Correspondence Education Quotes

I fully agree with you about the significance and educational value of methodology as well as history and philosophy of science. So many people today - and even professional scientists - seem to me like somebody who has seen thousands of trees but has never seen a forest. A knowledge of the historic and philosophical background gives that kind of independence from prejudices of his generation from which most scientists are suffering. This independence created by philosophical insight is - in my opinion - the mark of distinction between a mere artisan or specialist and a real seeker after truth. [Correspondance to Robert Thorton in 1944]

If climate drives business results, what drives climate? 50-70% of how employees perceive their organization’s climate corresponds to the actions of one person: their manager.

So shall we come to look at the world with new eyes. It shall answer the endless inquiry of the intellect, — What is truth? and of the affections, — What is good? by yielding itself passive to the educated Will. ... Build, therefore, your own world. As fast as you conform your life to the pure idea in your mind, that will unfold its great proportions. A correspondent revolution in things will attend the influx of the spirit.

The more Adams thought about the future of his country, the more convinced he became that it rested on education. Before any great things are accomplished, he wrote to a correspondent, a memorable change must be made in the system of education and knowledge must become so general as to raise the lower ranks of society nearer to the higher. The education of a nation instead of being confined to a few schools and universities for the instruction of the few, must become the national care and expense for the formation of the many.

And this, this, is their genius. Conservatives are not looking to make education more rigorous and informative, or science more empirical or verifiable, or voting more representative, or the government more efficient or effective. They just want all those things to reinforce their partisan, ideological, conservative viewpoint.

The foreign correspondent is frequently the only means of getting an important story told, or of drawing the world's attention to disasters in the making or being covered up. Such an important role is risky in more ways than one. It can expose the correspondent to actual physical danger; but there is also the moral danger of indulging in sensationalism and dehumanizing the sufferer. This danger immediately raises the question of the character and attitude of the correspondent, because the same qualities of mind which in the past separated a Conrad from a Livingstone, or a Gainsborough from the anonymous painter of Francis Williams, are still present and active in the world today. Perhaps this difference can best be put in one phrase: the presence or absence of respect for the human person.

We are indeed a house divided. But the division between race and race, class and class, will not be dissolved by massive infusions of brotherly sentiment. The division is not the result of bad sentiment, and therefore will not be healed by rhetoric. Rather the division and the bad sentiments are both reflections of vast and growing inequalities in our socioeconomic system--inequalities of wealth, of status, of education, of access to political power. Talk of brotherhood and "tolerance" (are we merely to "tolerate" one another?) might once have had a cooling effect, but increasingly it grates on the nerves. It evokes contempt not because the values of brotherhood are wrong--they are more important than ever--but because it just does not correspond to the reality we see around us. And such talk does nothing to eliminate the inequalities that breed resentment and deep discontent.

Before any great things are accomplished, he wrote to a correspondent, a memorable change must be made in the system of education and knowledge must become so general as to raise the lower ranks of society nearer to the higher. The education of a nation instead of being confined to a few schools and universities for the instruction of the few, must become the national care and expense for the formation of the many.

Bigotry is the disease of ignorance, of morbid minds; enthusiasm of the free and buoyant. Education and free discussion are the antidotes of both. We are destined to be a barrier against the returns of ignorance and barbarism. Old Europe will have to lean on our shoulders, and to hobble along by our side, under the monkish trammels of priests and kings, as she can. What a Colossus shall we be when the Southern continent comes up to our mark! What a stand will it secure as a ralliance for the reason & freedom of the globe! I like the dreams of the future better than the history of the past. So good night. I will dream on, always fancying that Mrs Adams and yourself are by my side marking the progress and the obliquities of ages and countries.

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

In short order, I became America’s foremost “irregardless” apologist. I recorded a short video for Merriam-Webster’s website refuting the notion that “irregardless” wasn’t a word; I took to Twitter and Facebook and booed naysayers who set “irregardless” up as the straw man for the demise of English. I continued to find evidence of the emphatic “irregardless” in all sorts of places—even in the oral arguments of a Supreme Court case. One incredulous e-mail response to my video continued to claim “irregardless” wasn’t a real word. “It’s a made-up word that made it into the dictionary through constant use!” the correspondent said, and I cackled gleefully before responding. Of course “irregardless” is a made-up word that was entered into the dictionary through constant use; that’s pretty much how this racket works. All words are made-up: Do you think we find them fully formed on the ocean floor, or mine for them in some remote part of Wales? I began telling correspondents that “irregardless” was much more complex than people thought, and it deserved a little respectful respite, even if it still was not part of Standard English. My mother was duly horrified. “Oh, Kory,” she tutted. “So much for that college education.” —

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the absolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The school boy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle.

The master always keeps a piece of learning--that is to say, a piece of the student's ignorance--up his sleeve. I understood that, says the satisfied student. You think so, corrects the master. in fact, there's a difficulty here that I've been sparing you until now. We will explain it when we get to the corresponding lesson. What does this mean? asks the curious student. I could tell you, responds the master, but it would be premature: you wouldn't understand at all. It will be explained to you next year. The master is always a length ahead of the student, who always feels that in order to go farther he must have another master, supplementary explications. Thus does the triumphant Achilles drag Hector's corpse, attached to his chariot, around the city of Troy.

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

All the good things on this earth are trophy cups. The strong win them. The weak lose them. from a speech by the Nazi Minister of Education

We imagine the villains of history as masterminds of horror. This happens because we learn about them from history books, which weave narratives that retrospectively imbue events with logic, making them seem predetermined. Historians and their readers bring an unavoidable perception bias to the story: if a historical event caused shocking destruction, then the person behind this event must have been a correspondingly giant monster. Terrifying as it is to contemplate the catastrophes of the twentieth century, it would be even more frightening to imagine that humanity had stumbled unthinkingly into its darkest moments. But a reading of contemporaneous accounts will show that both Hitler and Stalin struck many of their countrymen as men of limited ability, education, and imagination—and, indeed, as being incompetent in government and military leadership. Contrary to popular wisdom, they were not political savants, possessed of one extraordinary talent that brought them to power. It was, rather, the blunt instrument of reassuring ignorance that propelled their rise in a frighteningly complex world.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

Bullshit is everywhere.” (...) Then there’s the more pernicious bullshit… It comes in three flavors: Making bad things sound good… “Patriot Act.” Because “Are You Scared Enough to Let Me Look at All Your Phone Records Act” doesn’t sell… Number two: hiding bad things under mountains of bullshit. “Hey, a handful of billionaires can’t buy our elections, right?” “Of course not. They can only pour unlimited, anonymous cash into a 501( c)( 4) if 50 percent is devoted to ‘issue education’”… And finally, my favorite: the bullshit of infinite possibility… “We cannot take action on climate change until everyone in the world agrees gay marriage vaccines won’t cause our children to marry goats who are coming for our guns. Until then, I say we teach the controversy.” So I say to you, friends: The best defense against bullshit is vigilance. So if you smell something, say something. ~Jon Stewart

Through all the scenes of her eventful life may be traced the energy of a naturally powerful mind—the fearlessness and child-like simplicity of one untrammelled by education or conventional customs—purity of character—an unflinching adherence to principle—and a native enthusiasm, which, under different circumstances, might easily have produced another Joan of Arc. With all her fervor, and enthusiasm, and speculation, her religion is not tinctured in the least with gloom. No doubt, no hesitation, no despondency, spreads a cloud over her soul; but all is bright, clear, positive, and at times ecstatic. Her trust is in God, and from him she looks for good, and not evil. She feels that ‘perfect love casteth out fear.

Many parents as well as teachers refuse to place this responsibility upon children for fear of the mistakes that they will make. On account of this fear they make it as nearly as possible unnecessary for children to judge freely, by giving them arbitrary rules to follow, or by directing them exactly what they shall do each moment. This cultivates poor judgment by depriving children of the very practice that will make their judgments reliable; it prevents the school requirements from corresponding to those in life outside.

inconnus, s’enthousiasmait pour une oeuvre ou pour un homme, et, s’obstinant alors, ne regardant à rien, multipliait les courses, les correspondances, les réclames. Il se croyait fort honnête, et, dans son besoin d’expansion, racontait naïvement ses indélicatesses.

