attacks; instead, their goal becomes providing the empathic connection and education that will enable them to transcend their violence and engage in cooperative relationships.

Your young white, who gathers his learning from books and can measure what he knows by the page, may conceit that his knowledge, like his legs, outruns that of his fathers’, but, where experience is the master, the scholar is made to know the value of years, and respects them accordingly.

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.

Because Clare had never let the fact that Mark didn't have a father in his life get in the way of sex education. She'd been showing Mark how to roll condoms onto bananas long before he'd known it was other bananas he was interested in.

The system of patriarchy can function only with the cooperation of women. This cooperation is secured by a variety of means: gender indoctrination; educational deprivation; the denial of women of knowledge of their history; the dividing of women, on from another, by defining "respectability" and "deviance" according to women's sexual activities; by restraints and outright coercion; by discrimination in access to economic resources and political power; and by awarding class privileges to conforming women.

Cooperation implies equality of the participants in the particular task at hand.

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.

(1) disengaging their minds; sabotaging their mental activities; providing a low-quality program of public education in mathematics, logic, systems design and economics; and discouraging technical creativity.

When we are children, we have a tranquil acceptance of mystery which is driven out of us later on, by curiosity and education and experience. But it is possible to find one's way back. With affection and respect, I disagree totally with Penelope Lively's conviction about the 'absolute impossibility of recovering a child's vision.' There _are_ ways, imperfect, partial, fleeting, of looking again at a mystery through the eyes we used to have. Children are not different animals. They are us, not yet wearing our heavy jacket of time.

Thinking and feeling that have to do with action in association with others is as much a social mode of behavior as is the most overt cooperative or hostile act.

Single women that place high value on Higher Education are often the brunt of snide remarks and smearing put downs by less educated black man... page 126

As the transition becomes more difficult to manage, the family unit must be carefully disintegrated, and state-controlled public education and state-operated child-care centers must become more common and legally enforced so as to begin the detachment of the child from the mother and father at an earlier age.

But if life were a mellow elementary school run by well-meaning education Ph.D.s, the Deliverator’s report card would say: "Hiro is so bright and creative but needs to work harder on his cooperation skills.

The quality of education given to the lower class must be of the poorest sort, so that the moat of ignorance isolating the inferior class from the superior class is and remains incomprehensible to the inferior class. With such an initial handicap, even bright lower class individuals have little if any hope of extricating themselves from their assigned lot in life. This form of slavery is essential to maintaining some measure of social order, peace, and tranquility for the ruling upper class.

People like me who want to abolish prisons and police, however, have a vision of a different society, built on cooperation instead of individualism, on mutual aid instead of self-preservation. What would the country look like if it had billions of extra dollars to spend on housing, food, and education for all? This change in society wouldn’t happen immediately, but the protests show that many people are ready to embrace a different vision of safety and justice. When the streets calm and people suggest once again that we hire more Black police officers or create more civilian review boards, I hope that we remember all the times those efforts have failed.

Dr. Seuss Enterprises listened and took feedback from our audiences including teachers, academics and specialists in the field as part of our review process. We then worked with a panel of experts, including educators, to review our catalog of titles

Religion prevents our children from having a rational education; religion prevents us from removing the fundamental causes of war; religion prevents us from teaching the ethic of scientific co-operation in place of the old fierce doctrines of sin and punishment. It is possible that mankind is on the threshold of a golden age; but, if so, it will be necessary first to slay the dragon that guards the door, and this dragon is religion.

Limiting the power of government, in order to liberate the individual, was the great American revolutionary insight. Too much cooperation, avoiding conflict from ordinary people, these things aren’t acceptable in America although they may suit China, Indonesia, Britain, or Germany just fine. In America the absence of conflict is a sign of regression toward a global mean, hardly progress by our lights if you’ve seen much of the governance of the rest of the world where common people are crushed like annoying insects if they argue.

Authoritative education, we may add, produces the slave type as well as the despotic type, since it leads to the feeling that the only possible relation between two human beings who cooperate is that in which one issues orders and the other obeys them.

The fundamental goal of education, writes Dewey, ”is the development of a spirit of social co-operation and community life....“ The goal is to foster the child’s ”social capacity“—by, among other things, ”saturating him with the spirit of service....“21

When hiring, we look at a variety of factors, including education, experience, and skills. The biggest factor by far, though, is a candidate’s ability to fit in with our existing culture. Some might say this is why we seem to only hire the same type of people, but who knows?

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

I decided then that love love better be watched closely. So I did just that. Watched to see how everybody did their loving. I have been doing it now all my life, and all I can tell you . . . it is a lesson and a education to watch the way different people love, or don't love, other people.

The system of patriarchy can function only with the cooperation of women. This cooperation is secured by a variety of means: gender indoctrination; educational deprivation; the denial to women of knowledge of their history; the dividing of women, one from the other, by defining “respectability

It is a tragedy, at rate at which EBOLA VIRUS is spreading in West Africa. It is a fatal disease in the history of the world. Intensive education (formal and informal approaches) of the citizens of African can help prevent the spread. International cooperation is urgently needed to combat the EBOLA virus.

In 1917 there were more than twelve million members of the Russian consumers’ Cooperative societies; and the Soviets themselves are a wonderful demonstration of their organising genius. Moreover, there is probably not a people in the world so well educated in Socialist theory and its practical application.

The Realistic Vision recognizes the need for strict moral education through parents, family, friends, and community because people have a dual nature of being selfish and selfless, competitive and cooperative, greedy and generous, and so we need rules and guidelines and encouragement to do the right thing.

Life skills such as cooking, cleaning, organizing, gardening and even sewing should be added creatively to the educational systems. It will teach children to be responsible along with seeking academic excellence. A grown-up person is not only by how smart he or she is, it is also by how cooperative and responsible they are.

Raising awareness versus raising alarm; the public can't be better informed if the information isn't better.

An uneducated heart competes, a half educated heart cooperates but enlightened heart serves

The only kind of appeal that wins any instinctive response in party politics is an appeal to hostile feeling; the men who perceive the need of cooperation are powerless. Until education has been directed for a generation into new channels, and the Press has abandoned incitements to hatred, only harmful policies have any chance of being adopted in practice by our present political methods. But there is no obvious means of altering education and the Press until our political system is altered. From this dilemma there is no issue by means of ordinary action, at any rate for a long time to come. The best that can be hoped, it seems to me, is that we should, as many of us as possible, become political skeptics, rigidly abstaining from belief in the various attractive party programmes that are put before us from time to time.

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.

Transposed to the social sphere, holism becomes apparent as a rebalancing of values and attitudes that have become distorted -- moving from aggressive to responsive, from predominantly masculine to a balance with the feminine, from competitive toward cooperative, from primarily rational toward intuitive, from analyzing toward synthesizing. These are not either/or dichotomies, as nature, an ever-present model for wholeness, reveals.

