Cooperative Learning Quotes

We must learn that passively to accept an unjust system is to cooperate with that system, and thereby to become a participant in its evil.

Playing the victim role: Manipulator portrays him- or herself as a victim of circumstance or of someone else's behavior in order to gain pity, sympathy or evoke compassion and thereby get something from another. Caring and conscientious people cannot stand to see anyone suffering and the manipulator often finds it easy to play on sympathy to get cooperation.

I'm learning quickly, once you quit one thing, it gets easier and easier just to leave situations rather than deal with shit.

Cooperativeness is not so much learning how to get along with others as taking the kinks out of ourselves, so that others can get along with us.

One cannot be pessimistic about the West. This is the native home of hope. When it fully learns that cooperation, not rugged individualism, is the quality that most characterizes and preserves it, then it will have achieved itself and outlived its origins. Then it has a chance to create a society to match its scenery.

Sadly for my wedding plans, I learned that Nestor is a bardash. I envy the men who enjoy his favors. He has always treated me with friendship which I now value more than my old romantic feelings.

To cling to the past is guaranteed suicide. To remain apathetic is assured enslavement. To learn the truth and then act on it is the only means of survival at this moment.

Every trail has its end, and every calamity brings its lesson!

All my life I've wanted to be the kid who gets to cross over into the magical kingdom. I devoured those books by C.S. Lewis and William Dunthorn, Ellen Wentworth, Susan Cooper, and Alan Garner. When I could get them from the library, I read them out of order as I found them, and then in order, and then reread them all again, many times over. Because even when I was a child I knew it wasn't simply escape that lay on the far side of the borders of fairyland. Instinctively I knew crossing over would mean more than fleeing the constant terror and shame that was mine at that time of my life. There was a knowledge – an understanding hidden in the marrow of my bones that only I can access ― telling me that by crossing over, I'd be coming home. That's the reason I’ve yearned so desperately to experience the wonder, the mystery, the beauty of that world beyond the World As It Is. It's because I know that somewhere across the border there's a place for me. A place of safety and strength and learning, where I can become who I'm supposed to be. I've tried forever to be that person here, but whatever I manage to accomplish in the World As It Is only seems to be an echo of what I could be in that other place that lies hidden somewhere beyond the borders.

When we learn how to be in an intimate relationship without abandoning our sense of self, when we learn how to be kind without being self-sacrificing, when we learn how to cooperate with others without betraying our standards and convictions, we are practicing self-assertiveness.

Obedience may have its uses, but it is no substitute for willing, uncoerced co-operation.

THE DAWN OF NEW POSSIBILITIES Therefore glorify the LORD in the dawning light. —ISAIAH 24:15 Every new day with God brings the dawn of new and better possibilities. Today could turn out to be the best day of your life—but how it ends largely depends on how you begin it. You are in charge of taking control of your day from its very beginning—as you command your morning—and as you do, know that whatever begins with God has to end right. No matter how good or bad your life is, every circumstance can change for the best if you learn how to command your morning before your day begins. Father, I stand and declare that today is a new day. Every element of my day shall cooperate with Your purpose and destiny for me. Anything or anyone assigned to undermine, frustrate, hinder, or hurt me, I command to be moved out of my sphere of influence. I greet

Either we learn to live together in full cooperation or we will cause our own extinction.

There is always some beauty in life. Look up … and get on with it. Build you a rainbow. Do it yourself! If you can’t do that, build your mind near one. Learn how to fly. Then … soar a little.

Anderson Cooper's face looms on the screen overhead like a disgustingly handsome Hunger Games cannon, announcing they're ready to call Florida. 'Come on, you backyard-shooting-range motherfuckers,' Zahra is muttering under her breath beside him when he falls in with his people. 'Did she just say backyard shooting range?' Henry asks, leaning into Alex's ear. 'Is that a real thing a person can have?' 'You really have a lot to learn about America, mijo,' Oscar tells him, not unkindly.

Learn from them, baby. You got one life, never use it just to breathe.

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.

We have lived by the assumption that what was good for us would be good for the world. And this has been based on the even flimsier assumption that we could know with any certainty what was good even for us. We have fulfilled the danger of this by making our personal pride and greed the standard of our behavior toward the world - to the incalculable disadvantage of the world and every living thing in it. And now, perhaps very close to too late, our great error has become clear. It is not only our own creativity - our own capacity for life - that is stifled by our arrogant assumption; the creation itself is stifled. We have been wrong. We must change our lives, so that it will be possible to live by the contrary assumption that what is good for the world will be good for us. And that requires that we make the effort to know the world and to learn what is good for it. We must learn to cooperate in its processes, and to yield to its limits. But even more important, we must learn to acknowledge that the creation is full of mystery; we will never entirely understand it. We must abandon arrogance and stand in awe. We must recover the sense of the majesty of creation, and the ability to be worshipful in its presence. For I do not doubt that it is only on the condition of humility and reverence before the world that our species will be able to remain in it. (pg. 20, "A Native Hill")

If you haven't said 'I love you' to someone today, do it. You won't always be happy, but you should try to be. Don't be too afraid of germs. Those people have no fun. Remember to look around sometimes. You might see something you haven't seen before or at the very least avoid being hit by a flying object. Speaking of flying objects, don't spend your life looking for extraterrestrial life, unless you work for NASA. Remember that you always have to cooperate with someone. Life is an endless negotiation. Play fair. Stay out of jail. Don't live in the past. Eat breakfast. It really is the most important meal of the day. Try to make new friends, even when you think you're too old to do that. ...And finally, remember this" 'Yes' is always a better work than 'no'. Unless, of course, someone has just asked you to commit a felony.

I don’t know. What I can say for certain is that I’m not yet ready to abandon the possibility of America—not just for the sake of future generations of Americans but for all of humankind. For I’m convinced that the pandemic we’re currently living through is both a manifestation of and a mere interruption in the relentless march toward an interconnected world, one in which peoples and cultures can’t help but collide. In that world—of global supply chains, instantaneous capital transfers, social media, transnational terrorist networks, climate change, mass migration, and ever-increasing complexity—we will learn to live together, cooperate with one another, and recognize the dignity of others, or we will perish. And so the world watches America—the only great power in history made up of people from every corner of the planet, comprising every race and faith and cultural practice—to see if our experiment in democracy can work. To see if we can do what no other nation has ever done. To see if we can actually live up to the meaning of our creed.