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.

Higher education, in contrast, did not always keep its promise to develop the talents of even its best students. Left with classroom achievement alone, many students never found a negotiable path to a clearly envisioned career corresponding to their deepest interests and values.

There is no branch of education called so universally into requisition as the art of letter writing; no station, high or low, where the necessity for correspondence is not felt; no person, young or old, who does not, at some time, write, cause to be written, and receive letters. From the President in his official capacity, with the busy pens of secretaries constantly employed in this branch of service, to the Irish laborer who, unable to guide a pen, writes, also by proxy, to his kinsfolks across the wide ocean; all, at some time, feel the desire to transmit some message, word of love, business, or sometimes enmity, by letter.

it is useful, or rather it is necessary, not to be indifferent about acquiring the works of earlier writers, but to make a collection of these, like a set of tools in farming. For the corresponding tool of education is the use of books, and by their means it has come to pass that we are able to study knowledge at its source.

Letters are, of course, quite special in my view, for when a reader has been sufficiently moved (or even perturbed) by a book to sit down and compose a letter to the author, something very powerful has happened. Things Fall Apart has brought me a large body of such correspondence from people of different ages and backgrounds and from all the continents.

...moral and religious education, and especially the education a child receives at home, where parents are allowed - even expected - to determine for their children what counts as truth and falsehood, right and wrong. Children, I'll argue, have a human right not to have their minds crippled by exposure to other people's bad ideas - no matter who these other people are. parents, correspondingly, have no God-given license to enculturate their children in whatever ways they personally choose: no right to limit the horizons of their children's knowledge, to bring them up in an atmosphere of dogma and superstition, or to insist they follow the straight and narrow paths of their own faith. In short, children have a right not to have their minds addled by nonsense, and we as a society have a duty to protect them from it. So we should no more allow parents to teach their children to believe, for example, in the literal truth of the Bible or that the planets rule their lives, than we should allow parents to knock their children's teeth out or lock them in a dungeon.

It would be naive to overlook the self-interest behind many of the glowing pleas for “expanded educational opportunity for youth.” Since youth must compete against each other for jobs, more “opportunity” for tax-subsidized education of middle-class students means a continued escalation of degree requirements for jobs and corresponding restriction of opportunity for youths from poorer families.

But the point is: On the right, they’re pretending that our “truthfulness” is what’s really important to them. Which, ironically, is not true. What matters to them is discrediting anything that they believe harms their side. That is their prime directive. And unlike Kirk, they fuckin’ stick with it. They don’t just drop the protocol any time they feel like humping a green girl in a unitard. [video clip of Captain Kirk, pursuing a green girl in a unitard] And this, this, is their genius. Conservatives are not looking to make education more rigorous and informative, or science more empirical or verifiable, or voting more representative, or the government more efficient or effective. They just want all those things to reinforce their partisan, ideological, conservative viewpoint. ~ Jon Stewart

Indeed ethnography and theory resemble nothing so much as the two arcs of a hyperbola, which cast their beams in opposite directions, lighting up the surfaces, respectively, of mind and world. They are back to back, and darkness reigns between them. But what if each arc were to reverse its orientation, so as to embrace the other in an encompassing, brightly illuminated ellipse? We would then have neither ethnography nor theory, nor even a compound of both. What we would have is an undivided, interstitial field of anthropology. If ethnographic theory is the hyperbola, anthropology is the ellipse. For ethnography, when it turns, is no longer ethnography but the educational correspondences of real life. And theory, when it turns, is no longer theory, but an imagination nourished by its observational engagements with the world. The rupture between reality and imagination—the one annexed to fact, the other to theory—has been the source of much havoc in the history of consciousness. It needs to be repaired. It is surely the task of anthropology, before all else, to repair it. In calling a halt to the proliferation of ethnography, I am not asking for more theory. My plea is for a return to anthropology.

Since no one can know everything, and most people know almost nothing, rationality consists of outsourcing knowledge to institutions that specialize in creating and sharing it, primarily academia, public and private research units, and the press. That trust is a precious resource which should not be squandered. Though confidence in science has remained steady for decades, confidence in universities is sinking. A major reason for the mistrust is the universities’ suffocating left-wing monoculture, with its punishment of students and professors who question dogmas on gender, race, culture, genetics, colonialism, and sexual identity and orientation. Universities have turned themselves into laughingstocks for their assaults on common sense (as when a professor was recently suspended for mentioning the Chinese pause word ne ga because it reminded some students of the racial slur). On several occasions correspondents have asked me why they should trust the scientific consensus on climate change, since it comes out of institutions that brook no dissent. That is why universities have a responsibility to secure the credibility of science and scholarship by committing themselves to viewpoint diversity, free inquiry, critical thinking, and active open-mindedness.

Thus, the person of experience and reflection writes history. Anyone who has not experienced life on a greater and higher level than everyone else will not know how to interpret the greatness and loftiness of the past. The utterance of the past is always an oracular pronouncement. You will understand it only as builders of the future and as people who know about the present. People now explain the extraordinarily deep and far-reaching effect of Delphi by the particular fact that the Delphic priests had precise knowledge about the past. It is appropriate now to understand that only the man who builds the future has a right to judge the past. In order to look ahead, set yourselves an important goal, and at the same time control that voluptuous analytical drive with which you now lay waste the present and render almost impossible all tranquility, all peaceful growth and maturing. Draw around yourself the fence of a large and extensive hope, an optimistic striving. Create in yourselves a picture to which the future is to correspond, and forget the myth that you are epigones. You have enough to plan and to invent when you imagine that future life for yourselves. But in considering history do not ask that she show you the 'How?' and the 'With what?' If, however, you live your life in the history of great men, then you will learn from history the highest command: to become mature and to flee away from that paralyzing and prohibiting upbringing of the age, which sees advantages for itself in not allowing you to become mature, in order to rule and exploit you, the immature. And when you ask after biographies, then do not ask for those with the refrain 'Mr. Soandso and His Age' but for those whose title page must read 'A Fighter Against His Age.' Fill your souls with Plutarch, and dare to believe in yourselves when you have faith in his heroes. With a hundred people raised in such an unmodern way, that is, people who have become mature and familiar with the heroic, one could permanently silence the entire noisy pseudo-education of this age.

Language reflects the monopoly of the industrial mode of production over perception and motivation. The tongues of industrial nations identify the fruits of creative work and of human labor with the outputs of industry. The materialization of consciousness is reflected in Western languages. Schools operate by the slogan "education!" while ordinary language asks what children "learn." The functional shift from verb to noun highlights the corresponding impoverishment of the social imagination. People who speak a nominalist language habitually express proprietary relationships to work which they have. All over Latin America only the salaried employees, whether workers or bureaucrats, say that they have work; peasants say that they do it: "Van a trabajar, pero no tienen trabajo." Those who have been modernized and unionized expect industries to produce not only more goods but also more work for more people. Not only what men do but also what men want is designated by a noun. "Housing" designates a commodity rather than an activity. People acquire knowledge, mobility, even sensitivity or health. They have not only work or fun but even sex.

Anyone with an adequate education will easily acknowledge that in the mythology of the Eddas itself the essential element does not correspond to the pathos of the emerging and unleashing of elementary forces and of the struggle against them...the essential, in the tradition in question, is to be found in what are ultimately ‘Olympian’ meanings. These are implied, for instance, by the idea of Miðgarðr, which reflects the general idea of a supreme centre and fundamental order of the world, and which, in a way, may be considered the metaphysical basis of the idea of empire; by the symbolism of Valhalla as a mountain whose frozen and bright peak shines of an eternal light beyond all clouds; and, connected to this, the motif of the so called Light of the North in its many variants. In relation to this, I should recall the symbolism of the golden realm of Glaðsheimr, ‘brighter than the sun’...and the image of the celestial place of Gimlé, ‘more magnificent than any other and brighter than the sun,’ which ‘will endure even when the heavens and the earth pass away.’ In this and many other motifs...a trained eye is bound to detect a testimony to a higher dimension in ancient Nordic mythology...According to Völuspá and Gylfaginning, after Ragnarök a ‘new sun’ and ‘new race’ will arise, the ‘divine heroes’... will return to Iðavöllr and find gold, which symbolises the primordial tradition of luminous Asgard and the original state.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities.

