Culturally Responsive Teaching Quotes

Democracy is not simply a license to indulge individual whims and proclivities. It is also holding oneself accountable to some reasonable degree for the conditions of peace and chaos that impact the lives of those who inhabit one’s beloved extended community.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

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

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

[How do I do it?] Well, it's always a mystery, because you don't know why you get depleted or recharged. But this much I know. I do not allow myself to be overcome by hopelessness, no matter how tough the situation. I believe that if you just do your little bit without thinking of the bigness of what you stand against, if you turn to the enlargement of your own capacities, just that itself creates new potential. And I've learned from the Bhagavad-Gita and other teachings of our culture to detach myself from the results of what I do, because those are not in my hands. The context is not in your control, but your commitment is yours to make, and you can make the deepest commitment with a total detachment about where it will take you. You want it to lead to a better world, and you shape your actions and take full responsibility for them, but then you have detachment. And that combination of deep passion and deep detachment allows me to take on the next challenge, because I don't cripple myself, I don't tie myself in knots. I function like a free being. I think getting that freedom is a social duty because I think we owe it to each not to burden each other with prescription and demands. I think what we owe each other is a celebration of life and to replace fear and hopelessness with fearlessness and joy.

The anthropologist Margaret Mead concluded in 1948, after observing seven different ethnic groups in the Pacific Islands, that different cultures made different forms of female sexual experience seem normal and desirable. The capacity for orgasm in women, she found, is a learned response, which a given culture can help or can fail to help its women to develop. Mead believed that a woman's sexual fulfillment, and the positive meaning of her sexuality in her own mind, depend upon three factors: 1: She must live in a culture that recognizes female desire as being of value; 2: Her culture must allow her to understand her sexual anatomy; 3: And her culture must teach the various sexual skills that give women orgasms.

It is the fate of great achievements, born from a way of life that sets truth before security, to be gobbled up by you and excreted in the form of shit. For centuries great, brave, lonely men have been telling you what to do. Time and again you have corrupted, diminished and demolished their teachings; time and again you have been captivated by their weakest points, taken not the great truth, but some trifling error as your guiding principal. This, little man, is what you have done with Christianity, with the doctrine of sovereign people, with socialism, with everything you touch. Why, you ask, do you do this? I don't believe you really want an answer. When you hear the truth you'll cry bloody murder, or commit it. … You had your choice between soaring to superhuman heights with Nietzsche and sinking into subhuman depths with Hitler. You shouted Heil! Heil! and chose the subhuman. You had the choice between Lenin's truly democratic constitution and Stalin's dictatorship. You chose Stalin's dictatorship. You had your choice between Freud's elucidation of the sexual core of your psychic disorders and his theory of cultural adaptation. You dropped the theory of sexuality and chose his theory of cultural adaptation, which left you hanging in mid-air. You had your choice between Jesus and his majestic simplicity and Paul with his celibacy for priests and life-long compulsory marriage for yourself. You chose the celibacy and compulsory marriage and forgot the simplicity of Jesus' mother, who bore her child for love and love alone. You had your choice between Marx's insight into the productivity of your living labor power, which alone creates the value of commodities and the idea of the state. You forgot the living energy of your labor and chose the idea of the state. In the French Revolution, you had your choice between the cruel Robespierre and the great Danton. You chose cruelty and sent greatness and goodness to the guillotine. In Germany you had your choice between Goring and Himmler on the one hand and Liebknecht, Landau, and Muhsam on the other. You made Himmler your police chief and murdered your great friends. You had your choice between Julius Streicher and Walter Rathenau. You murdered Rathenau. You had your choice between Lodge and Wilson. You murdered Wilson. You had your choice between the cruel Inquisition and Galileo's truth. You tortured and humiliated the great Galileo, from whose inventions you are still benefiting, and now, in the twentieth century, you have brought the methods of the Inquisition to a new flowering. … Every one of your acts of smallness and meanness throws light on the boundless wretchedness of the human animal. 'Why so tragic?' you ask. 'Do you feel responsible for all evil?' With remarks like that you condemn yourself. If, little man among millions, you were to shoulder the barest fraction of your responsibility, the world would be a very different place. Your great friends wouldn't perish, struck down by your smallness.