Not being able to see this, culture-based explanations for economic development have usually been little more than ex post facto justifications based on a 20/20 hindsight vision. So, in the early days of capitalism, when most economically successful countries happened to be Protestant Christian, many people argued that Protestantism was uniquely suited to economic development. When Catholic France, Italy, Austria and southern Germany developed rapidly, particularly after the Second World War, Christianity, rather than Protestantism, became the magic culture. Until Japan became rich, many people thought East Asia had not developed because of Confucianism. But when Japan succeeded, this thesis was revised to say that Japan was developing so fast because its unique form of Confucianism emphasized co-operation over individual edification, which the Chinese and Korean versions allegedly valued more highly. And then Hong Kong, Singapore, Taiwan and Korea also started doing well, so this judgement about the different varieties of Confucianism was forgotten. Indeed, Confucianism as a whole suddenly became the best culture for development because it emphasized hard work, saving, education and submission to authority. Today, when we see Muslim Malaysia and Indonesia, Buddhist Thailand and even Hindu India doing well economically, we can soon expect to encounter new theories that will trumpet how uniquely all these cultures are suited for economic development (and how their authors have known about it all along).

The government and the education system failed to explain to white Britain that, as the academic Adam Elliot-Cooper puts it, we had not come to Britain, but 'rather that Britain had come to us'. They did not explain that the wealth of Britain, which made the welfare state and other class ameliorations possible, was derived in no small part from the coffee and tobacco, cotton and diamonds, gold and sweat and blood and death of the colonies.

In the workshop, wishing won't make it so. The craftsman is forced to come to terms with the physical properties of materials, the mechanical properties of tools, and the real capacity and limits of his own dexterity, discipline and imagination. In this way, craft's materiality imposes cooperation on the sometimes discordant factions of the mind. By necessity, it reconciles the desire to interpret the world in ways that are emotionally gratifying with the countervailing need for accurate information to facilitate effective decisions. Thus the holistic quality of craft lies not only in engaging the whole person but also in harmonising his understanding of himself in the world.

When we think of readapting mankind to a world of unity and co-operation, we have to consider that practically all the educational machinery on earth, is still in the hands of God-selling or Marx-selling combines. Everywhere in close co-operation with our nationalist governments, the oil and steel interests, our drug salesmanship, and so forth, the hirelines of these huge religious concerns, with more or less zeal and loyalty, are selling destruction to mankind.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

I understood where I had come from: from a dreary tangle of sadness and pretense, of longing, absurdity, inferiority and provincial pomposity, sentimental education and anachronistic ideals, repressed traumas, resignation, and helplessness. Helplessness of the acerbic, domestic variety, where small-time liars pretended to be dangerous terrorists and heroic freedom fighters, where unhappy bookbinders invented formulas for universal salvation, where dentists whispered confidentially to all their neighbors about their protracted personal correspondence with Stalin, where piano teachers, kindergarten teachers, and housewives tossed and turned tearfully at night from stifled yearning for an emotion-laden artistic life, where compulsive writers wrote endless disgruntled letters to the editor of Davar, where elderly bakers saw Maimonides and the Baal Shem Tov in their dreams, where nervy, self-righteous trade-union hacks kept an apparatchik's eye on the rest of the local residents, where cashiers at the cinema or the cooperative shop composed poems and pamphlets at night.

The rate spread of EBOLA VIRUS in West Africa, is big tragedy. It is a fatal disease in the history of the world. Intensive education (formal and informal approaches) of the citizens of African can help prevent the spread. International cooperation is urgently needed to combat the EBOLA virus.

Woman’s emancipation means education of men as well as women,” Alva insisted. “The mating of the future which will be a success will be founded on the truth of being. We are not only making a new woman—we are making a new man. We are not only bringing forth the truth in women but making men desire the truth.

This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained. “Cooperative learning enables skills in working as teams—skills that are in dire demand in the workplace,” writes the educational consultant Bruce Williams.

Among those norms are free speech, nonviolence, cooperation, cosmopolitanism, human rights, and an acknowledgment of human fallibility, and among the institutions are science, education, media, democratic government, international organizations, and markets. Not coincidentally, these were the major brainchildren of the Enlightenment

Global warming, environmental degradation, global flows of economic speculation and risk taking, overpopulation, global debt, new viruses, terrorism and warfare, and political polarization are killing us. Dealing with big questions takes a long-term view, cooperation, delayed gratification, and deep learning that crosses traditional silos of knowledge production. All of these are in short supply today. In the United States and much of the developed world, decisions are based on short-term interests and gain (e.g., stock prices or election cycles), as well as pandering to ignorance. Such decisions make the world worse, not better, and bring Armageddon ever closer.

Educational achievements of US students (or a lack thereof) are scrutinized with every new edition of the Organisation for Economic Co-operation and Development’s Program for International Student Assessment, or PISA. The latest results (2018) for 15-year-olds show that, in math, the United States ranks just below Russia, Slovakia, and Spain, but far

However, even before the orgies of neoliberalism it was obvious that capitalism is not socially efficient. Market failures are everywhere, from environmental calamities to the necessity of the state’s funding much socially useful science to the existence of public education and public transportation (not supplied through the market) to the outrageous incidence of poverty and famine in countries that have had capitalism foisted on them.3 All this testifies to a “market failure,” or rather a failure of the capitalist, competitive, profit-driven mode of production, which, far from satisfying social needs, multiplies and aggravates them. This should not be surprising. An economic system premised on two irreconcilable antagonisms—that between worker and supplier-of-capital and that between every supplier-of-capital and every other4—and which is propelled by the structural necessity of exploiting and undermining both one’s employees and one’s competitors in order that ever-greater profits may be squeezed out of the population, is not going to lead to socially harmonious outcomes. Only in the unreal world of standard neoclassical economics, which makes such assumptions as perfect knowledge, perfect capital and labor flexibility, the absence of firms with “market power,” the absence of government, and in general the myth of homo economicus—the person susceptible of no other considerations than those of pure “economic rationality”—is societal harmony going to result.

Universities today loudly proclaim their commitment to diversity. But in the meantime, democratization through public investment has been replaced by democratization through consumer credit, effectively transferring the costs of diversity back to the individual student and her family. The beauty of securitized credit is that it excludes no one a priori. By abstracting from class stratification in the present, it can accommodate all differences preemptively simply by pricing them at variable rates and deferring repayment to some barely imaginable point in the future. In principle, we all have access to a college education, no matter how much we or our parents earn. Yet, private credit does not merely obscure the effects of class; it also actively exacerbates inequality by forcing those without income or collateral to pay higher rates for the same service. When the long-term costs of credit begin to materialize and accumulate, students are once again confronted with the intractable resistances of class, race, and gender stratification. The divisions of family wealth reassert themselves with all their historical force.

All communities require sustainable ways to make a living. Economic sustainability involves: Small-scale business, crafts, and services that create maximum diversity of economic base and a rich ecology of financial, income and job opportunities. Possibilities include cottage industries, local services, education, printing and publishing, trading, small-scale manufacturing, consulting, shops and cooperatives.