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

At a talk I gave at a church months later, I spoke about Charlie and the plight of incarcerated children. Afterward, an older married couple approached me and insisted that they had to help Charlie. I tried to dissuade these kind people from thinking they could do anything, but I gave them my card and told them they could call me. I didn't expect to hear from them, but within days they called, and they were persistent. We eventually agreed that they would write a letter to Charlie and send it to me to pass on to him. When I received the letter weeks later, I read it. It was remarkable. Mr. and Mrs. Jennings were a white couple in their mid-seventies from a small community northeast of Birmingham. They were kind and generous people who were active in their local United Methodist church. They never missed a Sunday service and were especially drawn to children in crisis. They spoke softly and always seemed to be smiling but never appeared to be anything less than completely genuine and compassionate. They were affectionate with each other in a way that was endearing, frequently holding hands and leaning into each other. They dressed like farmers and owned ten acres of land, where they grew vegetables and lived simply. Their one and only grandchild, whom they had helped raise, had committed suicide when he was a teenager, and they had never stopped grieving for him. Their grandson struggled with mental health problems during his short life, but he was a smart kid and they had been putting money away to send him to college. They explained in their letter that they wanted to use the money they'd saved for their grandson to help Charlie. Eventually, Charlie and this couple began corresponding with one another, building up to the day when the Jenningses met Charlie at the juvenile detention facility. They later told me that they "loved him instantly." Charlie's grandmother had died a few months after she first called me, and his mother was still struggling after the tragedy of the shooting and Charlie's incarceration. Charlie had been apprehensive about meeting with the Jenningses because he thought they wouldn't like him, but he told me after they left how much they seemed to care about him and how comforting that was. The Jenningses became his family. At one point early on, I tried to caution them against expecting too much from Charlie after his release. 'You know, he's been through a lot. I'm not sure he can just carry on as if nothing has ever happened. I want you to understand he may not be able to do everything you'd like him to do.' They never accepted my warnings. Mrs. Jennings was rarely disagreeable or argumentative, but I had learned that she would grunt when someone said something she didn't completely accept. She told me, 'We've all been through a lot, Bryan, all of us. I know that some have been through more than others. But if we don't expect more from each other, hope better for one another, and recover from the hurt we experience, we are surely doomed.' The Jenningses helped Charlie get his general equivalency degree in detention and insisted on financing his college education. They were there, along with his mother, to take him home when he was released.

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The schoolboy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle. Fortunately for us, whose minds have been so overwhelmingly sophisticated by literature, what produces all these treatises and poems and scriptures of one sort or another is the struggle of Life to become divinely conscious of itself instead of blindly stumbling hither and thither in the line of least resistance. Hence there is a driving towards truth in all books on matters where the writer, though exceptionally gifted is normally constituted, and has no private axe to grind.

New bureaucracy takes the form not of a specific, delimited function performed by particular workers but invades all areas of work, with the result that – as Kafka prophesied – workers become their own auditors, forced to assess their own performance. Take, for example, the ‘new system’ that OFSTED (Office for Standards in Education) uses to inspect Further Education colleges. Under the old system, a college would have a ‘heavy’ inspection once every four years or so, i.e. one involving many lesson observations and a large number of inspectors present in the college. Under the new, ‘improved’ system, if a college can demonstrate that its internal assessment systems are effective, it will only have to undergo a ‘light’ inspection. But the downside of this ‘light’ inspection is obvious – surveillance and monitoring are outsourced from OFSTED to the college and ultimately to lecturers themselves, and become a permanent feature of the college structure (and of the psychology of individual lecturers). The difference between the old/heavy and new/light inspection system corresponds precisely to Kafka’s distinction between ostensible acquittal and indefinite postponement, outlined above. With ostensible acquittal, you petition the lower court judges until they grant you a non-binding reprieve. You are then free from the court, until the time when your case is re-opened. Indefinite postponement, meanwhile, keeps your case at the lowest level of the court, but at the cost of an anxiety that has never ends. (The changes in OFSTED inspections are mirrored by in the change from the Research Assessment Exercise to the Research Excellence Framework in higher education: periodic assessment will be superseded by a permanent and ubiquitous measurement which cannot help but generate the same perpetual anxiety.)

Our fundamental impulses are neither good nor bad: they are ethically neutral. Education should aim at making them take forms that are good. The old method, still beloved by Christians, was to thwart instinct; the new method is to train it. Take love of power: it is useless to preach Christian humility, which merely makes the impulse take hypocritical forms. What you have to do is to provide beneficent outlets for it. The original native impulse can be satisfied in a thousand ways—oppression, politics, business, art, science, all satisfy it when successfully practised. A man will choose the outlet for his love of power that corresponds with his skill; according to the type of skill given him in youth, he will choose one occupation or another. The purpose of our public schools is to teach the technique of oppression and no other; consequently they produce men who take up the white man’s burden. But if these men could do science, many of them might prefer it. Of two activities which a man has mastered, he will generally prefer the more difficult: no chess-player will play draughts. In this way, skill may be made to minister to virtue.

Choice implies consciousness — a high degree of consciousness. Without it, you have no choice. Choice begins the moment you disidentify from the mind and its conditioned patterns, the moment you become present. Until you reach that point, you are unconscious, spiritually speaking. This means that you are compelled to think, feel, and act in certain ways according to the conditioning of your mind. That is why Jesus said: “Forgive them, for they know not what they do.” This is not related to intelligence in the conventional sense of the word. I have met many highly intelligent and educated people who were also completely unconscious, which is to say completely identified with their mind. In fact, if mental development and increased knowledge are not counterbalanced by a corresponding growth in consciousness, the potential for unhappiness and disaster is very great. Your friend is stuck in a relationship with an abusive partner, and not for the first time. Why? No choice. The mind, conditioned as it is by the past, always seeks to re-create what it knows and is familiar with. Even if it is painful, at least it is familiar. The mind always adheres to the known. The unknown is dangerous because it has no control over it.

The essence of Roosevelt’s leadership, I soon became convinced, lay in his enterprising use of the “bully pulpit,” a phrase he himself coined to describe the national platform the presidency provides to shape public sentiment and mobilize action. Early in Roosevelt’s tenure, Lyman Abbott, editor of The Outlook, joined a small group of friends in the president’s library to offer advice and criticism on a draft of his upcoming message to Congress. “He had just finished a paragraph of a distinctly ethical character,” Abbott recalled, “when he suddenly stopped, swung round in his swivel chair, and said, ‘I suppose my critics will call that preaching, but I have got such a bully pulpit.’ ” From this bully pulpit, Roosevelt would focus the charge of a national movement to apply an ethical framework, through government action, to the untrammeled growth of modern America. Roosevelt understood from the outset that this task hinged upon the need to develop powerfully reciprocal relationships with members of the national press. He called them by their first names, invited them to meals, took questions during his midday shave, welcomed their company at day’s end while he signed correspondence, and designated, for the first time, a special room for them in the West Wing. He brought them aboard his private railroad car during his regular swings around the country. At every village station, he reached the hearts of the gathered crowds with homespun language, aphorisms, and direct moral appeals. Accompanying reporters then extended the reach of Roosevelt’s words in national publications. Such extraordinary rapport with the press did not stem from calculation alone. Long before and after he was president, Roosevelt was an author and historian. From an early age, he read as he breathed. He knew and revered writers, and his relationship with journalists was authentically collegial. In a sense, he was one of them. While exploring Roosevelt’s relationship with the press, I was especially drawn to the remarkably rich connections he developed with a team of journalists—including Ida Tarbell, Ray Stannard Baker, Lincoln Steffens, and William Allen White—all working at McClure’s magazine, the most influential contemporary progressive publication. The restless enthusiasm and manic energy of their publisher and editor, S. S. McClure, infused the magazine with “a spark of genius,” even as he suffered from periodic nervous breakdowns. “The story is the thing,” Sam McClure responded when asked to account for the methodology behind his publication. He wanted his writers to begin their research without preconceived notions, to carry their readers through their own process of discovery. As they educated themselves about the social and economic inequities rampant in the wake of teeming industrialization, so they educated the entire country. Together, these investigative journalists, who would later appropriate Roosevelt’s derogatory term “muckraker” as “a badge of honor,” produced a series of exposés that uncovered the invisible web of corruption linking politics to business. McClure’s formula—giving his writers the time and resources they needed to produce extended, intensively researched articles—was soon adopted by rival magazines, creating what many considered a golden age of journalism. Collectively, this generation of gifted writers ushered in a new mode of investigative reporting that provided the necessary conditions to make a genuine bully pulpit of the American presidency. “It is hardly an exaggeration to say that the progressive mind was characteristically a journalistic mind,” the historian Richard Hofstadter observed, “and that its characteristic contribution was that of the socially responsible reporter-reformer.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