That's why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work." Roth looked confused. "I'm referring to atoms and molecules, Roth," she explained. "The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them." "You mean by men." "I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach." "Well," he said, realizing he'd never seen it that way before, "I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us--teaches us our place in the world." "Really?" she said, surprised. "I think it lets us off the hook. I think it teachers us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we're not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness of the world. And we have the power to fix it.

Cultural wisdom says 'Don't quit your day job.' Yet I think these desires represent our psyche's stretch toward wholeness. And to be whole, as many religious tranditions teach, is to make manifest a unique face of God in the world. We don't want to be irresponsible, yet for every accountant who deserts his family and sails for Tahiti, ten American men have heart attacks at their desks, after hours.

Parents embraced “Sesame Street” for several reasons, among them that it assuaged their guilt over the fact that they could not or would not restrict their children’s access to television. “Sesame Street” appeared to justify allowing a four- or five-year-old to sit transfixed in front of a television screen for unnatural periods of time. Parents were eager to hope that television could teach their children something other than which breakfast cereal has the most crackle. At the same time, “Sesame Street” relieved them of the responsibility of teaching their pre-school children how to read—no small matter in a culture where children are apt to be considered a nuisance.... We now know that “Sesame Street” encourages children to love school only if school is like “Sesame Street.” Which is to say, we now know that “Sesame Street” undermines what the traditional idea of schooling represents.

While "caring about" conveys feelings of concern for one's state of being, "caring for" is active engagement in doing something to positively affect it.

I belong to a culture that includes Proust, Henry James, Tchaikovsky, Cole Porter, Plato, Socrates, Aristotle, Alexander the Great, Michelangelo, Leonardo da Vinci, Christopher Marlowe, Walt Whitman, Herman Melville, Tennessee Williams, Byron, E.M. Forster, Lorca, Auden, Francis Bacon, James Baldwin, Harry Stack Sullivan, John Maynard Keynes, Dag Hammarskjold… These are not invisible men. Poor Bruce. Poor frightened Bruce. Once upon a time you wanted to be a soldier. Bruce, did you know that an openly gay Englishman was as responsible as any man for winning the Second World War? His name was Alan Turing and he cracked the Germans' Enigma code so the Allies knew in advance what the Nazis were going to do — and when the war was over he committed suicide he was so hounded for being gay. Why don't they teach any of this in the schools? If they did, maybe he wouldn't have killed himself and maybe you wouldn't be so terrified of who you are. The only way we'll have real pride is when we demand recognition of a culture that isn't just sexual. It's all there—all through history we've been there; but we have to claim it, and identify who was in it, and articulate what's in our minds and hearts and all our creative contributions to this earth. And until we do that, and until we organize ourselves block by neighborhood by city by state into a united visible community that fights back, we're doomed. That's how I want to be defined: as one of the men who fought the war.

Secularism should not be equated with Stalinist dogmatism or with the bitter fruits of Western imperialism and runaway industrialisation. Yet it cannot shirk all responsibility for them, either. Secular movements and scientific institutions have mesmerised billions with promises to perfect humanity and to utilise the bounty of planet Earth for the benefit of our species. Such promises resulted not just in overcoming plagues and famines, but also in gulags and melting ice caps. You might well argue that this is all the fault of people misunderstanding and distorting the core secular ideals and the true facts of science. And you are absolutely right. But that is a common problem for all influential movements. For example, Christianity has been responsible for great crimes such as the Inquisition, the Crusades, the oppression of native cultures across the world, and the disempowerment of women. A Christian might take offence at this and retort that all these crimes resulted from a complete misunderstanding of Christianity. Jesus preached only love, and the Inquisition was based on a horrific distortion of his teachings. We can sympathise with this claim, but it would be a mistake to let Christianity off the hook so easily. Christians appalled by the Inquisition and by the Crusades cannot just wash their hands of these atrocities – they should rather ask themselves some very tough questions. How exactly did their ‘religion of love’ allow itself to be distorted in such a way, and not once, but numerous times? Protestants who try to blame it all on Catholic fanaticism are advised to read a book about the behaviour of Protestant colonists in Ireland or in North America. Similarly, Marxists should ask themselves what it was about the teachings of Marx that paved the way to the Gulag, scientists should consider how the scientific project lent itself so easily to destabilising the global ecosystem, and geneticists in particular should take warning from the way the Nazis hijacked Darwinian theories.