The desires of an individual can be collected into groups, each group constituting what some psychologists call a ‘sentiment’. There will be—to take politically important sentiments—love of home, of family, of country, love of power, love of enjoyment, and so on; there will also be sentiments of aversion, such as fear of pain, laziness, dislike of foreigners, hatred of alien creeds, and so on. A man's sentiments at any given moment are a complicated product of his nature, his past history, and his present circumstances. Each sentiment, in so far as it is one which many men can gratify cooperatively better than singly, will, given opportunity, generate one or more organisations designed for its gratification. Take, for example, family sentiment. This has given rise, or has helped to give rise, to organisations for housing, education, and life insurance, which are matters in which the interests of different families are in harmony.

Easy beauty was apparent and unchallenging: "A simple tune; a simple spatial rhythm... a one; a youthful face, or the human form in its prime, all these afford a plain straightforward pleasure..." Conversely, difficult beauty, wrote Bosanquet required more time, patience, and a higher amount of concentration. Our ability to appreciate difficult beauty depended on our education, insights endurance, and our capacity or attention. In difficult beauty, one often encourages intricacy, tension, and width. The intricacy of a difficult aesthetic object can provoke resentment and disgust in us if we are unable to resolve and classify the complex elements of the object. Difficult beauty also required us to stay in a state of "high tension of feeling," and it is our own weakness - the "weakness of the spectators," says Bosanquet, taking the phrase from Aristotle - that causes us to shrink from the challenge of difficult beauty. "The capacity to endure and enjoy feeling at high tension is somewhat rare.

The women in that ward were simple, ordinary refugee women. They came from villages or very small towns. Even before becoming refugees, they had been poor. They had no education. They had no notion of an outside world where life might be different. They were being treated for various ailments, but in the end, their gender was their ailment. In the first bed, a skinny fourteen-year-old girl lay rolled into her sheets in a state of almost catatonic unresponsiveness, eyes closed, not speaking even in reply to the doctor’s gentle greeting. Her family had brought her to be treated for mental illness, the doctor explained with regret. They had recently married her to a man in his seventies, a wealthy and influential personage by their standards. In their version of things, something had started mysteriously to go wrong with her mind as soon as the marriage was agreed upon – a case of demon possession, her family supposed. When, after repeated beatings, she still failed to cooperate gracefully with her new husband’s sexual demands, he had angrily returned her to her family and ordered them to fix this problem. They had taken the girl to a mullah, who had tried to expel the demon through prayers and by writing Quranic passages on little pieces of paper that had to be dissolved in water and then drunk, but this had brought no improvement, so the mullah had abandoned his diagnosis of demon possession and decided that the girl was sick. The family had brought her to the clinic, to be treated for insanity.

There were, however, major differences between the respective upsurges of cooperativism in the 1880s and the 1960s, centered around the fact that the earlier one was part of a broad-based labor movement, unlike the later. Thus, the skilled and semi-skilled cooperators during the 1870s and 1880s explicitly used cooperatives as a way to guarantee employment, and arguably they were more ambitious, with their revolutionary hopes for a cooperative commonwealth. Their ideology, of course, was not the educated middle-class countercultural and anti-authoritarian one of the 1960s’ youth movements but “laborist,” “producerist,” devoted to the Jeffersonian ideal of a republic of free laborers, mostly artisans and craftsmen. Some scholars have argued that this fact proves the Knights of Labor were “backward-looking” rather than truly revolutionary—that the future lay in mass production, not skilled labor or artisanry168—but this criticism seems partly off the mark. It is true that the Knights were hostile to mechanization, just as workers have been in the era of the AFL-CIO, because in both cases it threatened to put them out of a job or to result in the lowering of wages and the deskilling of work. If this aversion to the degradation and mechanization of work is reactionary, so be it. But it is also a source of such revolutionary demands as democratization of production relations, cooperative organization of the economy, public ownership of industry, destruction of the capitalist class and its frequent tool the state, and other hopes cherished by millions of workers in the late nineteenth century.

How many people know 10 good things about America? Almost anyone can tell that. But thing is that cities in America is not certain or similar to each other. The many popular cities are also popular due to their food style like Portland Oregon, San Francisco, California, Las Vegas, Nevada, and Seattle Washington etc and many other cities like this including Miami too. According to wallet hub, Miami stands at 3rd position about their craze of food and other things. But Miami is not just a food city but also claimed a name as a crime city.

In the nineteenth century the biggest threat to humanity was pneumonia,” he continued. “In the twentieth century it was cancer. The illness that will mark our era, and particularly the start of the twenty-first century, is insanity. Or, we can say, spiritual disease.” He paused. “This next century is going to be especially turbulent. It has already begun. And when I say ‘insanity’ and ‘spiritual disease,’ I don’t only mean inside the minds of individuals. Politics, military, economics, education, culture, and medicine—all these will be affected.

One of the biggest shifts in the last decade of anthropology, one of the discoveries in the field that has changed everything, is the realization that we evolved as cooperative breeders. Bringing up kids in a nuclear family is a novelty, a blip on the screen of human family life. We never did child rearing alone, isolated and shut off from others, or with just one other person, the child’s father. It is arduous and anomalous and it’s not the way it “should” be. Indeed, for as long as we have been, we have relied on other females—kin and the kindly disposed—to help us raise our offspring. Mostly we lived as Nisa did—in rangy, multifamily bands that looked out for one another, took care of one another, and raised one another’s children. You still see it in parts of the Caribbean today, where any adult in a small town can tell any kid to toe the line, and does, and the kids listen. Or in Hawaii, where kids and parents alike depend on hanai relationships—aunties and uncles, indispensible honorary relations who take a real interest in an unrelated child’s well-being and education. No, it wasn’t fire or hunting or the heterosexual dyad that gave us a leg up, anthropologists now largely concur; it was our female Homo ancestors holding and handling and caring for and even nursing the babies of other females. That is in large part why Homo sapiens flourished and flourish still, while other early hominins and prehominins bit the dust. This shared history of interdependence, of tending and caring, might explain the unique capacity women have for deep friendship with other women. We have counted on one another for child care, sanity, and survival literally forever. The loss of your child weighs heavily on me in this web of connectedness, because he or she is a little bit my own.

White privilege works by making the advantages white people have invisible while making the supposedly “poor” choices of people of color hypervisible. For instance, on the surface, it simply looks like white people have better access to education, jobs, and housing because they make better choices or because they work harder. And, conversely, it looks like Black people have less access to these same things because they are lazy. In fact, in most opinion polls, white people believe that Black people don’t work as hard as they do. And what is perhaps most interesting is that white people believe this myth as much today as they believed it in the racially volatile 1960s.