Charles is difficult to pigeonhole politically. Tony Blair wrote that he considered him a “curious mixture of the traditional and the radical (at one level he was quite New Labour, at another definitely not) and of the princely and insecure.” He is certainly conservative in his old-fashioned dress and manners, his advocacy of traditional education in the arts and humanities, his reverence for classical architecture and the seventeenth-century Book of Common Prayer. But his forays into mysticism and his jeremiads against scientific progress, industrial development, and globalization give him an eccentric air. “One of the main purposes of the monarchy is to unite the country and not divide it,” said Kenneth Rose. When the Queen took the throne at age twenty-five, she was a blank slate, which gave her a great advantage in maintaining the neutrality necessary to preserve that unity. It was a gentler time, and she could develop her leadership style quietly. But it has also taken vigilance and discipline for her to keep her views private over so many decades. Charles has the disadvantage of a substantial public record of strong and sometimes contentious opinions, not to mention the private correspondence with government ministers protected by exemptions in the Freedom of Information Act that could come back to haunt him if any of it is made public. One letter that did leak was written in 1997 to a group of friends after a visit to Hong Kong and described the country’s leaders as “appalling old waxworks.

The failure of Communism was consecrated in the fall of the Soviet Union. The remarkable thing is that, as in most cases when prophecy fails, the faith never faltered. Indeed, an alternative version had long been maturing, though cast into the shadows for a time by enthusiasm for the quick fix of revolution. It had, however, been maturing for at least a century and already had a notable repertoire of institutions available. We may call it Olympianism, because it is the project of an intellectual elite that believes that it enjoys superior enlightenment and that its business is to spread this benefit to those living on the lower slopes of human achievement. And just as Communism had been a political project passing itself off as the ultimate in scientific understanding, so Olympianism burrowed like a parasite into the most powerful institution of the emerging knowledge economy--the universities. We may define Olympianism as a vision of human betterment to be achieved on a global scale by forging the peoples of the world into a single community based on the universal enjoyment of appropriate human rights. Olympianism is the cast of mind dedicated to this end, which is believed to correspond to the triumph of reason and community over superstition and hatred. It is a politico-moral package in which the modern distinction between morals and politics disappears into the aspiration for a shared mode of life in which the communal transcends individual life. To be a moral agent is in these terms to affirm a faith in a multicultural humanity whose social and economic conditions will be free from the causes of current misery. Olympianism is thus a complex long-term vision, and contemporary Western Olympians partake of different fragments of it. To be an Olympian is to be entangled in a complex dialectic involving elitism and egalitarianism. The foundational elitism of the Olympian lies in self-ascribed rationality, generally picked up on an academic campus. Egalitarianism involves a formal adherence to democracy as a rejection of all forms of traditional authority, but with no commitment to taking any serious notice of what the people actually think. Olympians instruct mortals, they do not obey them. Ideally, Olympianism spreads by rational persuasion, as prejudice gives way to enlightenment. Equally ideally, democracy is the only tolerable mode of social coordination, but until the majority of people have become enlightened, it must be constrained within a framework of rights, to which Olympian legislation is constantly adding. Without these constraints, progress would be in danger from reactionary populism appealing to prejudice. The overriding passion of the Olympian is thus to educate the ignorant and everything is treated in educational terms. Laws for example are enacted not only to shape the conduct of the people, but also to send messages to them. A belief in the power of role models, public relations campaigns, and above all fierce restrictions on raising sensitive questions devant le peuple are all part of pedagogic Olympianism.

Naturally, at first, one is inclined to regard such differences as mere individual idiosyncrasies. But anyone with the opportunity of gaining a fundamental knowledge of many men will soon discover that such a far-reaching contrast does not merely concern the individual case, but is a question of typical attitudes, with a universality far greater than a limited psychological experience would at first assume. In reality, as the preceding chapters will have shown, it is a question of a fundamental opposition; at times clear and at times obscure, but always emerging whenever we are dealing with individuals whose personality is in any way pronounced. Such men are found not only among the educated classes, but in every rank of society; with equal distinctness, therefore, our types can be demonstrated among labourers and peasants as among the most differentiated members of a nation. Furthermore, these types over-ride the distinctions of sex, since one finds the same contrasts amongst women of all classes. Such a universal distribution could hardly arise at the instigation of consciousness, ie. as the result of a conscious and deliberate choice of attitude. If this were the case, a definite level of society, linked together by a similar education and environment and, therefore, correspondingly localized, would surely have a majority representation of such an attitude. But the actual facts are just the reverse, for the types have, apparently, quite a random distribution. In the same family one child is introverted, and another extraverted.

The spectrum of hatred against “irregardless” might be unmatched. Everyone claims to hate the word “moist,” but the dislike is general and jokey: ew, gross, “moist,” bleh. People’s hatred of “irregardless” is specific and vehemently serious: it cannot mean “without regard to” but must mean “with regard to,” so it’s nonsensical and shouldn’t exist; it’s a double negative and therefore not allowable by anyone with sense and judgment; it’s a redundant blend of “irrespective” and “regardless,” and we don’t need it; it is illogical and therefore not a word; it is a hallmark of uneducated speech and shouldn’t be entered into the dictionary. All of these complaints point in one direction: “irregardless” is evidence that English is going to hell, and you, Merriam-Webster, are skipping down the easy path, merrily swinging the handbasket. The truth is I felt for the complainant. “Irregardless” was just wrong, I thought—I knew this deep down at a molecular level, and no dictionary entry was going to convince me otherwise. But sharing my personal linguistic beef with the world was not part of the job, so I buttoned my yap and answered the correspondence. Yes, it’s entered, I said, but please note that it’s marked “nonstandard” (which is a fancy way of saying it’s not accepted by most educated speakers of English) and we have a very long usage paragraph after the one-word definition that explains you should use “regardless” instead. We are duty-bound to record the language as it is used, I concluded, gritting my teeth and mentally sprinkling scare quotes throughout the entire sentence.

If we have thus come to a fresh understanding of our estranged fellow citizens we can more easily bear the disappointment which nations have caused us, for of them we must only make demands of a far more modest nature. They are perhaps repeating the development of the individual and at the present day still exhibit very primitive stages of development with a correspondingly slow progress towards the formation of higher unities. It is in keeping with this that the educational factor of an outer compulsion to morality, which we found so active in the individual, is barely perceptible in them. We had indeed hoped that the wonderful community of interests established by intercourse and the exchange of products would result in the beginning of such a compulsion, but it seems that nations obey their passions of the moment far more than their interests. At most they make use of their interests to justify the gratification of their passions. It is indeed a mystery why the individual members of nations should disdain, hate, and abhor each other at all, even in times of peace. I do not know why it is. It seems as if all the moral achievements of the individual were obliterated in the case of a large number of people, not to mention millions, until only the most primitive, oldest, and most brutal psychic inhibitions remained. Perhaps only later developments will succeed in changing these lamentable conditions. But a little more truthfulness and straightforward dealing on all sides, both in the relation of people towards each other and between themselves and those who govern them, might smooth the way for such a change.