Attention drives learning. Neuroscience reminds us that before we can be motivated to learn what is in front of us, we must pay attention to it.

As long as oppression is present in the world, young people need pedagogy that nurtures criticality.

The body is not interested in your perceptions. It is not interested in learning anything from you or knowing anything from you. All the intelligence that is necessary for this living organism is already there. Our attempts to teach this body, or make it function differently from the way it is programmed by nature, are what are responsible for the battle that is going on. There is a battle between what is put in by culture and what is inherent there in the body.

Culture, it turns out, is the way that every brain makes sense of the world. That is why everyone, regardless of race or ethnicity, has a culture. Think of culture as software for the brain’s hardware. The brain uses cultural information to turn everyday happenings into meaningful events. If we want to help dependent learners do more higher order thinking and problem solving, then we have to access their brain’s cognitive structures to deliver culturally responsive instruction.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

In this era of global capital triumphant, to keep responsibility alive in the reading and teaching of the textual is at first sight impractical. It is, however, the right of the textual to be so responsible, responsive, answerable. The “planet” is, here, as perhaps always, a catachresis for inscribing collective responsibility as right. Its alterity, determining experience, is mysterious and discontinuous—an experience of the impossible. It is such collectivities that must be opened up with the question “How many are we?” when cultural origin is detranscendentalized into fiction—the toughest task in the diaspora.

Nature is interested in only two things—to survive and to reproduce one like itself. Anything you superimpose on that, all the cultural input, is responsible for the boredom of man. So we have varieties of religious experience. You are not satisfied with your own religious teachings or games; so you bring in others from India, Asia or China. They become interesting because they are something new. You pick up a new language and try to speak it and use it to feel more important. But basically, it is the same thing.

The old adage we usually hear is that “practice makes perfect.” Based on what we know about neuroplasticity and deliberate practice, we should rephrase that to read, “practice makes permanent.” As you organize yourself for this self-reflective prep work, remember that it is not about being perfect but about creating new neural pathways that shift your default cultural programming as you grow in awareness and skill.

For as much as feminists are painted as “man-haters,” we’re not the ones suggesting that boys and men lack the ability to think rationally, control their own behavior, or act kindly toward other human beings—even with a boner. We’re the ones who want all of our children to know about meaningful consent, healthy sexuality, and honoring each other’s bodies and boundaries, instead of teaching them that one gender is responsible for managing the other’s helpless animal lust. That’s what I mean when I say, “We should teach boys not to rape.” We should teach them they’re worth more and capable of more than this narrowly defined caricature

In culturally responsive teaching, rapport is connected to the idea of affirmation. Affirmation simply means that we acknowledge the personhood of our students through words and actions that say to them, “I care about you.” Too often, we confuse affirmation with building up a student’s self-esteem. As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced.

Western science and technology, while appropriate to the present scale of degradation, is a limited conceptual and methodological tool—it is the “head and hands” of restoration implementation. Native spirituality is the ‘heart’ that guides the head and hands . . . Cultural survival depends on healthy land and a healthy, responsible relationship between humans and the land. The traditional care-giving responsibilities which maintained healthy land need to be expanded to include restoration. Ecological restoration is inseparable from cultural and spiritual restoration, and is inseparable from the spiritual responsibilities of care-giving and world-renewal.

Cultural responsiveness is not a practice; it’s what informs our practice so we can make better teaching choices for eliciting, engaging, motivating, supporting, and expanding the intellectual capacity of ALL our students.

Culture guides how we process information. Cultures with a strong oral tradition rely heavily on the brain’s memory and social engagement systems to process new learning. Learning will be more effective if processed using the common cultural learning aids—stories, music, and repetition.