Rule number one that all girls must learn. If you’re told to lie down on the floor during a robbery or to step inside a waiting car during a kidnapping, you’re not doing yourself any favors by cooperating. You’re essentially handing the bastards a loaded gun and giving them express permission to shoot you in the head.

In my first weeks at Auschwitz I learn the rules of survival. If you can steal a piece of bread from the guards, you are a hero, but if you steal from an inmate, you are disgraced, you die; competition and domination get you nowhere, cooperation is the name of the game; to survive is to transcend your own needs and commit yourself to someone or something outside yourself.

Our schools should teach children the skills to work with others- cooperative learning can be effective when practiced well and in moderation- but also the time and training they need to deliberately practice on their own.

The kitchen table is where we mark milestones, divulge dreams, bury hatchets, make deals, give thanks, plan vacations, and tell jokes. It's also where children learn the lessons that families teach: manners, cooperation, communication, self-control, values.

What can we learn from women like Gertrude "Ma" Rainey, Bessie Smith, and Billie Holiday that we may not be able to learn from Ida B. Wells, Anna Julia Cooper, and Mary Church Terrell? If we were beginning to appreciate the blasphemies of fictionalized blues women - especially their outrageous politics of sexuality - and the knowledge that might be gleaned from their lives about the possibilities of transforming gender relations within black communities, perhaps we also could benefit from a look at the artistic contributions of the original blues women.

My friends, we cannot win the respect of the white people of the South or elsewhere if we are willing to trade the future of our children for our personal safety or comfort. Moreover, we must learn that passively to accept an unjust system is to cooperate with that system, and thereby to become a participant in its evil. ... 'Put up thy sword.

If I had learned one thing from Homer over the years, it was that just because you couldn’t quite see your way out of a difficulty, that didn’t mean a way out didn’t exist.

Effective discipline is based on loving guidance. It is based on the belief that children are born innately good and that our role as parents is to nurture their spirits as they learn about limits and boundaries, rather than to curb their tendencies toward wrongdoing. Effective discipline presumes that children have reasons for their behavior and that cooperation can be engaged to solve shared problems.

That was something else I’d learned from Homer—sometimes, to get the things that were good in life, you had to make a blind leap.

Humans nowadays completely dominate the planet not because the individual human is far smarter and more nimble-fingered than the individual chimp or wolf, but because Homo sapiens is the only species on earth capable of cooperating flexibly in large numbers. Intelligence and toolmaking were obviously very important as well. But if humans had not learned to cooperate flexibly in large numbers, our crafty brains and deft hands would still be splitting flint stones rather than uranium atoms.

Eğer Homeros'tan öğrendiğim aziz ve kıymetli bir hayat dersi varsa,o da bir canlının vaktini doldurmak için,zahmete değer projeler yaratmasının aslında ne kadar önemli olduğudur.

Very few men attain enough of human knowledge to be fully aware how much remains to be learned, and of that which they never can hope to acquire.

The teacher did say we can help one another. Cooperative learning it's called. That's where you borrow someone else's brain because yours isn't big enough.

Should we be unable to find a way to honest cooperation and honest pacts with the Arabs,” he wrote Weizmann in 1929, “then we have learned absolutely nothing during our 2,000 years of suffering.

The purpose of learning to work with the unconscious is not just to resolve our conflicts or deal with our neuroses. We find there a deep source of renewal, growth, strength, and wisdom. We connect with the source of our evolving character; we cooperate with the process whereby we bring the total self together; we learn to tap that rich lode of energy and intelligence that waits within.

Thinking like a Freak may sometimes sound like an exercise in using clever means to get exactly what you want, and there’s nothing wrong with that. But if there is one thing we’ve learned from a lifetime of designing and analyzing incentives, the best way to get what you want is to treat other people with decency. Decency can push almost any interaction into the cooperative frame.

Our schools should teach children the skills to work with others—cooperative learning can be effective when practiced well and in moderation—but also the time and training they need to deliberately practice on their own.

A Spiritual Discipline is an intentionally directed action which places us in a position to receive from God the power to do what we cannot accomplish on our own.... The deep waters of God's life are already flowing. We simply learn the strokes that will enable us more and more to be at home in them.... The human body is our power-pack of mind-body-spirit -- we discipline it in order to practice cooperation with God. (Life with God, p. 135-137)

To the average man, life presents itself, not as material malleable to his hand, but as a series of problems…which he has to solve…And he is distressed to find that the more means he can dispose of—such as machine-power, rapid transport, and general civilized amenities, the more his problems grow in hardness and complexity….Perhaps the first thing he can learn form the artists is that the only way of 'mastering' one's material is to abandon the whole conception of mastery and to co-operate with it in love: whosoever will be a lord of life, let him be its servant.

At the core of all societies, I will show, is the social suite: (1) The capacity to have and recognize individual identity (2) Love for partners and offspring (3) Friendship (4) Social networks (5) Cooperation (6) Preference for one’s own group (that is, “in-group bias”) (7) Mild hierarchy (that is, relative egalitarianism) (8) Social learning and teaching

Higgledy piggledy, my black hen, She lays eggs for gentlemen. Gentlemen come every day To count what my black hen doth lay. If perchance she lays too many, They fine my hen a pretty penny; If perchance she fails to lay, The gentlemen a bonus pay. Mumbledy pumbledy, my red cow, She’s cooperating now. At first she didn’t understand That milk production must be planned; She didn’t understand at first She either had to plan or burst, But now the government reports She’s giving pints instead of quarts. Fiddle de dee, my next-door neighbors, They are giggling at their labors. First they plant the tiny seed, Then they water, then they weed, Then they hoe and prune and lop, They they raise a record crop, Then they laugh their sides asunder, And plow the whole caboodle under. Abracadabra, thus we learn The more you create, the less you earn. The less you earn, the more you’re given, The less you lead, the more you’re driven, The more destroyed, the more they feed, The more you pay, the more they need, The more you earn, the less you keep, And now I lay me down to sleep. I pray the Lord my soul to take If the tax-collector hasn’t got it before I wake.

Before we fully learn to love ourselves, all people of color in the United States learn that we are supporting characters and spectators in the collective story of white people’s lives.