The steel faithfully taught me the correspondence between the spirit and the body: thus feeble emotions, it seemed to me, corresponded to flaccid muscles, sentimentality to a sagging stomach, and overimpressionability to an oversensitive, white skin. Bulging muscles, a taut stomach, and a tough skin, I reasoned, would correspond respectively to an intrepid fighting spirit, the power of dispassionate intellectual judgement, and a robust disposition. I hasten to point out here that I do not believe ordinary people to be like this. Even my own scanty experience is enough to furnish me with innumerable examples of timid minds encased within bulging muscles. Yet, as I have already pointed out, words for me came before the flesh, so that intrepidity, dispassionateness, robustness, and all those emblems of moral character summed up by words, needed to manifest themselves in outward, bodily tokens. For that reason, I told myself, I ought to endow myself with the physical characteristics in question as a kind of educative process. Beyond the educative process there also lurked another, romantic design. The romantic impulse that had formed an undercurrent in me from boyhood on, and that made sense only as the destruction of classical perfection, lay waiting within me. Like a theme in an operatic overture that is later destined to occur throughout the whole work, it laid down a definitive pattern for me before I had achieved anything in practice. Specifically, I cherished a romantic impulse towards death, yet at the same time I required a strictly classical body as its vehicle; a peculiar sense of destiny made me believe that the reason why my romantic impulse towards death remained unfulfilled in reality was the immensely simple fact that I lacked the necessary physical qualifications. A powerful, tragic frame and sculpturesque muscles were indispensable in a romantically noble death.

The phone rang. It was a familiar voice. It was Alan Greenspan. Paul O'Neill had tried to stay in touch with people who had served under Gerald Ford, and he'd been reasonably conscientious about it. Alan Greenspan was the exception. In his case, the effort was constant and purposeful. When Greenspan was the chairman of Ford's Council of Economic Advisers, and O'Neill was number two at OMB, they had become a kind of team. Never social so much. They never talked about families or outside interests. It was all about ideas: Medicare financing or block grants - a concept that O'Neill basically invented to balance federal power and local autonomy - or what was really happening in the economy. It became clear that they thought well together. President Ford used to have them talk about various issues while he listened. After a while, each knew how the other's mind worked, the way married couples do. In the past fifteen years, they'd made a point of meeting every few months. It could be in New York, or Washington, or Pittsburgh. They talked about everything, just as always. Greenspan, O'Neill told a friend, "doesn't have many people who don't want something from him, who will talk straight to him. So that's what we do together - straight talk." O'Neill felt some straight talk coming in. "Paul, I'll be blunt. We really need you down here," Greenspan said. "There is a real chance to make lasting changes. We could be a team at the key moment, to do the things we've always talked about." The jocular tone was gone. This was a serious discussion. They digressed into some things they'd "always talked about," especially reforming Medicare and Social Security. For Paul and Alan, the possibility of such bold reinventions bordered on fantasy, but fantasy made real. "We have an extraordinary opportunity," Alan said. Paul noticed that he seemed oddly anxious. "Paul, your presence will be an enormous asset in the creation of sensible policy." Sensible policy. This was akin to prayer from Greenspan. O'Neill, not expecting such conviction from his old friend, said little. After a while, he just thanked Alan. He said he always respected his counsel. He said he was thinking hard about it, and he'd call as soon as he decided what to do. The receiver returned to its cradle. He thought about Greenspan. They were young men together in the capital. Alan stayed, became the most noteworthy Federal Reserve Bank chairman in modern history and, arguably the most powerful public official of the past two decades. O'Neill left, led a corporate army, made a fortune, and learned lessons - about how to think and act, about the importance of outcomes - that you can't ever learn in a government. But, he supposed, he'd missed some things. There were always trade-offs. Talking to Alan reminded him of that. Alan and his wife, Andrea Mitchell, White House correspondent for NBC news, lived a fine life. They weren't wealthy like Paul and Nancy. But Alan led a life of highest purpose, a life guided by inquiry. Paul O'Neill picked up the telephone receiver, punched the keypad. "It's me," he said, always his opening. He started going into the details of his trip to New York from Washington, but he's not much of a phone talker - Nancy knew that - and the small talk trailed off. "I think I'm going to have to do this." She was quiet. "You know what I think," she said. She knew him too well, maybe. How bullheaded he can be, once he decides what's right. How he had loved these last few years as a sovereign, his own man. How badly he was suited to politics, as it was being played. And then there was that other problem: she'd almost always been right about what was best for him. "Whatever, Paul. I'm behind you. If you don't do this, I guess you'll always regret it." But it was clearly about what he wanted, what he needed. Paul thanked her. Though somehow a thank-you didn't seem appropriate. And then he realized she was crying.

Queen Anne of England established the Longitude Act in 1714, and offered a monetary prize of over a million in today’s dollars to anyone who invented a method to accurately calculate longitude at sea. Longitude is about determining one’s point in space. So one might ask what it has to do with clocks? Mathematically speaking, space (distance) is the child of time and speed (distance equals time multiplied by speed). Thus, anything that moves at a constant speed can be used to calculate distance, provided one knows for how long it has been moving. Many things have constant speeds, including light, sound, and the rotation of the Earth. Your brain uses the near constancy of the speed of sound to calculate where sounds are coming from. As we have seen, you know someone is to your left or right because the sound of her voice takes approximately 0.6 milliseconds to travel from your left to your right ear. Using the delays it takes any given sound to arrive to your left and right ears allows the brain to figure out if the voice is coming directly from the left, the right, or somewhere in between. The Earth is rotating at a constant speed—one that results in a full rotation (360 degrees) every 24 hours. Thus there is a direct correspondence between degrees of longitude and time. Knowing how much time has elapsed is equivalent to knowing how much the Earth has turned: if you sit and read this book for one hour (1/24 of a day), the Earth has rotated 15 degrees (360/24). Thus, if you are sitting in the middle of the ocean at local noon, and you know it is 16:00 in Greenwich, then you are “4 hours from Greenwich”—exactly 60 degrees longitude from Greenwich. Problem solved. All one needs is a really good marine chronometer. The greatest minds of the seventeenth and eighteenth centuries could not overlook the longitude problem: Galileo Galilei, Blaise Pascal, Robert Hooke, Christiaan Huygens, Gottfried Leibniz, and Isaac Newton all devoted their attention to it. In the end, however, it was not a great scientist but one of the world’s foremost craftsman who ultimately was awarded the Longitude Prize. John Harrison (1693–1776) was a self-educated clockmaker who took obsessive dedication to the extreme.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities

Traditionally, in the system that Augustus inherited from the Republic, the Roman command structure was class-based. As mentioned earlier, the officer class came from the narrow aristocracy of senators and equestrians. The great armies of the Republic were commanded by senators who had attained the rank of consul, the pinnacle of their society. Their training in military science came mainly from experience: until the later second century B.C., aspiring senators were required to serve in ten campaigns before they could hold political office 49 Intellectual education was brought to Rome by the Greeks and began to take hold in the Roman aristocracy sometime in the second century B.C.; thus it is the Greek Polybius who advocates a formal training for generals in tactics, astronomy, geometry, and history.50 And in fact some basic education in astronomy and geometry-which Polybius suggests would be useful for calculating, for example, the lengths of days and nights or the height of a city wall-was normal for a Roman aristocrat of the late Republic or the Principate. Aratus' verse composition on astronomy, several times translated into Latin, was especially popular.51 But by the late Republic the law requiring military service for office was long defunct; and Roman education as described by Seneca the Elder or Quintilian was designed mainly to produce orators. The emphasis was overwhelmingly on literature and rhetoric;52 one did not take courses, for example, on "modern Parthia" or military theory. Details of grammar and rhetorical style were considered appropriate subjects for the attention of the empire's most responsible individuals; this is attested in the letters of Pliny the Younger, the musings ofAulus Gellius, and the correspondence of Fronto with Lucius Verus and Marcus Aurelius.53

The state could build prisons, but not just anywhere. The state could borrow money, but not always openly. The state could round up persons who correspond demographically to those squeezed out of restructured labor markets, but not at the same rate everywhere. After twenty years, $5 billion in capital outlays, and the accumulation of 161,394 prisoners (as of April 2004),26 the CDC has become the state’s largest department, with a budget exceeding 8 percent of the annual general fund—roughly equal to general fund appropriations for postsecondary education. The rapid growth of the

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

The world exists for the education of each man. There is no age or state of society, or mode of action in history, to which there is not somewhat corresponding in his life. Everything tends in a most wonderful manner to abbreviate itself and yield its own virtue to him. He should see that he can live all history in his own person. He must sit at home with might and main, and not suffer himself to be bullied by kings or empires, but know that he is greater than all the geography and all the governments of the world . . .