If Theory of Mind psychology is correct in saying that minds operating at the higher levels of intentionality have the greatest capacity to be discerning and empathetic, and if it is wise to take seriously the idea that global climate disturbance, ocean acidification, and other planetary environmental problems cannot be successfully addressed without the highest level of international cooperation, what are we to do in our time about ultranationalists and xenophobes in positions of power and authority? Or more important, if the best minds are not at the table—because of prejudices about race, ethnicity, gender, formal education, urbanity, and material wealth—what is the process that

Envy of the male role has devastating consequences for women’s performance of their own proper role as well. Although it may be a secondary or supporting one in relation to men, it is indispensable for the survival of the race: the woman bears, nurtures, and to a great extent educates the rising generation. The feminist either refuses to fulfill her natural role or at best does so resentfully, sullenly, and poorly. For that reason, feminism should not be treated merely as a personal folly on the part of some misguided or spoiled women—it is a mortal threat to any society in which it truly takes hold. Enemies of heterossexual cooperation and procreation ar enemies of the human race.

The cooperative approach has politically progressive roots—the theory is that students take ownership of their education when they learn from one another—but according to elementary school teachers I interviewed at public and private schools in New York, Michigan, and Georgia, it also trains kids to express themselves in the team culture of corporate America. “This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained.

Montessori believed that if children were exposed to a safe, experiential learning environment (as opposed to a structured classroom), with access to specific learning materials and supplies, and if they were supervised by a gentle and attentive teacher, they would become self-motivated to learn. She discovered that, in this environment, older children readily worked with younger children, helping them to learn from, and cooperate with, each other. Montessori advocated teaching practical skills, like cooking, carpentry, and domestic arts, as an integrated part of a classical education in literature, science, and math. To her surprise, teenagers seemed to benefit from this approach the most; it built confidence, and the students became less resistant to traditional educational goals. Through this method, each child could reach his or her potential, regardless of age and intellectual ability.

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

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

Seeing the life force in human beings brings medicine [and education and healing] closer to gardening than to carpentry. I don't fix a rosebush. A rosebush is a living process, and as a student of that process, I can learn to prune, to nurture and cooperate with it in ways that allow it best to 'happen,' to maximize the life force in it even in the presence of disease [and difficulty and pain]. Simply trusting process has a great power. A colleague of mine was telling me about the birth of her grandchild. At one point in a long and difficult labor, her daughter had called out to her for help. My colleague experienced this as a moment of impotence, feeling that there was nothing that she could do to fix things. She had sat there holding her child's hand, trusting the process of birth and feeling that this was not enough. But perhaps it is. The trust of process that comes from personal knowledge and experience is really the foundation of helping and comforting one another. Without it all of our actions are driven by fear. Fear is the friction in all transitions.

Another rather humble virtue which is not likely to be produced by a wholly free education is punctuality. Punctuality is a quality the need of which is bound up with social co-operation. It has nothing to do with the relation of the soul to God, or with mystic insight, or with any of the matters with which the more elevated and spiritual moralists are concerned. One would be surprised to find a saint getting drunk, but one would not be surprised to find him late for an engagement. And yet in the ordinary business of life punctuality is absolutely necessary. It would not do for the engine-driver or the postman to wait till the spirit moved him to drive his engine or collect the letters. All economic organisations of any complexity would become unworkable if those concerned were often late. But habits of punctuality are hardly likely to be learned in a free atmosphere. They cannot exist in a man who allows his moods to dominate him. For this reason they are perhaps incompatible with the highest forms of achievement. Newton, as we know, was so unpunctual at his meals that his dog ate them without Newton’s ever finding it out. The highest achievement in most directions demands capacity for absorption in a mood, but those whose work is less skilled, from royalty downward, do much harm if they are habitually unpunctual.

Know What You Believe What are your values today with regard to your work and your career? Do you believe in the values of integrity, hard work, dependability, creativity, cooperation, initiative, ambition, and getting along well with people? People who live these values in their work are vastly more successful and more highly esteemed than people who do not. What are your values with regard to your family? Do you believe in the importance of unconditional love, continuous encouragement and reinforcement, patience, forgiveness, generosity, warmth, and attentiveness? People who practice these values consistently with the important people in their lives are much happier than people who do not. What are your values with regard to money and financial success? Do you believe in the importance of honesty, industry, thrift, frugality, education, excellent performance, quality, and persistence? People who practice these values are far more successful in their financial lives than those who do not, and they achieve their financial goals far faster as well. What about your health? Do you believe in the importance of self-discipline, self-mastery, and self-control with regard to diet, exercise, and rest? Do you set high standards for health and fitness and then work every day to live up to those standards? People who practice these values live longer, healthier lives than people who do not.

This is nothing less than a whole new approach to economics. The randomistas don’t think in terms of models. They don’t believe humans are rational actors. Instead, they assume we are quixotic creatures, sometimes foolish and sometimes astute, and by turns afraid, altruistic, and self-centered. And this approach appears to yield considerably better results. So why did it take so long to figure this out? Well, several reasons. Doing randomized controlled trials in poverty-stricken countries is difficult, time consuming, and expensive. Often, local organizations are less than eager to cooperate, not least because they’re worried the findings will prove them ineffective. Take the case of microcredit. Development aid trends come and go, from “good governance” to “education” to the ill-fated “microcredit” at the start of this century. Microcredit’s reckoning came in the form of our old friend Esther Duflo, who set up a fatal RCT in Hyderabad, India, and demonstrated that, all the heartwarming anecdotes notwithstanding, there is no hard evidence that microcredit is effective at combating poverty and illness.13 Handing out cash works way better. As it happens, cash handouts may be the most extensively studied anti-poverty method around. RCTs across the globe have shown that over both the long and short term and on both a large and small scale, cash transfers are an extremely successful and efficient tool.14

The state, too, is in decline, though perhaps less obviously than the idea of the national community. The reason is simply that the global community of capitalists will not let the Western state reverse its post-1970s policies of retrenchment, which is the only way for it to adequately address all the crises that are currently ripping society apart. If any state—unimaginably—made truly substantive moves to restore and expand programs of social welfare, or to vastly expand and improve public education, or to initiate programs like Roosevelt’s Works Progress Administration or Tennessee Valley Authority (but on a necessarily broader scale than in the 1930s), or to restore organized labor to its power in the 1960s and thereby raise effective demand, or to promulgate any other such anti-capitalist measure, investors would flee it and its sources of funds would dry up. It couldn’t carry out such policies anyway, given the massive resistance they would provoke among all sectors and levels of the business community. Fiscal austerity is, on the whole, good for profits (in the short term), since it squeezes the population and diverts money to the ruling class. In large part because of capital’s high mobility and consequent wealth and power over both states and populations, the West’s contemporary political paradigm of austerity and government retrenchment is effectively irreversible for the foreseeable future.