If we're ever going to get the world back on a natural footing, back in tune with natural rhythyms, if we're going to nurture the Earth and protect it and have fun with it and learn from it - which is what mothers do with their children - then we've got to put technology (an aggressive masculine system) in its proper place, which is that of a tool to be used sparingly, joyfully, gently and only in the fullest cooperation with nature. Nature must govern technology, not the other way around.

He who lacks imagination lives but half a life. He has his experiences, he has his facts, he has his learning. But do any of these really live unless touched by the magic of the imagination?

Parents can raise children who are responsible, self-disciplined, and cooperative without relying on the weapon of fear; they can learn how to influence children to behave out of genuine consideration for the needs of parents rather than out of fear of punishment or withdrawal of privileges.

The New Groupthink did not arise at one precise moment. Cooperative learning, corporate teamwork, and open office plans emerged at different times and for different reasons. But the mighty force that pulled these trends together was the rise of the World Wide Web, which lent both cool and gravitas to the idea of collaboration.

Respectability politics are at their core a rage-management project. Learning to manage one’s rage by daily tamping down that rage is a response to routine assaults on one’s dignity in a world where rage might get you killed or cause you to lose your job.

The lie we are told is that white rage and white fear are honest emotions that preserve the integrity of American democracy. More often than not, we keep learning that white rage and white fear are dishonest impulses that lead us toward fascism. White rage and white fear are reactions to perceptions among white people that their power might be slipping away.

The things I can't do are the things I have yet to learn.

you've gotta learn to love the falling, because it's all about falling.

Our inner selves go on without us sometimes, trusting we’ll catch on eventually. Sometimes it’s too late when we do—too late to let the other person know what we’ve learned.

learn to cooperate and become one with the power of God. Lake

To cling to the past is guaranteed suicide. To remain apathetic is assured enslavement. To learn the truth and then act on it is the only means of survival at this moment. To

God is at work telling a story of restoration and redemption through your family. Never buy into the myth that you need to become the " right" kind of parent before God can use you in your children's lives. Instead learn to cooperate with whatever God desires to do in your heart today so your children will have a front-row seat to the grace and goodness of God.

Dennis had imagined that he and Beth would be one of those couples who never quarreled, that when they weren't kissing they would be laughing or lying in each other's arms, serenely, deliriously happy. He could never have imagined that she would make him so crazy angry he would scream at her in front of their friends. But in that instant, he learned a little about love.

live our lives based on the principles of a love ethic (showing care, respect, knowledge, integrity, and the will to cooperate), we have to be courageous. Learning how to face our fears is one way we embrace love. Our fear may not go away, but it will not stand in the way. Those of us who have already chosen to embrace a love ethic, allowing it to govern and inform how we think and act, know that when we let our light shine, we draw to us and are drawn to other bearers of light. We are not alone.

Independent and stubborn natures, such as are particularly common among men of learning, do not readily bow to another's will and for the most part only accept his leadership grudgingly. But when Lorentz is in the presidential chair, an atmosphere of happy cooperation is invariably created, however much those present may differ in their aims and habits of thought. The secret of this success lies not only in his swift comprehension of people and things and his marvelous command of language, but above all in this, that one feels that his whole heart is in the business at hand, and that when he is at work, he has room for nothing else in his mind. Nothing disarms the recalcitrant so much as this.

Superior, do you understand me? These are white people. They are not like you, or me or us. They have the power to hurt you ... and sometimes it's fun to them when they do. Their power is not because they are smart ... it's because ... something happened sometime ... started somewhere and they got on top of the world. They got the power. The only power you got is to learn to live with them, learn to read their minds ... til you can do better. They don't treat each other right ... so don't you look to be treated right. You hear me? Sometimes there's good white people ... but don't you act like that til you know that.

Hitting children teaches them that it’s okay for big people to hit little people and that it’s okay to vent anger through violence. Is that really what you want your child to learn? And what sense does it make to spank kids to punish them for hitting? We don’t teach children not to spit by spitting at them, do we?

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

Before we fully learn to love ourselves, all people of color in the United States learn that we are supporting characters and spectators in the collective story of white people's lives. The stories we watch and read ask us to put aside their whiteness and relate to their very "universal" human struggles around conflict with the world, the self, and others. The problem is that only the experiences of white people are treated as universal. Meanwhile, Black movies, shows, and books are typically seen as limited and particular.

Growing up means learning to be responsible for others—and embracing the great joys those responsibilities can bring. Homer taught me that building my life around someone other than myself, making myself responsible for someone else’s life, is one of the most rewarding differences between being a kid and being an adult.

1. Figure out what people really care about, not what they say they care about.        2. Incentivize them on the dimensions that are valuable to them but cheap for you to provide.        3. Pay attention to how people respond; if their response surprises or frustrates you, learn from it and try something different.        4. Whenever possible, create incentives that switch the frame from adversarial to cooperative.        5. Never, ever think that people will do something just because it is the “right” thing to do.        6. Know that some people will do everything they can to game the system, finding ways to win that you never could have imagined. If only to keep yourself sane, try to applaud their ingenuity rather than curse their greed.

The people hire the politicians so that the people can: (1) obtain security without managing it. (2) obtain action without thinking about it. (3) inflict theft, injury, and death upon others without having to contemplate either life or death. (4) avoid responsibility for their own intentions. (5) obtain the benefits of reality and science without exerting themselves in the discipline of facing or learning either of these things.

The fundamental human need to belong comes from the desire to associate with others, to cooperate, to accept group norms. However, the SPE shows that the need to belong can also be perverted into excessive conformity, compliance, and in-group versus out-group hostility. The need for autonomy and control, the central forces toward self-direction and planning, can be perverted into an excessive exercise of power to dominate others or into learned helplessness.

Children do not develop responsibility when parents and teachers are too strict and controlling, nor do they develop responsibility when parents and teachers are permissive. Children learn responsibility when they have opportunities to learn valuable social and life skills for good character in an atmosphere of kindness, firmness, dignity, and respect.

In the beginning was the Mother. On the first day, She gave birth to light and darkness. They danced together. On the second day, She gave birth to land and water. They touched. On the third day, She gave birth to green growing things. They rooted and took a deep breath. On the fourth day, She gave birth to land, sea, and air creatures. They walked and flew and swam. On the fifth day, Her creation learned balance and cooperation. She thanked her partner for coaching her labor. On the sixth day, She celebrated the creativity of all living things. On the seventh day, She left space for the unknown.