Split infinitive This, the saying or writing of to really think, to boldly go, etc., is the best known of the imaginary rules that petty linguistic tyrants seek to lay upon the English language. There is no grammatical reason whatever against splitting an infinitive and often the avoidance of one lands the writer in trouble, as in Fowler’s example: The men are declared strongly to favour a strike. Here, in the course of evading the suspect to strongly favour, the writer has left the reader in some doubt whether strongly applies to the declaring or the favouring. As Fowler remarks elsewhere in his article: It is of no avail merely to fling oneself desperately out of temptation; one must do it so that no traces of the struggle remain; that is, sentences must be thoroughly remodelled instead of having a word lifted from its original place and dumped elsewhere. A warning that every writer, at least, should take generally to heart. Towards the end of the piece, Fowler lays down his recommended policy: We will split infinitives rather than be barbarous or artificial; more than that, we will freely admit that sufficient recasting will get rid of any s[plit] i[nfinitive] without involving either of those faults, [and] yet reserve to ourselves the right of deciding in each case whether recasting is worth while. The whole Fowler notice deserves and repays perusal, all 1800-odd words of it. See MEU, pp. 558–561. That last sentence of his is as true as any such sentence can be. But although he was writing nearly seventy years ago, the ‘rule’ against split infinitives shows no signs of yielding to reason. This fact prompts some gloomy conclusions. One such is that anti-split-infinitive fanatics are beyond reason. Another is that, whatever anybody may say, split infinitives are still to be avoided in most circumstances. Consider: people with strong erroneous views about ‘correct’ English are just the sort of people who consider your application for a job, decide whether you are ‘educated’ or not, wonder about your general suitability for this and that (e.g. your inclusion in a reading list). Do you want to be right or do you want to get on? – sorry, to succeed. I personally think that to split an infinitive is perfectly legitimate, but I do my best never to split one in public and I would certainly not advise anybody else to do so, even today. Today we have reached a point at which some of our grammatical martinets have not actually been taught grammar, with the result that they are as hard as ever on the big SI without being at all clear what it is. Indeed, even their slightly better-educated predecessors were often shaky on the point, seeming to think that a phrase like ‘X is thought to be easily led’ contained an example. Any ungainly departure from natural word-order is likely to betray a fear that a splittable infinitive may be lurking somewhere in the reeds. When a correspondent, a self-declared Yorkshireman, demands of the editor of The Times, ‘Have you lost completely your sense of proportion?’ seasoned campaigners will sniff the air, in this case and others without result. But nobody is ever quite safe.

Decoding   Basically, being able to apply one’s knowledge of patterns in printed letters and of correspondences between letters and the sounds they represent, and to pronounce printed words correctly, constitute word decoding.

Campuses are bubbles, artificial environments that insulate students from the life of the competitive marketplace. The more exact truth is that our campuses offer students the privileges of liberty without the corresponding responsibilities.

The science of Interstellar lies in all four domains: Newtonian, relativistic, quantum, and quantum gravity. Correspondingly, some of the science is known to be true, some is an educated guess, and some is speculation.

The Kehoes also enjoyed playing cards with other couples at evening get-togethers, held every two weeks or so during the winter months. The pleasant evenings of progressive euchre were marred only occasionally by Andrew’s tendency to chew out other players who didn’t stick strictly to the rules or who committed inadvertent errors. “The people didn’t get angry at him,” reports Monty Ellsworth, “but they didn’t like his severity at a social party.”5 What Ellsworth calls Kehoe’s “severity”—his scorn for those who failed to meet his own exacting standards—was consistent with other aspects of his behavior. Priding himself on his time at Michigan State Agricultural College, Andrew regarded himself as a man of exceptional education and knowledge and cultivated a corresponding air of superiority—a distinguished image that was at odds with his occupation as a farmer.

Quite often I have seen in correspondence columns enquiries from anxious parents asking if they ought to let a child go to others because of 'the advantages she will have which I cannot provide--such as a first-class education'. I always long to cry out: Don't let the child go. Her own home, her own people, love, and the security of belonging--what does the best education in the world mean against that?

One of the most well-known revivalist preachers of the day was Charles Grandison Finney. Finney led Oberlin College, which became the first institution of higher education to accept both women and black people. Finney was an outspoken abolitionist, but he was not a proponent of black equality. He advocated for emancipation, but he did not see the value of the “social” integration of the races. Though he excluded white slaveowners from membership in his congregations, he also relegated black worshipers to particular sections of the sanctuary. Black people could become members in his churches, but they could not vote or hold office.17 Finney’s stance for abolition but against integration arose from his conviction that social reform would come through individual conversion, not institutional reform. Finney and many others like him believed that social change came about through evangelization. According to this logic, once a person believed in Christ as Savior and Lord, he or she would naturally work toward justice and change. “As saints supremely value the highest good of being, they will, and must, take a deep interest in whatever is promotive of that end. Hence, their spirit is necessarily that of the reformer.”18 This belief led to a fixation on individual conversion without a corresponding focus on transforming the racist policies and practices of institutions, a stance that has remained a constant feature of American evangelicalism and has furthered the American church’s easy compromise with slavery and racism.

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The economy exists for the person, not the person for the economy. All economic life should be shaped by moral principles. Economic choices and institutions must be judged by how they protect or undermine the life and dignity of the human person, support the family and serve the common good. A fundamental moral measure of any economy is how the poor and vulnerable are faring. All people have a right to life and to secure the basic necessities of life (e.g., food, clothing, shelter, education, health care, safe environment, economic security.) All people have the right to economic initiative, to productive work, to just wages and benefits, to decent working conditions as well as to organize and join unions or other associations. All people, to the extent they are able, have a corresponding duty to work, a responsibility to provide the needs of their families and an obligation to contribute to the broader society. In economic life, free markets have both clear advantages and limits; government has essential responsibilities and limitations; voluntary groups have irreplaceable roles, but cannot substitute for the proper working of the market and the just policies of the state. Society has a moral obligation, including governmental action where necessary, to assure opportunity, meet basic human needs, and pursue justice in economic life. Workers, owners, managers, stockholders and consumers are moral agents in economic life. By our choices, initiative, creativity and investment, we enhance or diminish economic opportunity, community life and social justice. The global economy has moral dimensions and human consequences. Decisions on investment, trade, aid and development should protect human life and promote human rights, especially for those most in need wherever they might live on this globe.33

The nascent two-track educational scheme mirrored the assembly line’s severing of the cognitive aspects of manual work from its physical execution. Such a partition of thinking from doing has bequeathed us the dichotomy of white collar versus blue collar, corresponding to mental versus manual.

He distinguished three basic types of knowledge: educational knowledge, knowledge of salvation, and knowledge of domination, corresponding to the three main anthropologically deducible complexes of interest in education, salvation, and domination.