But there was a lacuna in Nehru’s concept of science: he saw it exclusively in terms of laboratory science, not field science; physics and molecular biology, not ecology, botany, or agronomy. He understood that India’s farmers were poor in part because they were unproductive—they harvested much less grain per acre than farmers elsewhere in the world. But unlike Borlaug, Nehru and his ministers believed that the poor harvests were due not to lack of technology—artificial fertilizer, irrigated water, and high-yield seeds—but to social factors like inefficient management, misallocation of land, lack of education, rigid application of the caste system, and financial speculation (large property owners were supposedly hoarding their wheat and rice until they could get better prices). This was not crazy: more than one out of five families in rural India owned no land at all, and about two out of five owned less than 2.5 acres, not enough land to feed themselves. Meanwhile, a tiny proportion of absentee landowners controlled huge swathes of terrain. The solution to rural poverty, Nehru therefore believed, was less new technology than new policies: give land from big landowners to ordinary farmers, free the latter from the burdens of caste, and then gather the liberated smallholders into more-efficient, technician-advised cooperatives. This set of ideas had the side benefit of fitting nicely into Nehru’s industrial policy: enacting them would cost next to nothing, reserving more money for building factories.

the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities, probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play…. All the boys and girls will learn from an early age to be what is called “co-operative”, i.e., to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them…. Except for the one matter of loyalty to the world State and to their own order, members of the governing class will be encouraged to be adventurous and full of initiative. It will be recognized that it is their business to improve scientific technique, and to keep the manual workers contented by means of continual new amusements…. In normal cases, children of sufficient heredity will be admitted to the governing class from the moment of conception. I start with this moment rather than birth since it is from this moment and not merely the moment of birth that the treatment of the two classes will be different. If, however, by the time the child reaches the age of three it is fairly clear that he does not attain the required standard, he will be degraded at that point. [T]here would be a very strong tendency for the governing classes to become hereditary, and that after a few generations not many children would be moved from either class into the other. This is especially likely to be the case if embryological methods of improving the breed are applied to the governing class, but not to the others. In this way the gulf between the two classes as regards native intelligence will become continually wider and wider…. Assuming that both kinds of breeding are scientifically carried out, there will come to be an increasing divergence between the two types, making them in the end almost different species. (pp. 181–188, emphasis added)

What exogenous causes are shifting the allocation of moral intuitions away from community, authority, and purity and toward fairness, autonomy, and rationality? One obvious force is geographic and social mobility. People are no longer confined to the small worlds of family, village, and tribe, in which conformity and solidarity are essential to daily life, and ostracism and exile are a form of social death. They can seek their fortunes in other circles, which expose them to alternative worldviews and lead them into a more ecumenical morality, which gravitates to the rights of individuals rather than chauvinistic veneration of the group. By the same token, open societies, where talent, ambition, or luck can dislodge people from the station in which they were born, are less likely to see an Authority Ranking as an inviolable law of nature, and more likely to see it as a historical artifact or a legacy of injustice. When diverse individuals mingle, engage in commerce, and find themselves on professional or social teams that cooperate to attain a superordinate goal, their intuitions of purity can be diluted. One example, mentioned in chapter 7, is the greater tolerance of homosexuality among people who personally know homosexuals. Haidt observes that when one zooms in on an electoral map of the United States, from the coarse division into red and blue states to a finer-grained division into red and blue counties, one finds that the blue counties, representing the regions that voted for the more liberal presidential candidate, cluster along the coasts and major waterways. Before the advent of jet airplanes and interstate highways, these were the places where people and their ideas most easily mixed. That early advantage installed them as hubs of transportation, commerce, media, research, and education, and they continue to be pluralistic—and liberal—zones today. Though American political liberalism is by no means the same as classical liberalism, the two overlap in their weighting of the moral spheres. The micro-geography of liberalism suggests that the moral trend away from community, authority, and purity is indeed an effect of mobility and cosmopolitanism.202

The Deliverator's car has enough potential energy packed into its batteries to fire a pound of bacon into the Asteroid Belt. Unlike a bimbo box or a Burb beater, the Deliverator's car unloads that power through gaping, gleaming, polished sphincters. When the Deliverator puts the hammer down, shit happens. You want to talk contact patches? Your car's tires have tiny contact patches, talk to the asphalt in four places the size of your tongue. The Deliverator's car has big sticky tires with contact patches the size of a fat lady's thighs. The Deliverator is in touch with the road, starts like a bad day, stops on a peseta. Why is the Deliverator so equipped? Because people rely on him. He is a role model. This is America. People do whatever the fuck they feel like doing, you got a problem with that? Because they have a right to. And because they have guns and no one can fucking stop them. As a result, this country has one of the worst economies in the world. When it gets down to it -- talking trade balances here -- once we've brain-drained all our technology into other countries, once things have evened out, they're making cars in Bolivia and microwave ovens in Tadzhikistan and selling them here -- once our edge in natural resources has been made irrelevant by giant Hong Kong ships and dirigibles that can ship North Dakota all the way to New Zealand for a nickel -- once the Invisible Hand has taken all those historical inequities and smeared them out into a broad global layer of what a Pakistani brickmaker would consider to be prosperity -- y'know what? There's only four things we do better than anyone else: * music * movies * microcode (software) * high-speed pizza delivery The Deliverator used to make software. Still does, sometimes. But if life were a mellow elementary school run by well-meaning education Ph.D.s, the Deliverator's report card would say: "Hiro is so bright and creative but needs to work harder on his cooperation skills." So now he has this other job. No brightness or creativity involved -- but no cooperation either. Just a single principle: The Deliverator stands tall, your pie in thirty minutes or you can have it free, shoot the driver, take his car, file a class-action suit. The Deliverator has been working this job for six months, a rich and lengthy tenure by his standards, and has never delivered a pizza in more than twenty-one minutes.

Those who govern on behalf of the rich have an incentive to persuade us we are alone in our struggle for survival, and that any attempts to solve our problems collectively – through trade unions, protest movements or even the mutual obligations of society – are illegitimate or even immoral. The strategy of political leaders such as Thatcher and Reagan was to atomize and rule. Neoliberalism leads us to believe that relying on others is a sign of weakness, that we all are, or should be, ‘self-made’ men and women. But even the briefest glance at social outcomes shows that this cannot possibly be true. If wealth were the inevitable result of hard work and enterprise, every woman in Africa would be a millionaire. The claims that the ultra-rich make for themselves – that they are possessed of unique intelligence or creativity or drive – are examples of the ‘self-attribution fallacy’.10 This means crediting yourself with outcomes for which you were not responsible. The same applies to the belief in personal failure that assails all too many at the bottom of the economic hierarchy today. From birth, this system of belief has been drummed into our heads: by government propaganda, by the billionaire media, through our educational system, by the boastful claims of the oligarchs and entrepreneurs we’re induced to worship. The doctrine has religious, quasi-Calvinist qualities: in the Kingdom of the Invisible Hand, the deserving and the undeserving are revealed through the grace bestowed upon them by the god of money. Any policy or protest that seeks to disrupt the formation of a ‘natural order’ of rich and poor is an unwarranted stay upon the divine will of the market. In school we’re taught to compete and are rewarded accordingly, yet our great social and environmental predicaments demand the opposite – the skill we most urgently need to learn is cooperation. We are set apart, and we suffer for it. A series of scientific papers suggest that social pain is processed11 by the same neural circuits as physical pain.12 This might explain why, in many languages, it is hard to describe the impact of breaking social bonds without the terms we use to denote physical pain and injury: ‘I was stung by his words’; ‘It was a massive blow’; ‘I was cut to the quick’; ‘It broke my heart’; ‘I was mortified’. In both humans and other social mammals, social contact reduces physical pain.13 This is why we hug our children when they hurt themselves: affection is a powerful analgesic.14 Opioids relieve both physical agony and the distress of separation. Perhaps this explains the link between social isolation and drug addiction.