It was only because men learned to cooperate that we could make the great discovery of the division of labor; a discovery which is the chief security for the welfare of mankind. To preserve human life would not be possible if each individual attempted to wrest a living from the earth by himself with no cooperation and no results of cooperation in the past. Through the division of labor we can use the results of many different kinds of training and organize many different abilities so that all of them contribute to the common welfare and guarantee relief from insecurity and increased opportunity for all the members of society. It

State philosophy reposes on a double identity: of the thinking subject, and of the concepts it creates and to which it lends its own presumed attributes of sameness and constancy. The subjects, its concepts, and also the objects in the world to which the concepts are applied have a shared, internal essence: the self-resemblance at the basis of identity. Representational thought is analogical; its concern is to establish a correspondence between these symmetrically structured domains. The faculty of judgment is the policeman of analogy, assuring that each of these terms is honestly itself, and that the proper correspondences obtain. In thought its end is truth, in action justice. The weapons it wields in their pursuit are limitive distribution (the determination of the exclusive set of properties possessed by each term in contradistinction to the others: logos, law) and hierarchical ranking (the measurement of the degree of perfection of a term’s self-resemblance in relation to a supreme standard, man, god, or gold: value, morality). The modus operandi is negation: x = x = not y. Identity, resemblance, truth, justice, and negation. The rational foundation for order. The established order, of course: philosophers have traditionally been employees of the State. The collusion between philosophy and the State was most explicitly enacted in the first decade of the nineteenth century with the foundation of the University of Berlin, which was to become the model of higher learning throughout Europe and in the United States. The goal laid out for it by Wilhelm von Humboldt (based on proposals by Fichte and Schleiermacher) was the ‘spiritual and moral training of the nation,’ to be achieved by ‘deriving everything from an original principle’ (truth), by ‘relating everything to an ideal’ (justice), and by ‘unifying this principle and this ideal to a single Idea’ (the State). The end product would be ‘a fully legitimated subject of knowledge and society’ – each mind an analogously organized mini-State morally unified in the supermind of the State. More insidious than the well-known practical cooperation between university and government (the burgeoning military funding of research) is its philosophical role in the propagation of the form of representational thinking itself, that ‘properly spiritual absolute State’ endlessly reproduced and disseminated at every level of the social fabric.

What the pupil must learn, if he learns anything at all, is that the world will do most of the work for you, provided you cooperate with it by identifying how it really works and aligning with those realities. If we do not let the world teach us, it teaches us a lesson.

Where did parents get the crazy idea that in order to make children behave, parents should make them feel shame, humiliation, or even pain? Children are more motivated to cooperate, learn new skills, and offer affection and respect when they feel encouraged, connected, and loved.

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.

So, what do you go for in a girl?” He crows, lifting a lager to his lips Gestures where his mate sits Downs his glass “He prefers tits I prefer ass. What do you go for in a girl?” I don’t feel comfortable The air left the room a long time ago All eyes are on me Well, if you must know I want a girl who reads Yeah. Reads. I’m not trying to call you a chauvinist Cos I know you’re not alone in this but… I want a girl who reads Who needs the written word & uses the added vocabulary She gleans from novels and poetry To hold lively conversation In a range of social situations I want a girl who reads Who’s heart bleeds at the words of Graham Greene Or even Heat magazine Who’ll tie back her hair while reading Jane Eyre And goes cover to cover with each water stones three for two offer but I want a girl who doesn’t stop there I want a girl who reads Who feeds her addiction for fiction With unusual poems and plays That she hunts out in crooked bookshops for days and days and days She’ll sit addicted at breakfast, soaking up the back of the cornflakes box And the information she gets from what she reads makes her a total fox Cos she’s interesting & unique & her theories make me go weak at the knees I want a girl who reads A girl who’s eyes will analyze The menu over dinner Who’ll use what she learns to kick my ass in arguments so she always ends the winner But she’ll still be sweet and she’ll still be flirty Cos she loves the classics and the classics are dirty So late at night she’d always have me in a stupor As she paraphrases the raunchier moments from the works of Jilly Cooper See, some guys prefer asses Some prefer tits And I’m not saying that I don’t like those bits But what’s more important What supersedes Is a girl with passion, wit and dreams So I’d like a girl who reads.

He was among trees then, spring trees tender with the new matchless green of young leaves, and a clear sun dappling them; summer trees full of leaf, whispering, massive; dark winter firs that fear no master and let no light brighten their woods. He learned the nature of all trees, the particular magics that are in oak and beech and ash.

Awe and wonder are essential to the human experience. Wonder fuels our passion for exploration and learning, for curiosity and adventure. Researchers have found that awe “leads people to cooperate, share resources, and sacrifice for others” and causes them “to fully appreciate the value of others and see themselves more accurately, evoking humility.

Questioner: I am full of hate. Will you please teach me how to love? KRISHNAMURTI: No one can teach you how to love. If people could be taught how to love, the world problem would be very simple, would it not? If we could learn how to love from a book as we learn mathematics, this would be a marvellous world; there would be no hate, no exploitation, no wars, no division of rich and poor, and we would all be really friendly with each other. But love is not so easily come by. It is easy to hate, and hate brings people together after a fashion; it creates all kinds of fantasies, it brings about various types of cooperation as in war. But love is much more difficult. You cannot learn how to love, but what you can do is to observe hate and put it gently aside. Don’t battle against hate, don’t say how terrible it is to hate people, but see hate for what it is and let it drop away; brush it aside, it is not important. What is important is not to let hate take root in your mind. Do you understand? Your mind is like rich soil, and if given sufficient time any problem that comes along takes root like a weed, and then you have the trouble of pulling it out; but if you do not give the problem sufficient time to take root, then it has no place to grow and it will wither away. If you encourage hate, give it time to take root, to grow, to mature, it becomes an enormous problem. But if each time hate arises you let it go by, then you will find that your mind becomes very sensitive without being sentimental; therefore it will know love. The mind can pursue sensations, desires, but it cannot pursue love. Love must come to the mind. And, when once love is there, it has no division as sensuous and divine: it is love. That is the extraordinary thing about love: it is the only quality that brings a total comprehension of the whole of existence.