We should recognize that the main struggle may no longer develop between the two seemingly so logical antipoles of “Left” and “Right” (which, in themselves, are already outdated nineteenth-century designations) but between two divergent forces of the so-called “Right.” We should hberate oiuselves from accustomed ideological categories as we observe Europe in the last hundred years. The most outstanding figures have been men of the “Right”: a Bismarck, a Churchill, a Mussolini, a Hitler, perhaps an Adenauer, a De Gaulle; so were most of the outstanding thinkers, from Nietzsche to Ortega; artists, poets, writers, historians, from Wagner to Yeats, from Ibsen to Orwell, the great anxious talents moved steadily “rightward” during their lifetime; and for the first time since the Counter Reformation conversions have been flowing almost unilaterally toward Catholicism. Of course it is true that meanwhile the European aristocracies, and with them all class difiFerences, have gradually disappeared, that the practices of popular sovereignty, of universal suffrage, of universal education have become accepted everywhere as part and parcel of the modem welfare state; that, therefore, the structure of European society has become more and more social and democratic. But this structural development is not specifically European but global. What is specifically European within it is a spiritual movement to the “Right,” a movement which is, at its best, instinctively conservative and which, at its worst, has been shot through with disgust against the tiring regimen of Reason. It is within these divergences that the meaning of the European Revolution appears.

Like Jane, Elizabeth was remarkably intelligent, and revelled in her educational pursuits and the praise in which she received as a result. A contemporary remarked that 'her intellect and understanding are wonderful', and that she excelled as a linguist. Elizabeth also shared similar religious views to Jane, and Jane would later praise her cousin for her devotion to God. But that was probably where the similarities between the two girls ended. No correspondence between the cousins survives, but Elizabeth's later treatment of Jane's sisters suggests that the relationship between them was never a close one. There may even have been some jealousy on the part of both girls over the other's academic abilities and relationship with the Queen Dowager [Katherine Parr]. However, if this was the case then for the most part it almost certainly stemmed primarily from the 'proud and haughty' Elizabeth's side. Jane's later comments about her cousin indicate not only an element of praise and respect, but perhaps also admiration and awe for a cousin who was slightly older than her. Roger Ascham, who may have met Jane before, but certainly became more familiarly acquainted with Jane while at Chelsea, later claimed that Jane's abilities were superior to those of his own pupil. If Elizabeth became aware of this then it understandably probably led to some resentment.

I have met many highly intelligent and educated people who were also completely unconscious, which is to say completely identified with their mind. In fact, if mental development and increased knowledge are not counterbalanced by a corresponding growth in consciousness, the potential for unhappiness and disaster is very great.

Once the ACCF’s study was published, Koch Industries carried out the next phase of its echo chamber system. The study was quickly promoted by a think tank called the Institute for Energy Research, which sent out a press release on August 13 that highlighted the study’s findings. The IER was an outgrowth of the Institute for Humane Studies, the libertarian think tank cofounded by Charles Koch.IV By 2009, the IER was funded by Koch Industries and other companies, and a former Koch Industries lobbyist named Wayne Gable sat on IER’s board of directors. After the study was promoted by the IER, it was then recycled by another Koch Industries–affiliated think tank. This one was called the American Energy Alliance, and it was essentially the political action arm of the IER. The AEA was organized under the tax code in a way that it could be directly involved in politics, while the IER was organized as an “education” foundation that could not lobby or get involved in political campaigns. Where the IER was high minded, the AEA was something more of a street brawler. The AEA was headed by a former Koch Industries lobbyist named Thomas Pyle, who remained in close contact with his former colleagues at Koch’s lobbying shop. The AEA produced a series of political radio advertisements that were based on the new ACCF findings, along with other statistics that highlighted the potential economic threat of a cap-and-trade bill. A narrator in one of the radio ads intoned: “This tax will further cripple our already struggling economy—costing more American jobs. . . . Higher taxes and more job losses—what could Congress be thinking?” A corresponding fact sheet for the ad cited the ACCF for this claim. The AEA political ads were targeted in a way that benefited from keen knowledge of how the Waxman-Markey bill was then working its way through the Senate. Lindsey Graham of South Carolina was a particular target. “Why would Senator Lindsey Graham support a new national energy tax, called cap and trade?” one advertisement began. Citing the ACCF study, the advertisement claimed that “cap and trade . . . could significantly increase electricity bills, gas prices, and cost American jobs.” In all of these statements and advertisements, the same set of numbers were used again and again: More than two million jobs lost. Electricity prices would be 50 percent higher by 2030. These facts were also carried into Congress in the form of direct testimony. When the Senate Finance Committee sought to learn more about the economics of climate change, the committee invited Margo Thorning to testify. The ACCF study was submitted as evidence beforehand.

Drahomanov's pedagogic experiences convinced him that the work of popular education would make progress only if it were conducted in the language of the people, and in accordance with national traditions. Conversely, the policies of Russification and Polonization were the chief causes of the cultural doldrums in the Ukraine. From this it was only a step to a much broader conception: that the centralism and chauvinism of the ruling nations were condemning the millions of the other nationalities to cultural stagnation. The masses can only participate in a universal culture through the medium of their own national cultural tradition. Drahomanov was a thorough believer in the blessings of national-cultural pluralism and in the historic mission of the less numerous peoples. Naturally it was Drahomanov's opinion that the development of national cultures could only be assured through a corresponding change in political institutions.

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[...] one simple, true piece of knowledge, the basis of all knowledge -- the knowledge of the structure of human life, of social existence, which requires division of labour, and, consequently, the division of men into classes and conditions. It is essential for all to know that owing to difference in the objects of human activity there cannot be any equality, [...] human suffering, arising from an education which does not correspond with the work which individuals are called upon to do. After a thorough study of this knowledge the peoples will voluntarily submit to authority and accept such position as is appointed them in the State.

Why We Develop Faulty Mental Models of Ourselves as Learners It is very puzzling, in fact, that as lifelong users of our memories and learning capabilities, we do not end up with a more accurate mental model of how we learn, or fail to learn. Why is it, in short, that we are not educated by the “trials and errors of everyday living and learning” (R. A. Bjork, 1999, p. 455)? One consideration is that the functional architecture of how humans forget, remember, and learn is unlike the corresponding processes in man-made devices. Most of us do not, of course, understand the engineering details of how information is stored, added, lost, or overwritten in man-made devices, such as a computer or video recorder, but the functional architecture of such systems is simpler and more understandable than is the complex architecture of human learning and memory. To the extent, for example, that we do think of ourselves as working like such devices, we become prone to assuming that exposing ourselves to information and procedures will lead to storage (i.e., recording) of such information or procedures in our memories—that the information will write itself in one’s memory, so to speak.

the Finnish language has great orthographic transparency. This means that in Finnish, sounds and the letters that represent them tend to correspond on a 1:1 basis, which can be picked up by children fairly easily with enough exposure. In

Focusing on the public school system, former Secretary of Education, William Bennett explains the moral crisis in that institution by contrasting the concerns of teachers in two different eras: 'Over the years teachers have been asked to identify the top problems in America's schools. In 1940 teachers identified them as talking out of turn; chewing gum; making noise; running in the hall; cutting in line; dress code infractions; and littering. When asking the same question in 1990, teachers identified drug abuse; alcohol abuse; pregnancy; suicide; rape; robbery; and assault.' During the thirty-year period of 1960 to 1990, 'there has been a 560 percent increase in violent crime; more than a 400 percent increase in illegitimate births; a quadrupling in divorces; a tripling of the percentage of children living in single-parent homes; more than a 200 percent increase in the teenage suicide rate; and a drop of 75 points in the average SAT scores of high-school students.' We do not believe it is a coincidence that the increase of moral mayhem described by Bennett corresponds with an increased acceptance of moral relativism. In fact, relativism has been officially incorporated in the educational curriculum, known as values clarification.

On the basis of the evidence, the only conclusion we can draw from Scheler’s remark is that, thanks to the theory of political freedom, there is, in the very heart of our society, an extension of the conception of the rights of man and a corresponding dissatisfaction caused by the application of this theory of freedom. Actual freedom has not increased in proportion to man’s awareness of it. We can only deduce, from this observation, that rebellion is the act of an educated man who is aware of his rights. But we cannot say that it is only a question of individual rights. Because of the sense of solidarity that we have already pointed out, it would rather seem that what is at stake is humanity’s gradually increasing awareness of itself as it pursues its adventurous course.