A different approach was taken in 1972 by Dr. Walter Mischel, also of Stanford, who analyzed yet another characteristic among children: the ability to delay gratification. He pioneered the use of the “marshmallow test,” that is, would children prefer one marshmallow now, or the prospect of two marsh-mallows twenty minutes later? Six hundred children, aged four to six, participated in this experiment. When Mischel revisited the participants in 1988, he found that those who could delay gratification were more competent than those who could not. In 1990, another study showed a direct correlation between those who could delay gratification and SAT scores. And a study done in 2011 indicated that this characteristic continued throughout a person’s life. The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc. But what was most intriguing was that brain scans of these individuals revealed a definite pattern. They showed a distinct difference in the way the prefrontal cortex interacted with the ventral striatum, a region involved in addiction. (This is not surprising, since the ventral striatum contains the nucleus accumbens, known as the “pleasure center.” So there seems to be a struggle here between the pleasure-seeking part of the brain and the rational part to control temptation, as we saw in Chapter 2.) This difference was no fluke. The result has been tested by many independent groups over the years, with nearly identical results. Other studies have also verified the difference in the frontal-striatal circuitry of the brain, which appears to govern delayed gratification. It seems that the one characteristic most closely correlated with success in life, which has persisted over the decades, is the ability to delay gratification. Although this is a gross simplification, what these brain scans show is that the connection between the prefrontal and parietal lobes seems to be important for mathematical and abstract thought, while the connection between the prefrontal and limbic system (involving the conscious control of our emotions and pleasure center) seems to be essential for success in life. Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

No sound strategy for studying fascism can fail to examine the entire context in which it was formed and grew. Some approaches to fascism start with the crisis to which fascism was a response, at the risk of making the crisis into a cause. A crisis of capitalism, according to Marxists, gave birth to fascism. Unable to assure ever-expanding markets, ever-widening access to raw materials, and ever-willing cheap labor through the normal operation of constitutional regimes and free markets, capitalists were obliged, Marxists say, to find some new way to attain these ends by force. Others perceive the founding crisis as the inadequacy of liberal state and society (in the laissez-faire meaning of liberalism current at that time) to deal with the challenges of the post-1914 world. Wars and revolutions produced problems that parliament and the market—the main liberal solutions—appeared incapable of handling: the distortions of wartime command economies and the mass unemployment attendant upon demobilization; runaway inflation; increased social tensions and a rush toward social revolution; extension of the vote to masses of poorly educated citizens with no experience of civic responsibility; passions heightened by wartime propaganda; distortions of international trade and exchange by war debts and currency fluctuations. Fascism came forward with new solutions for these challenges. Fascists hated liberals as much as they hated socialists, but for different reasons. For fascists, the internationalist, socialist Left was the enemy and the liberals were the enemies’ accomplices. With their hands-off government, their trust in open discussion, their weak hold over mass opinion, and their reluctance to use force, liberals were, in fascist eyes, culpably incompetent guardians of the nation against the class warfare waged by the socialists. As for beleaguered middle-class liberals themselves, fearful of a rising Left, lacking the secret of mass appeal, facing the unpalatable choices offered them by the twentieth century, they have sometimes been as ready as conservatives to cooperate with fascists. Every strategy for understanding fascism must come to terms with the wide diversity of its national cases. The major question here is whether fascisms are more disparate than the other “isms.” This book takes the position that they are, because they reject any universal value other than the success of chosen peoples in a Darwinian struggle for primacy. The community comes before humankind in fascist values, and respecting individual rights or due process gave way to serving the destiny of the Volk or razza. Therefore each individual national fascist movement gives full expression to its own cultural particularism. Fascism, unlike the other “isms,” is not for export: each movement jealously guards its own recipe for national revival, and fascist leaders seem to feel little or no kinship with their foreign cousins. It has proved impossible to make any fascist “international” work.

capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

If i understand what Gandhi is saying, non-violence requires something far more difficult than merely turning the other cheek; it requires empathizing with the fears and other feelings that provide that impetus for people to attack us. Being aware of these feelings we have no desire to attack back because we can see the human ignorance leading others to attack us; instead, our goal becomes to provide the education for our attackers which will enable them to transcend their violence and engage in cooperative relationships with us." - Marshall Rosenberg.

A real education will not teach you to compete; it will teach you to cooperate. It will not teach you to fight and come first. It will teach you to be creative, to be loving, to be blissful, without comparing yourself to others. It will not teach you that you can be happy only when you are the first—that is sheer nonsense. You can’t be happy just by being first, and in trying to be first you go through such misery that by the time you become the first you are habituated to misery.

The six Nicholas Bacon Scholars came next. Marlowe sat at the adjacent table with the remaining scholars, including his Parker lot. The Pensioners, all rich lads, filled out the tables in the rest of the hall. Unlike the Scholars, they paid their own commons and other expenses. Their interest in the academic life was generally marginal; their lot in life was to drink, play tennis and accumulate just enough education to return to their country seats as Justices of the Peace. Rounding out the student mix were the Sizars, poor lads who were clever enough to attend university but not meritorious enough to receive scholarships. They had to wait on their fellow students for their tuition, bed and board.

On a societal level, the most obvious implication of the new science of bonding is that we must educate for connection. The most organic way to do this is to support couples in their efforts to create loving bonds and be responsive parents. We should acknowledge, as Frans de Waal notes, that “there is no escaping the reality that we are dependent on others. It is a given. If dependency/vulnerability is recognized and handled well in loving relationships…it is the source of the best human qualities, empathy, kindness and cooperation.” We need to educate for qualities such as empathy, which is at least as relevant to health, happiness, and citizenship as arithmetic. But do we know how to teach these qualities?

affirmative action’s weakness and vulnerability cooperate with, and perhaps unintentionally legitimate, a meritocracy that privileges test scores over other indicators of student potential in the first place.

These volumes stressed the interdependence of industrial nations and encouraged the development of a more cooperative society in the United States; by the late 1930s volumes from Rugg’s textbook series were used in approximately half of the social

Education is not school or college. Life is education. If you didn’t go to university, then that’s okay, because you can still attend the best university in the world: the University of Life. What are the requirements for joining this university? (A) Study the things you are passionate about, (B) Gain real-life experience with it, (C) Make mistakes and never stop trying.