We can go back to the Dark Ages! The crust of learning and good manners and tolerance is so thin! It would just take a few thousand big shells and gas bombs to wipe out all the eager young men, and all the libraries and historical archives and patent offices, all the laboratories and art galleries, all the castles and Periclean temples and Gothic cathedrals, all the cooperative stores and motor factories—every storehouse of learning. No inherent reason why Sissy's grandchildren—if anybody's grandchildren will survive at all—shouldn't be living in caves and heaving rocks at catamounts.

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.

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

What kind of books are you reading?” He laughed. “I’ve never heard of any great literature with the premise of ‘easy girl becomes sex slave to powerful man.’ Put down the Harlequins and learn about real life, Lola. I neither want nor need you to do any sexual favors for me.” “I …” I mumbled, flabbergasted at his words. “I don’t read Harlequins.” “Good. I wouldn’t want you to go getting any dreams in your head about this situation. I know how you girls are.

Many of the traditional approaches to interfaith dialogue have assumed that it can be successful only if agreements are reached about amorphous concepts and themes that various traditions may have in common. These approaches have also assumed that participants have to "weaken" or "compromise" elements of their own faith... this is not necessarily constructive for engaging in interfaith understanding and dialogue. It is only when participants have a deep understanding of their own religious traditions and are willing to learn and recognize the richness of other religious traditions that constructive cooperation can take place between groups from different faiths. (by Cilliers, Ch. 3, p. 57-58)

Only by the aid of language does reason bring about its most important achievements, namely the harmonious and consistent action of several individuals, the planned cooperation of many thousands, civilization, the State; and then, science, the storing up of previous experience, the summarizing into one concept of what is common, the communication of truth, the spreading of error, thoughts and poems, dogmas and superstitions. The animal learns to know death only when he dies, but man consciously draws every hour nearer his death; and at times this makes life a precarious business, even to the man who has not already recognized this character of constant annihilation in the whole of life itself.

Challenge: we find personal meaning in pursuing a goal that’s difficult but not impossible. Curiosity: we’re intrigued and find pleasure in learning more. Control: we like the feeling of mastery. Fantasy: we play a game; we use our imagination to make an activity more stimulating. Cooperation: we enjoy the satisfaction of working with others. Competition: we feel gratified when we can compare ourselves favorably to others. Recognition: we’re pleased when others recognize our accomplishments and contributions.

The unexamined life is surely worth living, but is the unloved life worth examining? It seems a strange question until one realizes how much of our so-called mental life is about the lives we are not living, the lives we are missing out on, the lives we could be leading but for some reason are not. What we fantasize about, what we long for, are the experiences, the things and the people that are absent. It is the absence of what we need that makes us think, that makes us cross and sad. We have to be aware of what is missing in our lives - even if this often obscures both what we already have and what is actually available - because we can survive only if our appetites more or less work for us. Indeed, we have to survive our appetites by making people cooperate with our wanting. We pressurize the world to be there for our benefit. And yet we quickly notice as children - it is, perhaps, the first thing we do notice - that our needs, like our wishes, are always potentially unmet. Because we are always shadowed by the possibility of not getting what we want, we lean, at best, to ironize our wishes - that is, to call our wants wishes: a wish is only a wish until, as we say, it comes true - and, at worst, to hate our needs. But we also learn to live somewhere between the lives we have and the lives we would like.(…) There is always what will turn out to be the life we led, and the life that accompanied it, the parallel life (or lives) that never actually happened, that we lived in our minds, the wished-for life (or lives): the risks untaken and the opportunities avoided or unprovided. We refer to them as our unloved lives because somewhere we believe that they were open to us; but for some reason - and we might spend a great deal of our lived lives trying to find and give the reason - they were not possible. And what was not possible all too easily becomes the story of our lives. Indeed, our lived lives might become a protracted mourning for, or an endless tantrum about, the lives we were unable to live. But the exemptions we suffer, whether forced or chosen, make us who we are. As we know more now than ever before about the kinds of lives it is possible to live - and affluence has allowed more people than ever before to think of their lives in terms of choices and options - we are always haunted by the myth of our potential, of what we might have it in ourselves to be or do. So when we are not thinking, like the character in Randall Jarrell's poem, that "The ways we miss our lives is life", we are grieving or regretting or resenting our failure to be ourselves as we imagine we could be. We share our lives with the people we have failed to be. We discover these unloved lives most obviously in our envy of other people, and in the conscious 9and unconscious) demands we make on our children to become something that was beyond us. And, of course, in our daily frustrations. Our lives become an elegy to needs unmet and desires sacrificed, to possibilities refused, to roads not taken. The myth of our potential can make of our lives a perpetual falling-short, a continual and continuing loss, a sustained and sometimes sustaining rage; though at its best it lures us into the future, but without letting us wonder why such lures are required (we become promising through the promises made to us). The myth of potential makes mourning and complaining feel like the realest things we eve do; and makes of our frustration a secret life of grudges. Even if we set aside the inevitable questions - How would we know if we had realized our potential? If we don't have potential what do we have? - we can't imagine our lives without the unloved lives they contain. We have an abiding sense, however obscure and obscured, that the lives we do lead are informed by the lives that escape us. That our lives are defined by loss, but loss of what might have been; loss, that is, of things never experienced.

There are two of you now. Neither is sufficient unto itself, but you learn, over time, to join your two halves together, and hobble around. There are limits to what you can do, though you’re able to get from place to place. Each half, naturally enough, requires the cooperation of the other, and you find yourself getting snappish with yourself; you find yourself cursing yourself for your clumsiness, your overeagerness, your lack of consideration for your other half. You feel it doubly. Still, you go on. Still, you step in tandem, make your slow and careful way up and down the stairs, admonishing, warning, each of you urging the other to slow down, or speed up, or wait a second. What else can you do? Each would be helpless without the other. Each would be stranded, laid flat, abandoned, bereft.