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

Much of what it takes to succeed in school, at work, and in one’s community consists of cultural habits acquired by adaptation to the social environment. Such cultural adaptations are known as “cultural capital.” Segregation leads social groups to form different codes of conduct and communication. Some habits that help individuals in intensely segregated, disadvantaged environments undermine their ability to succeed in integrated, more advantaged environments. At Strive, a job training organization, Gyasi Headen teaches young black and Latino men how to drop their “game face” at work. The “game face” is the angry, menacing demeanor these men adopt to ward off attacks in their crime-ridden, segregated neighborhoods. As one trainee described it, it is the face you wear “at 12 o’clock at night, you’re in the ‘hood and they’re going to try to get you.”102 But the habit may freeze it into place, frightening people from outside the ghetto, who mistake the defensive posture for an aggressive one. It may be so entrenched that black men may be unaware that they are glowering at others. This reduces their chance of getting hired. The “game face” is a form of cultural capital that circulates in segregated underclass communities, helping its members survive. Outside these communities, it burdens its possessors with severe disadvantages. Urban ethnographer Elijah Anderson highlights the cruel dilemma this poses for ghetto residents who aspire to mainstream values and seek responsible positions in mainstream society.103 If they manifest their “decent” values in their neighborhoods, they become targets for merciless harassment by those committed to “street” values, who win esteem from their peers by demonstrating their ability and willingness to insult and physically intimidate others with impunity. To protect themselves against their tormentors, and to gain esteem among their peers, they adopt the game face, wear “gangster” clothing, and engage in the posturing style that signals that they are “bad.” This survival strategy makes them pariahs in the wider community. Police target them for questioning, searches, and arrests.104 Store owners refuse to serve them, or serve them brusquely, while shadowing them to make sure they are not shoplifting. Employers refuse to employ them.105 Or they employ them in inferior, segregated jobs. A restaurant owner may hire blacks as dishwashers, but not as wait staff, where they could earn tips.

I hold it perniciously false to teach that all cultural forms are equally probable and that by mere force of will an inspired individual can at any moment alter the trajectory of an entire cultural system in a direction convenient to any philosophy. Convergent and parallel trajectories far outnumber divergent trajectories in cultural evolution. Most people are conformists. History repeats itself in countless acts of individual obedience to cultural rule and pattern, and individual wills seldom prevail in matters requiring radical alterations of deeply conditioned beliefs and practices. At the same time, nothing I have written in this book supports the view that the individual is helpless before the implacable march of history or that resignation and despair are appropriate responses to the concentration of industrial managerial power. The determinism that has governed cultural evolution has never been the equivalent of the determinism that governs a closed physical system. Rather, it resembles the causal sequences that account for the evolution of plant and animal species.

We understand deeply that until all women are free no man can be free. Even when we believe that we've taken everything into consideration we acknowledge that we may be behaving as badly and as snoolishly as our forefathers. We are learning to recognize this as a culturally inherited blind spot that leads inevitably to the destruction of women and all life on Earth, including ourselves. Moreover: We resolve to accept counsel when criticism is offered regarding our deficiencies and to make every effort to improve. We resolve not to unduly burden our Sisters by insisting that they teach us, correct us, and explain to us. We resolve to respect Women's Space. We resolve to encourage all women to activate the fullness of their potential and never stand in the way. We resolve to take responsibility for our share of domestic chores and childcare. We resolve to meet together regularly as men to learn how to transform our violent tendencies. We resolve to eradicate all eroticism that depends upon a paradigm of dominance and submission. We resolve to continue diligently the process of forgetting “how to be a man.” Statement from the Biophilic Brotherhood, dated January 1, 2019 BE

instructional conversation, the kind of talk that acts like a mental blender, mixing together new material with existing knowledge in a student’s schema. Using discussion protocols like World Café, Four on a Pencil, and Give One Get One help create variety in the ways students talk to each other in the classroom, offering a chance to both work collaboratively and have their individual voices heard.