Furthermore, academic fads have been forced upon successive generations of elementary and secondary school students, including the “New Math,” the “Open Classroom,” “Values Clarification,” “Cooperative Learning,” “Outcome-Based Education,” “No Child Left Behind,” and more recently “Common Core” and “Race to the Top,” for which trillions of dollars have been and are being wasted on inferior educational outcomes. Even the once-heralded school lunch program is not safe from statist overreach, where billions of dollars are spent on federally mandated lunches that many students refuse to eat.23

It was only after World War II that Stanford began to emerge as a center of technical excellence, owing largely to the campaigns of Frederick Terman, dean of the School of Engineering and architect-of-record of the military-industrial-academic complex that is Silicon Valley. During World War II Terman had been tapped by his own mentor, presidential science advisor Vannevar Bush, to run the secret Radio Research Lab at Harvard and was determined to capture a share of the defense funding the federal government was preparing to redirect toward postwar academic research. Within a decade he had succeeded in turning the governor’s stud farm into the Stanford Industrial Park, instituted a lucrative honors cooperative program that provided a camino real for local companies to put selected employees through a master’s degree program, and overseen major investments in the most promising areas of research. Enrollments rose by 20 percent, and over one-third of entering class of 1957 started in the School of Engineering—more than double the national average.4 As he rose from chairman to dean to provost, Terman was unwavering in his belief that engineering formed the heart of a liberal education and labored to erect his famous “steeples of excellence” with strategic appointments in areas such as semiconductors, microwave electronics, and aeronautics. Design, to the extent that it was a recognized field at all, remained on the margins, the province of an older generation of draftsmen and machine builders who were more at home in the shop than the research laboratory—a situation Terman hoped to remedy with a promising new hire from MIT: “The world has heard very little, if anything, of engineering design at Stanford,” he reported to President Wallace Sterling, “but they will be hearing about it in the future.

exploitation of the Negro through economic restriction and segregation the present system is sound and will doubtless continue until this gives place to the saner policy of actual interracial cooperation--not the present farce of racial manipulation in which the Negro is a figurehead.

We need to reevaluate and reconsider what is appropriate human behavior. Human beings have been so successful at surviving because of our intelligence and cooperation. When we are unintelligent and uncooperative it is no wonder that our survival is threatened. We need to be educated about our health and the health of our planet, and work together to achieve goals that are impossible to achieve individually.

What would you do if you faced a candidate who took a traditional moral stance on the social and cultural issues? They would not be mean-spirited and, for example, blame gay people for the breakdown of the family, nor would they criminalize the choices of desperate women backed into difficult and dangerous corners. But the candidate would decidedly be pro-family, pro-life (meaning really want to lower the abortion rate), strong on personal responsibility and moral values, and outspoken against the moral pollution throughout popular culture that makes raising children in America a countercultural activity. And what if that candidate was also an economic populist, pro-poor in social policy, tough on corporate corruption and power, clear in supporting middle- and working-class families in health care and education, an environmentalist, and committed to a foreign policy that emphasized international law and multilateral cooperation over preemptive and unilateral war? What would you do?” I asked. He paused for a long time and then said, “We would panic!

Fortunately for the cause of science and of humanity, we had as Governor-General of Cuba at that time General Leonard Wood, of the United States Army. General Wood had been educated as a physician, and had a very proper idea of the great advantages which would accrue to the world if we could establish the fact that yellow fever was conveyed by the mosquito, and his medical training made him a very competent judge as to the steps necessary to establish such fact. General Wood during the whole course of the investigations took the greatest interest in the experiments, and assisted the Board in every way he could.

Social capital is a capability that arises from the prevalence of trust in a society or in certain parts of it. It can be embodied in the smallest and most basic social group, the family, as well as the largest of all groups, the nation, and in all the other groups in between. Social capital differs from other forms of human capital insofar as it is usually created and transmitted through cultural mechanisms like religion, tradition, or historical habit. Economists typically argue that the formation of social groups can be explained as the result of voluntary contract between individuals who have made the rational calculation that cooperation is in their long-term self-interest. By this account, trust is not necessary for cooperation: enlightened self-interest, together with legal mechanisms like contracts, can compensate for an absence of trust and allow strangers jointly to create an organization that will work for a common purpose. Groups can be formed at any time based on self-interest, and group formation is not culture-dependent. But while contract and self-interest are important sources of association, the most effective organizations are based on communities of shared ethical values. These communities do not require extensive contract and legal regulation of their relations because prior moral consensus gives members of the group a basis for mutual trust. The social capital needed to create this kind of moral community cannot be acquired, as in the case of other forms of human capital, through a rational investment decision. That is, an individual can decide to “invest” in conventional human capital like a college education, or training to become a machinist or computer programmer, simply by going to the appropriate school. Acquisition of social capital, by contrast, requires habituation to the moral norms of a community and, in its context, the acquisition of virtues like loyalty, honesty, and dependability. The group, moreover, has to adopt common norms as a whole before trust can become generalized among its members. In other words, social capital cannot be acquired simply by individuals acting on their own. It is based on the prevalence of social, rather than individual virtues. The proclivity for sociability is much harder to acquire than other forms of human capital, but because it is based on ethical habit, it is also harder to modify or destroy. Another term that I will use widely throughout this book is spontaneous sociability, which constitutes a subset of social capital. In any modern society, organizations are being constantly created, destroyed, and modified. The most useful kind of social capital is often not the ability to work under the authority of a traditional community or group, but the capacity to form new associations and to cooperate within the terms of reference they establish. This type of group, spawned by industrial society’s complex division of labor and yet based on shared values rather than contract, falls under the general rubric of what Durkheim labeled “organic solidarity.”7 Spontaneous sociability, moreover, refers to that wide range of intermediate communities distinct from the family or those deliberately established by governments. Governments often have to step in to promote community when there is a deficit of spontaneous sociability. But state intervention poses distinct risks, since it can all too easily undermine the spontaneous communities established in civil society.

Healthy organizations are a mental concept of relationship to which people are drawn by hope, vision, values, and meaning, along with liberty to cooperatively pursue them. Healthy organizations educe behavior. Educed behavior is inherently constructive. Unhealthy organizations are no less a mental concept of relationship, but one to which people are compelled by accident of birth, necessity, or force. Unhealthy organizations compel behavior. Compelled behavior is inherently destructive.

have the power to make our stories wondrous—full of love, light, hope, and beauty. This is one of the main reasons you’ve been going to school all these years, and certainly one of the reasons you’re going off to college—the more educated you become, the more control you’ll have over your narratives. There is nothing in life more empowering, I assure you, than the ability

Young Iranians educated at the Sorbonne returned to Iran as committed Marxists willing to subjugate themselves to Khomeini’s leadership of the anti-Shah opposition.’[Marx] exposes the imperialists and their rape of all the countries of the Third World, including Iran’ parroted one student, a leftist who donned a chador not because she understood or believed in Islam but because she wanted to make a political statement against the Shah’s regime. Though Marx had condemned religion as the ‘opiate of the masses … in developing countries it is different. At times, religious feelings and social movements go hand in hand. That is the way it is now in Iran. We are all of us united against the Shah. We are in an Islamic country, and all social movements inevitably have a religious coloring. We do not believe there will ever be Communism here as there is Communism in Russia or China. We will have our own brand of socialism.’ Remarks like hers pointed to a curious phenomenon last seen in Imperial Russia sixty years before: Iran’s best-educated minds helping their future executioners erect scaffolds in their name.