I believe this movement will prevail. I don’t mean it will defeat, conquer, or create harm to someone else. Quite the opposite. I don’t tender the claim in an oracular sense. I mean that the thinking that informs the movement’s goals will reign. It will soon suffuse most institutions, but before then, it will change a sufficient number of people so as to begin the reversal of centuries of frenzied self-destructive behavior. Some say it is too late, but people never change when they are comfortable. Helen Keller threw aside the gnawing fears of chronic bad news when she declared, “I rejoice to live in such a splendidly disturbing time!” In such a time, history is suspended and thus unfinished. It will be the stroke of midnight for the rest of our lives. My hopefulness about the resilience of human nature is matched by the gravity of our environmental and social condition. If we squander all our attention on what is wrong, we will miss the prize: In the chaos engulfing the world, a hopeful future resides because the past is disintegrating before us. If that is difficult to believe, take a winter off and calculate what it requires to create a single springtime. It’s not too late for the world’s largest institutions and corporations to join in saving the planet, but cooperation must be on the planet’s terms. The “Help Wanted” signs are everywhere. All people and institutions including commerce, governments, schools, churches and cities, need to learn from life and reimagine the world from the bottom up, based on the first principles if justice and ecology. Ecological restoration is extraordinarily simple: You remove whatever prevents the system from healing itself. Social restoration is no different. We have the heart, knowledge, money and sense to optimize out social and ecological fabric. It is time for all that is harmful to leave. One million escorts are here to transform the nightmares of empire and the disgrace of war on people and place. We are the transgressors and we are the forgivers. “We” means all of us, everyone. There can be no green movement unless there is also a black, brown and copper movement. What is more harmful resides within is, the accumulated wounds of the past, the sorrow, shame, deceit, and ignominy shared by every culture, passed down to every person, as surely as DNA, as history of violence and greed. There is not question that the environmental movement is most critical to our survival. Our house is literally burning, and it is only logical that environmentalists expect the social justice movement to get on the environmental bus. But is actually the other way around; the only way we are going to put out this fire is to get on the social justice bus and heal our wounds, because in the end, there is only one bus. Armed with that growing realization, we can address all that is harmful externally. What will guide us is a living intelligence that creates miracles every second, carried forth by a movement with no name.

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.

When I was a nursemaid at the home of the landowners, a nun who happened to pass once gave me something square and white.Timidly I licked it and discovered that it was sweet and delicious. I realize now that it must have been a sugar cube;but still, more than twenty years later, I remember clearly the joy I felt then. It's not just children; everyone seems to be deeply touched by unexpected joy brought to them by others and is unable to forget it. That child will be grown up by now, and if he hasn't forgotten me, whenever he sees a crying child he'll want to say a kind word and wipe the kid's nose. And when that kid grows up, he'll do the same. To do something kind for another is never a bad feeling; it fosters a spirit of caring for other people. And who knows,after a hundrend years, human beings may even learn to cooperate with one another...Yes, that was it: I'd try to teach children that if they felt glad when someone gave them a single piece of candy,then they in turn should give to others.

Extend thoughts of kindness everywhere. Practice kindness toward Earth by picking up a piece of litter that’s on your path, or saying a silent prayer of gratitude for the existence of rain, the color of flowers, or even the paper you hold in your hand that was donated by a tree. The universe responds in kind to what you elect to radiate outward. If you say with kindness in your voice and in your heart, “How may I serve you?” the universe’s response will be, “How may I serve you as well?” It’s attractor energy. It’s this spirit of cooperation with all of life that emerges from the essence of intention. And this spirit of kindness is one that you must learn to match if connecting back to intention is your desire.

We seek beauty, but our understanding of its nature is limited. We find it primarily in easy-to-appreciate human forms. As we grow older and learn more, we journey closer to the truth of beauty. We begin to perceive it more powerfully in minds than in bodies. We stay on our quest, ascending, going higher and higher in our conception of beauty. As we do, our capacity to recognize beauty grows larger. We can take in more. Our eyes adjust to the bright light of the true nature of beauty until, at last, we may be able to behold it - perfect beauty, which is "pure, clean, unmixed, and not infected with human flesh, colors, or morality." Glimpsing to at last, we become part of a bigger sum, something vast and immortal.

So where is it?” Harry asked suspiciously. “Unfortunately,” said Scrimgeour, “that sword was not Dumbledore’s to give away. The sword of Godric Gryffindor is an important historical artifact, and as such, belongs—” “It belongs to Harry!” said Hermione hotly. “It chose him, he was the one who found it, it came to him out of the Sorting Hat—” “According to reliable historical sources, the sword may present itself to any worthy Gryffindor,” said Scrimgeour. “That does not make it the exclusive property of Mr. Potter, whatever Dumbledore may have decided.” Scrimgeour scratched his badly shaven cheek, scrutinizing Harry. “Why do you think—?” “—Dumbledore wanted to give me the sword?” said Harry, struggling to keep his temper. “Maybe he thought it would look nice on my wall.” “This is not a joke, Potter!” growled Scrimgeour. “Was it because Dumbledore believed that only the sword of Godric Gryffindor could defeat the Heir of Slytherin? Did he wish to give you that sword, Potter, because he believed, as do many, that you are the one destined to destroy He-Who-Must-Not-Be-Named?” “Interesting theory,” said Harry. “Has anyone ever tried sticking a sword in Voldemort? Maybe the Ministry should put some people onto that, instead of wasting their time stripping down Deluminators or covering up breakouts from Azakaban. So is this what you’ve been doing, Minister, shut up in your office, trying to break open a Snitch? People are dying—I was nearly one of them—Voldemort chased me across three counties, he killed Mad-Eye Moody, but there’s been no word about any of that from the Ministry, has there? And you still expect us to cooperate with you?” “You go too far!” shouted Scrimgeour, standing up; Harry jumped to his feet too. Scrimgeour limped toward Harry and jabbed him hard in the chest with the point of his wand: It singed a hole in Harry’s T-shirt like a lit cigarette. “Oi!” said Ron, jumping up and raising his own wand, but Harry said, “No! D’you want to give him an excuse to arrest us?” “Remembered you’re not at school, have you?” said Scrimgeour, breathing hard into Harry’s face. “Remembered that I am not Dumbledore, who forgave your insolence and insubordination? You may wear that scar like a crown, Potter, but it is not up to a seventeen-year-old boy to tell me how to do my job! It’s time you learned some respect!” “It’s time you earned it,” said Harry.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

Most people who haven’t had direct contact with the leadership of their own and other countries form their views based on what they learn in the media, and become quite naive and inappropriately opinionated as a result. That’s because dramatic stories and gossip draw more readers and viewers than does clinical objectivity. Also, in some cases “journalists” have their own ideological biases that they are trying to advance. As a result, most people who see the world through the lens of the media tend to look for who is good and who is evil rather than what the vested interests and relative powers are and how they are being played out. For example, people tend to embrace stories about how their own country is moral and the rival country is not, when most of the time these countries have different interests that they are trying to maximize. The best behaviors one can hope for come from leaders who can weigh the benefits of cooperation, and who have long enough time frames that they can see how the gifts they give this year may bring them benefits in the future.