Phaethon asked: “Do you think there is something wrong with the Sophotechs? We are Manorials, father! We let Rhadamanthus control our finances and property, umpire our disputes, teach our children, design our thoughtscapes, and even play matchmaker to find us wives and husbands!” “Son, the Sophotechs may be sufficient to advise the Parliament on laws and rules. Laws are a matter of logic and common sense. Specially designed human-thinking versions, like Rhadamanthus, can tell us how to fulfill our desires and balance our account books. Those are questions of strategy, of efficient allocation of resources and time. But the Sophotechs, they cannot choose our desires for us. They cannot guide our culture, our values, our tastes. That is a question of the spirit.” “Then what would you have us do? Would you change our laws?” “Our mores, not our laws. There are many things which are repugnant, deadly to the spirit, and self-destructive, but which law should not forbid. Addiction, self-delusion, self-destruction, slander, perversion, love of ugliness. How can we discourage such things without the use of force? It was in response to this need that the College of Hortators evolved. Peacefully, by means of boycotts, public protests, denouncements, and shunnings, our society can maintain her sanity against the dangers to our spirit, to our humanity, to which such unboundried liberty, and such potent technology, exposes us.” (...) But Phaethon certainly did not want to hear a lecture, not today. “Why are you telling me all this? What is the point?” “Phaethon, I will let you pass through those doors, and, once through, you will have at your command all the powers and perquisites I myself possess. The point of my story is simple. The paradox of liberty of which you spoke before applies to our entire society. We cannot be free without being free to harm ourselves. Advances in technology can remove physical dangers from our lives, but, when they do, the spiritual dangers increase. By spiritual danger I mean a danger to your integrity, your decency, your sense of life. Against those dangers I warn you; you can be invulnerable, if you choose, because no spiritual danger can conquer you without your own consent. But, once they have your consent, those dangers are all-powerful, because no outside force can come to your aid. Spiritual dangers are always faced alone. It is for this reason that the Silver-Gray School was formed; it is for this reason that we practice the exercise of self-discipline. Once you pass those doors, my son, you will be one of us, and there will be nothing to restrain you from corruption and self-destruction except yourself. “You have a bright and fiery soul, Phaethon, a power to do great things; but I fear you may one day unleash such a tempest of fire that you may consume yourself, and all the world around you.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined! I stand for a different education: a different education where students will not just learn books but life! I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles. I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding! I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly! I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence! I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life! I stand for a different education: a different education where students will learn with inspiration even in their desperations! I stand for a different education: a different education where teachers are seen as true epitome of education! I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure! I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn! I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such! I stand for a different education: a different education where education means creativity! Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!

As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced. Affirmation and rapport are really about building trust, not self-esteem.

According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.

Positive relationships keep our safety-threat detection system in check. There is a reason that collectivist cultures focus on relationships. The brain is wired to scan continuously for social and physical threats, except when we are in positive relationships. The oxytocin positive relationships trigger helps the amygdala stay calm so the prefrontal cortex can focus on higher order thinking and learning. Just as you want to identify and remove things that create an emotionally unsafe environment, you have to also focus on building positive relationships that students recognize based on their cultural schema.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

I want my kids to have their adventure. That's the great joy of life: the adventure, choosing correctly in the face of adversity, overcoming obstacles and thriving. They can only have that adventure if I teach them to defend the individual rights our founders recognized - rights that preexist government, that adhere to them as individual human beings created in the image of God; if I teach them to engage in a culture of robust debate and to act with virtue in that culture; and if I remind them that they are inheritors of a grand and glorious American tradition, and that it is their responsibility to carry forward that tradition while widening its promises to more and more human beings.

The people who are made larger by suffering go on to stage two small rebellions. First, they rebel against their ego ideal. When they were on their first mountain, their ego had some vision of what it was shooting for—some vision of prominence, pleasure, and success. Down in the valley they lose interest in their ego ideal. Of course afterward they still feel and sometimes succumb to their selfish desires. But, overall, they realize the desires of the ego are never going to satisfy the deep regions they have discovered in themselves. They realize, as Henri Nouwen put it, that they are much better than their ego ideal. Second, they rebel against the mainstream culture. All their lives they’ve been taking economics classes or living in a culture that teaches that human beings pursue self-interest—money, power, fame. But suddenly they are not interested in what other people tell them to want. They want to want the things that are truly worth wanting. They elevate their desires. The world tells them to be a good consumer, but they want to be the one consumed—by a moral cause. The world tells them to want independence, but they want interdependence—to be enmeshed in a web of warm relationships. The world tells them to want individual freedom, but they want intimacy, responsibility, and commitment. The world wants them to climb the ladder and pursue success, but they want to be a person for others. The magazines on the magazine rack want them to ask “What can I do to make myself happy?” but they glimpse something bigger than personal happiness.