WHITE SOLIDARITY White solidarity is the unspoken agreement among whites to protect white advantage and not cause another white person to feel racial discomfort by confronting them when they say or do something racially problematic. Educational researcher Christine Sleeter describes this solidarity as white “racial bonding.” She observes that when whites interact, they affirm “a common stance on race-related issues, legitimating particular interpretations of groups of color, and drawing conspiratorial we-they boundaries.”10 White solidarity requires both silence about anything that exposes the advantages of the white position and tacit agreement to remain racially united in the protection of white supremacy. To break white solidarity is to break rank. We see white solidarity at the dinner table, at parties, and in work settings. Many of us can relate to the big family dinner at which Uncle Bob says something racially offensive. Everyone cringes but no one challenges him because nobody wants to ruin the dinner. Or the party where someone tells a racist joke but we keep silent because we don’t want to be accused of being too politically correct and be told to lighten up. In the workplace, we avoid naming racism for the same reasons, in addition to wanting to be seen as a team player and to avoid anything that may jeopardize our career advancement. All these familiar scenarios are examples of white solidarity. (Why speaking up about racism would ruin the ambiance or threaten our career advancement is something we might want to talk about.) The very real consequences of breaking white solidarity play a fundamental role in maintaining white supremacy. We do indeed risk censure and other penalties from our fellow whites. We might be accused of being politically correct or might be perceived as angry, humorless, combative, and not suited to go far in an organization. In my own life, these penalties have worked as a form of social coercion. Seeking to avoid conflict and wanting to be liked, I have chosen silence all too often. Conversely, when I kept quiet about racism, I was rewarded with social capital such as being seen as fun, cooperative, and a team player. Notice that within a white supremacist society, I am rewarded for not interrupting racism and punished in a range of ways—big and small—when I do. I can justify my silence by telling myself that at least I am not the one who made the joke and that therefore I am not at fault. But my silence is not benign because it protects and maintains the racial hierarchy and my place within it. Each uninterrupted joke furthers the circulation of racism through the culture, and the ability for the joke to circulate depends on my complicity. People of color certainly experience white solidarity as a form of racism, wherein we fail to hold each other accountable, to challenge racism when we see it, or to support people of color in the struggle for racial justice.

Money accumulation by the rich is not the same as wealth creation by a society. If we are serious about creating wealth, our focus should not be on taking care of the rich so that their money trickles down; it should be on making sure everyone has a fair chance--in education, health, social capital, access to financial capital-- to create new information and ideas. Innovation arises from a fertile environment that allows individual genius to bloom and that amplifies individual genius, through cooperation, to benefit society. Extreme concentration of wealth kills prosperity in precisely the same way that untended weeds overrun and then kill gardens.

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

The snake was an ancient symbol of the traditions which honored the Goddess and the Divine Feminine. You will see Her in ancient forms of the uroboros, a symbol of a snake that looks like it chases its tail or eats its tail. It is a symbol of the ability of the Divine Feminine to give birth and to be reborn like the snake that sheds its skin. She recreates herself for ever. The circular form of the uroboros symbol implies the interminable nature of many cycles. That was part of the Divine Feminine's wisdom, knowing the life cycles, being informed by them and living in harmony with them. Some of the Divine Feminine's mysteries were understood to be impenetrable, and it was only by the Goddess ' grace that one could enter the mysteries, that darkness, and acquire direct knowledge that the ordinary mind and ordinary words would never illuminate or touch. The Goddess gave the fruit from the tree of knowledge, and this did not like the dominating form of a male god! As a quintessential form of the Divine Feminine power of consciousness, Goddess Kundalini has been touched by those dominating modes that have influenced the development of yogic traditions. In the yogic traditions, there have been approaches that try to dominate Kundalini, forcefully push Kundalini to do this or do that by prescribing endless exercises of forced breathing and body postures that are meant to bind and force Kundalini to go in a direction that the yogi wants Her to go. Not surprisingly, these traditions are also the ones that often say Kundalini is dangerous and must be controlled. Those were also the kinds of descriptions that patriarchal dominator approaches applied to the Divine Feminine. But this power of Consciousness is indomitable, it will not be suppressed; it will always have its ways out. Through respect, love, and loyalty, the wise try to follow Her, and then they receive the good graces of this force. Devotees who consider Kundalini as the Great Goddess have a completely different experience with their caring devotion. They gain their boons, their gifts of enlightenment, without having to fear what some forceful, dominant practice may provoke. That mentality is key to understanding how we accept the blessings to be given by this remarkable inherent force of consciousness. It doesn't mean our karmas experiences in flames might not be intense. But with eager egotistical mentality there is no need to escalate issues. We are living in a time of the Goddess's return. We need her experience to educate and encourage mankind to relive cooperatively if life is to exist on this planet. We need her vision clarity, her deep compassion and her steadfast patience to live in harmony with each other and the environment. We need Kundalini Shakti's awakened state of selflessness, empowering people to reinvent culture, social structures, industries, and economic systems on a cooperative model rather than the dominant mode that brings about destruction and conflict. The more people She awakens, the more individuals there will transform the collective consciousness of families, groups, cities, businesses and countries. We are her perceptive and acting organs. We may see clearly, encouraged by Her, and act accordingly.

The term ‘utopian socialism’ was used by Marx and Engels as a way of dismissing a large number of their rivals, and denigrating their ideas in comparison with their own ‘scientific socialism’. Despite this, it does describe one strain of socialism in the early nineteenth century. Unlike the Communists, the utopians were generally not workers and initially did not have a close connection to working-class movements. They were also considerably less interested in seizing the central state. Instead, they focused their efforts on fashioning small, experimental communities, and presented a vision of the ideal society that was more appealing to many than the Spartan egalitarianism of the Babouvists. And rather than enforcing Weitling’s Christian morality, they sought to challenge what they saw as the oppressive doctrine of original sin on which Christianity was founded. Mankind, they argued, was naturally altruistic and cooperative, and right-minded education would permit these qualities to predominate. They were particularly hostile to what they saw as the grim work ethic of the new industrial capitalism, which was so closely associated with Christian, and particularly Protestant, ideas of the time. The factory system and the division of labour transformed men into machines and life into joyless drudgery. Society had to be organized so that everybody in the community could be creative and develop their individuality. Their vision was therefore Romantic in spirit. Though unlike the Jacobins, whose Romanticism was one of the self-sacrificing heroism of the soldier, theirs extolled the self-expression and self-realization of the artist.