Augustine, who assumed that Genesis 1 was chapter 1 in a book that contained the literal words of God, and that Genesis 2 was the second chapter in the same book, put the two chapters together and read the latter as a sequel. Genesis 2, he assumed, described the fall from the perfection and original goodness of creation depicted in chapter 1. So almost inevitably the Christian scriptures from the fourth century on were interpreted against the background of this (mis) understanding. The primary trouble with this theory was that by the fourth century of the Common Era there were no Jews to speak of left in the Christian movement, and therefore the only readers and interpreters of the ancient Hebrew myths were Gentiles, who had no idea what these stories originally meant. Consequently, they interpreted them as perfection established by God in chapter 1, followed by perfection ruined by human beings in chapter 2. Why was that a problem? Well I, for one, have never known a Jewish scripture scholar to treat the Garden of Eden story in the same way that Gentiles treat it. Jews tend to see this story not as a narrative about sin entering the world, but as a parable about the birth of self-consciousness. It is, for the Jews, not a fall into sin, but a step into humanity. It is the birth of a new relationship with God, changing from master-servant to interdependent cooperation. The forbidden fruit was not from an apple tree, as so many who don’t bother to read the text seem to think. It was rather from “the tree of knowledge,” and the primary thing that one gained from eating the fruit of the tree of knowledge was the ability to discern good from evil. Gaining that ability did not, in the minds of the Jewish readers of the book of Genesis, corrupt human nature. It simply made people take responsibility for their freely made decisions. A slave has no such freedom. The job of the slave is simply to obey, not to think. The job of the slave-master is to command. Thus the relationship of the master to the slave is a relationship of the strong to the weak, the parent to the child, the king to the serf, the boss to the worker. If human beings were meant to live in that kind of relationship with God, then humanity would have been kept in a perpetual state of irresponsible, childlike immaturity. Adam and Eve had to leave the Garden of Eden, not because they had disobeyed God’s rules, but because, when self-consciousness was born, they could no longer live in childlike dependency. Adam and Eve discovered, as every child ultimately must discover, that maturity requires that the child leave his or her parents’ home, just as every bird sooner or later must leave its nest and learn to fly on its own. To be forced out of the Garden of Eden was, therefore, not a punishment for sin, so much as it was a step into maturity.

You didn’t warn us about this, Readier,’ said Stowley resentfully. Gilt waved his hands. ‘We must speculate to accumulate!’ he said. ‘The Post Office? Trickery and sleight of hand. Oh, von Lipwig is an ideas man, but that’s all he is. He’s made a splash, but he’s not got the stamina for the long haul. Yet as it turns out he will do us a favour. Perhaps we have been . . . a little smug, a little lax, but we have learned our lesson! Spurred by the competition we are investing several hundred thousand dollars—’ ‘Several hundred?’ said Greenyham. Gilt waved him into silence, and continued: ‘—several hundred thousand dollars in a challenging, relevant and exciting systemic overhaul of our entire organization, focusing on our core competencies while maintaining full and listening co-operation with the communities we are proud to serve. We fully realize that our energetic attempts to mobilize the flawed infrastructure we inherited have been less than totally satisfactory, and hope and trust that our valued and loyal customers will bear with us in the coming months as we interact synergistically with change management in our striving for excellence. That is our mission.’ An awed silence followed.

I haven’t said it yet, but it seemed implied, that cinema for me was the American one, current Hollywood productions. “My” period goes roughly from The Lives of a Bengal Lancer (Henry Hathaway, 1935) with Gary Cooper and Mutiny on the Bounty (Frank Lloyd, 1935) with Charles Laughton and Clark Gable, to the death of Jean Harlow (which I relived many years later like the death of Marilyn Monroe, in an era more aware of the neurotic power of every symbol), with lots of comedies in between, the mystery-romances with Myrna Loy and William Powell and the dog Asta, the musicals of Fred Astaire and Ginger Rogers, the crime pictures of Chinese detective Charlie Chan and the horror films of Boris Karloff. I didn’t remember the names of the directors as well as the names of the actors, except for a few like Frank Capra, Gregory La Cava, and Frank Borzage, who represented the poor rather than the millionaires, usually with Spencer Tracy: they were the good-natured directors from the Roosevelt era; I learned this later; back then I consumed everything without distinguishing between them too much. American cinema in that moment consisted of a collection of actors’ faces without equal before or after (at least it seemed that way to me) and the adventures were simple mechanisms to get these faces together (sweethearts, character actors, extras) in different combinations.

Specialisation, accompanied by exchange, is the source of economic prosperity. Here, in my own words, is what a modern version of Smithism claims. First, the spontaneous and voluntary exchange of goods and services leads to a division of labour in which people specialise in what they are good at doing. Second, this in turn leads to gains from trade for each party to a transaction, because everybody is doing what he is most productive at and has the chance to learn, practise and even mechanise his chosen task. Individuals can thus use and improve their own tacit and local knowledge in a way that no expert or ruler could. Third, gains from trade encourage more specialisation, which encourages more trade, in a virtuous circle. The greater the specialisation among producers, the greater is the diversification of consumption: in moving away from self-sufficiency people get to produce fewer things, but to consume more. Fourth, specialisation inevitably incentivises innovation, which is also a collaborative process driven by the exchange and combination of ideas. Indeed, most innovation comes about through the recombination of existing ideas for how to make or organise things. The more people trade and the more they divide labour, the more they are working for each other. The more they work for each other, the higher their living standards. The consequence of the division of labour is an immense web of cooperation among strangers: it turns potential enemies into honorary friends. A woollen coat, worn by a day labourer, was (said Smith) ‘the produce of a great multitude of workmen. The shepherd, the sorter of the wool, the wool-comber or carder, the dyer, the scribbler, the spinner, the weaver, the fuller, the dresser . . .’ In parting with money to buy a coat, the labourer was not reducing his wealth. Gains from trade are mutual; if they were not, people would not voluntarily engage in trade. The more open and free the market, the less opportunity there is for exploitation and predation, because the easier it is for consumers to boycott the predators and for competitors to whittle away their excess profits. In its ideal form, therefore, the free market is a device for creating networks of collaboration among people to raise each other’s living standards, a device for coordinating production and a device for communicating information about needs through the price mechanism. Also a device for encouraging innovation. It is the very opposite of the rampant and selfish individualism that so many churchmen and others seem to think it is. The market is a system of mass cooperation. You compete with rival producers, sure, but you cooperate with your customers, your suppliers and your colleagues. Commerce both needs and breeds trust.