If . . . the world is the effect of the Divine Word uttered at the beginning of time, then all of nature can be taken as a symbol of a supernatural reality. Everything that exists, in whatever mode, having its principle in the Divine Intellect, translates or represents that principle in its own manner and according to its own order of existence; and thus, from one order to another, all things are linked and correspond with each other so that they join together in a universal and total harmony which is like a reflection of the Divine Unity itself.

Early in 2014, I read On Genetic Interests, Family, Ethnicity, and Humanity in an Age of Mass Migration, by Frank Salter. Reading this book, in combination with books and articles on the history of Canadian multiculturalism, I realised that multiculturalism was an asymmetrical system in which Europeans, and only Europeans, were expected to celebrate other cultures, feel guilty about their own ethnic identity, and behave as universal altruists; while at the same time non-Europeans inside the European homelands were being encouraged to practice their in-group ethnic interests. It became obvious that multiculturalism was not simply about ‘understanding’ different cultures but about accepting mass immigration into European lands. The dissemination of multiculturalism in academia was an effort, as Salter saw it, ‘to break down or neutralise ethnocentric responses to diversity’ among Europeans through ‘diversity education’ and ‘by breaking down the correspondence between national and ethnic identity.’[1] The more this correspondence was diluted, both through the ideology of cultural Marxism and the actual effectuation of racial interbreeding in the West, the more difficult it would be to identify Western civilisation.

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They are underrepresented as directors of state companies and in administrative positions. • Except for the music and sport sectors and the armed forces, they rarely assume leadership positions of national and international projection. • The presence of blacks and mulattos in mass media is still feeble, especially in television and cinema. • According to statistics, black and racially mixed people occupy labor and social positions that do not correspond with the educational levels that they have attained.

In the following days, the first opposition party was founded and my parents revealed the truth, their truth. They said that my country had been an open-air prison for almost half a century. That the universities which had haunted my family were, yes, educational institutions, but of a peculiar kind. That when my family spoke of the graduation of relatives, what they really meant was their recent release from prison. That completing a degree was coded language for completing a sentence. That what had been referred to as the initials of university towns were actually the initials of various prisons and deportation sites: B. for Burrel, M. for Maliq, S. for Spaç. That the different subjects of study corresponded to different official charges: to study international relations meant to be charged with treason; literature stood for 'agitation and propaganda'; and a degree in economics entailed a more minor crime, such as 'hiding gold'. That students who become teachers were former prisoners who converted to being spies, like our cousin Ahmet and his late wife. Sonia. That a harsh professor was an official at whose hands many people had lost their lives, like Haki, with whom my grandfather had shaken hands after serving his sentence. That f someone had achieved excellent results, it meant the stint had been brief and straightforward; but being expelled meant a death sentence; and dropping out voluntarily meant committing suicide.

propose four models of education, each of which corresponds to explicit aims that have

Your memoirs captivated my attention to thinking of our current duplicitous educational system; the methods that schools are teaching young adults, to the growing number of suicidal and shooting cases in learning institutions. If I may, I’ll like to request your permission to administer a human behavioral study on your adolescent life. This is a simple study which entails me asking you questions through our regular correspondence so I can better understand what’s going through your mind when you were inducted into the Enlightened Royal Oracle Society and subsequently your services in the various Arab Households. Although I am familiar with the ancient Greco Roman pederasty ideology, I am beginning to excogitate if there are valuable merits, to this form of mentorship between an erastês and an erômenos. In your memoirs you mentioned that your secondary school education derived from this ancient practice. Obviously your positive experiences had made you a balanced and well-rounded man of the world. Let me know your thoughts if you are interested in this research? I’ll continue reading your weekly blogs and wish you the very best in the soon to be published Initiation, the 1st of your five books memoir. My spirits are uplifted when reading your correspondence. Keep them coming, my friend. All the best! Dr. A.S.

Second Week Of June 2012 I agreed to be Dr. Arius’ case study. In my reply to the psychiatrist, I wrote: Good Day Dr. A. I’m surprised and flattered that you consider me an appropriate candidate to conduct a case study on my unique E.R.O.S., Bahriji, elite Arab Household, and secondary school experiences. As much as I am delighted to agree to your proposed challenge and to answer your questionnaires to the best of my abilities, I also have questions for you for which I would like answers before being an active participant in the survey. * Are you planning to publish professional psychiatric papers and publications to your findings? Or are you working on this project solely for your personal interest? * If your research reveals a positive alternative to the current accepted educational norm, are you planning to actively advocate for change? As you are aware, I can only provide you with my personal opinion on my educational experiences. I cannot speak for other  E.R.O.S. members. Before I agree to undergo this case study, I wish to make it very clear that I only speak for myself. Under no circumstances will I undermine to reveal the actual names of people and places, or jeopardize their society and individual standing in any way. I am obligated to honor my oath of confidentiality and pledge never to reveal the true identity of the clandestine society. As long as you are aware of my pledge, I am happy to answer your questions to the best of my ability. Although I have not known you for very long, I consider you a trusted friend. My intuition tells me you are a man of integrity. I have always trusted my inner voice and it has never failed me. I look forward to your next correspondence and your answers to my questions. I hope all is going splendidly in your part of the world. Keep me posted on the progress of your gay organization. It is good to receive your emails as always. Yours truly, Young.

Mid June 2012 Good morning Andy, I hope today brings you good cheer and bounteous energy. We certainly have been through some tough times since our separation. Back in the late 80s to the mid-90s, I too experienced a negative relationship like you and Toby. My relationship with Kregory, an American from Wisconsin, lasted for nine years. It came to a screeching halt one day in August 1996 when he suddenly disappeared from our apartment and my life. It was the best thing that ever happened to me. The universe had again intervened on my behalf when it was time for a new beginning. I will relate this life’s chapter at a later date. It breaks my heart to learn that you went through a difficult period with Toby. I’m glad those days are behind us. I believe that I emerged from those horrendous experiences to become wiser, stronger and better-equipped for life’s challenges. You, my dearest ‘big brother,’ have always been my guiding light, and I’m positive that you, too, returned unscathed through adversities. I, for one, am grateful for my Bahriji education and treasured E.R.O.S. experiences. Without this priceless enlightenment and knowledge, my life would have turned out differently and would have been difficult to grapple with. Now that we have reconnected, it’s also the beginning to a new friendship. If the universe chooses to bring us together again, time is our guiding star. For now, I’m gratified to be corresponding regularly with my ex-lover, Valet, mentor, and guardian.

At the substantive level, there is a complete break between the intention of the people and the intention of Christ, but at the level of the concrete event there is continuity. Because these two levels must remain, an isolated word must remain ambiguous. In my course on salvation I have almost finished the presentation of your theory and my book. I am now beginning to engage with [la confrontation avec] the tradition. The central idea of the Church Fathers was: redemption = paideia (education) through the Logos. There is the whole problem of the Logos, as you show in your book. But there is also the whole problem of paideia. The excellent book by Werner Jaeger, Paideia,100 shows that all Greek thinking was dominated by the issue of paideia. Plato especially sought nothing other than the man of virtue, the mastery of desire and of violence through the education of man; and education is made possible, according to him, by the knowledge of the good. Jaeger shows that “the State” of Plato was nothing but a corporation engaged in the business of education (albeit a company that closely resembles a concentration camp). Jaeger also shows that the Greek idea of the “paideia” was totally centered on the “paradeigma” (model) and “mimesis.” But that idea of mimesis was very different from your idea of mimesis. The Greek idea: the one who imitates a virtuous man becomes virtuous and the man who imitates bad people becomes bad. The problem of rivalry is not in evidence.—But it is easily shown anyway. There are texts in Seneca where the idea of imitating the gods leads to the idea of surpassing the gods. I see now in the idea of education the great tendency of humanity to try to overcome rivalry and violence without getting to the truth of the scapegoat. The great ideal of the Age of Enlightenment: the education of humanity (Rousseau, Lessing, Herder, Goethe). The great ideal of Mao: the education of the new man (in a state that looks a bit like the state of Plato).

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