Cultural artifacts like clothing, music, or speech are aspects of indigenous culture that are generally not considered by teachers to be related to education, but are one of the first things a teacher identifies when interacting with neoindigenous students. The wrong clothing or speech will get neoindigenous students labeled as unwilling to learn and directly impact their academic lives much in the way that it affects the indigenous. For example, if one were to ask the average person in the United States, Australia, or New Zealand to describe the indigenous peoples in their respective countries, the responses would probably be very similar, and include exoticized references to scanty clothing, “odd” living arrangements, “strange” speech, “weird” customs, and “primitive” art and music.

Older plants send out volatiles to younger plants that contain within them information about chemical responses to predation. A bean plant, being fed upon by a spider mite, can analyze from its saliva just what type of spider mite is feeding on it. It then will craft a specific pheromone, releasing it from its leaf stomata as a volatile chemical into the air. That pheromone will call to the plant the exact predator that feeds on that particular spider mite. Older plants store this information as a kind of cultural learning that is then passed on to younger generations. Old growth plants are repositories of the acquired learning of the species. Cultural learning and transmission is, in reality, common throughout the Gaian system. Chimpanzees teach their young to collect termites with a stick, and how to make the stick.

American parents and educators are told to give children choices, to respect their desires, to ask them questions as opposed to issuing orders, to refrain from pressuring or coercing them to do work they don’t want to do, and to offer positive reinforcement all the time. Children are supposed to want to do the work—otherwise, they shouldn’t have to do it. In contrast, the scripts that Asian culture offers its parents include statements, not questions, and orders, not requests. Children are routinely told what to do, and particularly when it comes to academic work, parents and educators don’t spend much time asking them what they want or catering to those desires. Asian parents see these scripts as the natural order of the family and society; the elder has wisdom and a responsibility to teach and discipline the child, and the child needs to learn from those elders.

Depend upon it, before you have been teaching for a term, everyone in the form knows pretty well 'the sort of stuff that goes down with Prickly Pop-eye.' In the crude old days they knew that what 'went down', and the only thing that 'went down', was correct answers to factual questions, and there were only two ways of producing those: working or cheating. The thing would not be so bad if the responses which the pupils had to make were even those of the individual master. But we have already passed that stage. Somewhere (I have not yet tracked it down) there must be a kind of culture-mongers' central bureau which keeps a sharp look-out for deviationists. At least there is certainly someone who sends little leaflets to schoolmasters, printing half a dozen poems on each and telling the master not only which the pupils must be made to prefer, but exactly on what grounds.

What Jesus teaches in regard to violence is so radical that it almost doesn’t even make sense. When we serve an Americanized version of Jesus, we tend to subconsciously imagine that Jesus would have said something to the effect of, “Don’t use violence unless you really and truly fear that your life may be in danger.” However, that isn’t what he taught—Jesus repeatedly taught that those who actually “follow” him must adopt a position of nonviolent love of enemies. This new ethic of nonviolence was not what people were expecting; the Mosaic Law had established principles that justified retributive violence (much like in our own culture), condoning tit-for-tat responses to injustices. Jesus insists, however, that the Kingdom he came to establish was going to operate by different principles from anything they had experienced previously, and that the use of previously justified violence had no place in this new movement God was starting.

Lying," he said out loud, hoping no one would hear. "I need to lie. Teach me, quickly." I wouldn't if I were you, came the response. For a start, it's a variable concept here. You are in a culture where ambiguity has been raised to a high level. Let me give an example: depending on phrasing, circumstance, expression, body movement, intonation and context, the statement "I love you" can mean I love you; I don't love you; I hate you; I want to have sex with you; I do, in fact, love your sister; I don't love you any more; leave me alone, I'm tired, or I'm sorry I forgot your birthday. The person being talked to would instantly understand the meaning but might choose to attribute an entirely different meaning to the statement. Lying is a social act and the nature and import of the lie depends in effect on an unspoken agreement between the parties concerned. Please note that this description does not even begin to explore the concept of deep lies, in which the speaker simultaneously says something he knows to be untrue and genuinely believes it nonetheless: politicians are particularly adept at this.