When countries negotiate with one another, they typically operate as if they are opponents in a chess match or merchants in a bazaar in which maximizing one’s own benefit is the sole objective. Smart leaders know their own countries’ vulnerabilities, take advantage of others’ vulnerabilities, and expect the other countries’ leaders to do the same. Most people who haven’t had direct contact with the leadership of their own and other countries form their views based on what they learn in the media, and become quite naive and inappropriately opinionated as a result. That’s because dramatic stories and gossip draw more readers and viewers than does clinical objectivity. Also, in some cases “journalists” have their own ideological biases that they are trying to advance. As a result, most people who see the world through the lens of the media tend to look for who is good and who is evil rather than what the vested interests and relative powers are and how they are being played out. For example, people tend to embrace stories about how their own country is moral and the rival country is not, when most of the time these countries have different interests that they are trying to maximize. The best behaviors one can hope for come from leaders who can weigh the benefits of cooperation, and who have long enough time frames that they can see how the gifts they give this year may bring them benefits in the future.

And you're thinking I just tossed out some casual phrase that you've heard from dozens of guys? Or maybe one in particular,who mattered enough to turn you into a cynic?" At the intensity of his tone she looked up. "Yeah.Something like that.After all, McCord,your reputation precedes you. You're not exactly shy with women. I'm sure you've used plenty of lines like that to get what you want." His eyes,steady on hers,were hot and fierce. His voice was equally fierce. "I'll admit that when I first saw you, my initial reaction was purely physical. A healthy combination of testosterone and lust.What guy could look at you and not feel what I felt? You're beautiful, and bright and independent.And did I mention beautiful?" That brought a smile to her eyes. "But the more I got to know you,the more I realized you weren't just a pretty package.I started learning that you were someone special.Someone I wanted to treat very carefully." "And now?" "I'm still battling lust." There was that grin,sending an arrow straight through her heart. "But there's more here.Much more." He stared at her mouth with naked hunger. "I've waited a long time for this,but now I'm going to have to kiss you.And when I do,I can't promise to stop." She stood very still,heart pounding. "How do you know I'll ask you to?" "Careful.Because unless you tell me to stop,you have to know where this is heading..." In reply she stood on tiptoe to brush her mouth to his,stopping his words. Stopping his heart. He drew in a deep breath and drew her a little away to stare into her eyes. "I hope you meant that." "With all my heart." "Thank God." He dragged her against him and covered her lips with his.Inside her mouth he whispered, "Because, baby,I mean this." She'd waited so long.So long.And it was worth all the time she'd spent waiting and wondering.Here was a man who knew how to kiss a woman and make her feel like the only one in the universe. This kiss was so hot,so hungry, she felt the rush of desire from the top of her head all the way to her toes.And still it spun on and on until she became lost in it. He changed the angle of the kiss and took it deeper until Marilee could feel her flesh heating, her bones melting like hot wax. She wanted to be sensible,to move slowly, but her mind refused to cooperate. With a single kiss her brain had been wiped clear of every thought but one.She wanted this man.Wanted him now.Desperately. When at last they came up for air, she put a hand to his chest. "I need a minute to catch my breath." "Okay." A second later he dragged her close. "Time's up." Her laughter turned into a sigh as he ran nibbling kisses down her throat until the blood was drumming in her temples.

In his book, Nothing Ever Dies: Vietnam and the Memory of War, Viet Thanh Nguyen writes that immigrant communities like San Jose or Little Saigon in Orange County are examples of purposeful forgetting through the promise of capitalism: “The more wealth minorities amass, the more property they buy, the more clout they accumulate, and the more visible they become, the more other Americans will positively recognize and remember them. Belonging would substitute for longing; membership would make up for disremembering.” One literal example of this lies in the very existence of San Francisco’s Chinatown. Chinese immigrants in California had battled severe anti-Chinese sentiment in the late 1800s. In 1871, eighteen Chinese immigrants were murdered and lynched in Los Angeles. In 1877, an “anti-Coolie” mob burned and ransacked San Francisco’s Chinatown, and murdered four Chinese men. SF’s Chinatown was dealt its final blow during the 1906 earthquake, when San Francisco fire departments dedicated their resources to wealthier areas and dynamited Chinatown in order to stop the fire’s spread. When it came time to rebuild, a local businessman named Look Tin Eli hired T. Paterson Ross, a Scottish architect who had never been to China, to rebuild the neighborhood. Ross drew inspiration from centuries-old photographs of China and ancient religious motifs. Fancy restaurants were built with elaborate teak furniture and ivory carvings, complete with burlesque shows with beautiful Asian women that were later depicted in the musical Flower Drum Song. The idea was to create an exoticized “Oriental Disneyland” which would draw in tourists, elevating the image of Chinese people in America. It worked. Celebrities like Humphrey Bogart, Lauren Bacall, Ronald Reagan and Bing Crosby started frequenting Chinatown’s restaurants and nightclubs. People went from seeing Chinese people as coolies who stole jobs to fetishizing them as alluring, mysterious foreigners. We paid a price for this safety, though—somewhere along the way, Chinese Americans’ self-identity was colored by this fetishized view. San Francisco’s Chinatown was the only image of China I had growing up. I was surprised to learn, in my early twenties, that roofs in China were not, in fact, covered with thick green tiles and dragons. I felt betrayed—as if I was tricked into forgetting myself. Which is why Do asks his students to collect family histories from their parents, in an effort to remember. His methodology is a clever one. “I encourage them and say, look, if you tell your parents that this is an academic project, you have to do it or you’re going to fail my class—then they’re more likely to cooperate. But simultaneously, also know that there are certain things they won’t talk about. But nevertheless, you can fill in the gaps.” He’ll even teach his students to ask distanced questions such as “How many people were on your boat when you left Vietnam? How many made it?” If there were one hundred and fifty at the beginning of the journey and fifty at the end, students may never fully know the specifics of their parents’ trauma but they can infer shadows of the grief they must hold.