On the day you’re born, you’re given a little plot of rich and fertile soil, slightly different from everyone else’s. And right away, your family and your culture start to plant things and tend the garden for you, until you’re old enough to take over its care yourself. They plant language and attitudes and knowledge about love and safety and bodies and sex. And they teach you how to tend your garden, because as you transition through adolescence into adulthood, you’ll take on full responsibility for its care. And you didn’t choose any of that. You didn’t choose your plot of land, the seeds that were planted, or the way your garden was tended in the early years of your life. As you reach adolescence, you begin to take care of the garden on your own. And you may find that your family and culture have planted some beautiful, healthy things that are thriving in a well-tended garden. And you may notice some things you want to change. Maybe the strategies you were taught for cultivating the garden are inefficient, so you need to find different ways of taking care of it so that it will thrive (that’s in chapter 3).

Social life was similarly affected by the teachings of the Koran. At a time when in Christian Europe an epidemic was regarded as a scourge of God to which man had but to submit meekly - at that time, and long before it, the Muslims followed the injunction of their Prophet which directed them to combat epidemics by segregating the infected towns and areas. And at a time when even the kings and nobles of Christendom regarding bathing as an almost indecent luxury, even the poorest of Muslim houses had at least one bathroom, while elaborate public baths were common in every Muslim city (in the ninth century, for instance, Córdoba had three hundred of them): and all this in response to the Prophet’s teaching that ‘Cleanliness is part of faith’. A Muslim did not come into conflict with the claims of spiritual life if he took pleasure in the beautiful things of material life, for, according to the Prophet, ‘God loves to see on His servants an evidence of His bounty’. In short, Islam gave a tremendous incentive to cultural achievements which constitute one of the proudest pages in the history of mankind; and it gave this incentive by saying Yes to the intellect and No to obscurantism, Yes to action and no to quietism, Yes to life and No to ascetism. Little wonder, then, that as soon as it emerged beyond the confines of Arabia, Islam won new adherents by leaps and bounds. Born and nurtured in the world-contempt of Pauline and Augustinian Christianity, the populations of Syria and North Africa, and a little layer of Visigothic Spain, saw themselves suddenly confronted with a teaching which denied the dogma of Original Sin and stressed the inborn dignity of earthly life: and so they rallied in ever-increasing numbers to the new creed that gave them to understand that man was God’s vicar on earth. This, and not a legendary ‘conversion at the point of the sword’, was the explanation of Islam’s amazing triumph in the glorious morning of its history. It was not the Muslims that had made Islam great: it was Islam that had made the Muslims great. But as soon as their faith became habit and ceased to be a programme of life, to be consciously pursued, the creative impulse that underlay their civilisation waned and gradually gave way to indolence, sterility and cultural decay.

It is my contention that the popular misuse of “do not judge” reveals just how far the discipline of sound biblical study has slipped in recent years. More than that, it sheds light on the state of our culture, a culture that seeks to avoid accountability and responsibility for personal actions. This current trend and mentality runs counter to the teachings of Scripture. For the collective teaching of the Bible insists that those who are created in the image of God are morally responsible to God and to one another. So to use “do not judge” as a means of dismissing oneself from moral responsibility would be to interpret it in a way that pits it against the rest of Scripture. We should remember that “all Scripture is God-breathed,” or inspired by the Holy Spirit, and as such it is without error and never contradicts itself (because God never contradicts himself). Therefore, it is always wise to interpret a given passage of Scripture by comparing it with the principles and teachings found elsewhere in Scripture. This provides a healthy check and balance and helps us avoid misinterpretations, logical inconsistencies, and inappropriate applications.

What the science in this book ultimately teaches is that there is no meaning. There’s no answer to “Why?” beyond “This happened because of what came just before, which happened because of what came just before that.” There is nothing but an empty, indifferent universe in which, occasionally, atoms come together temporarily to form things we each call Me. A whole field of psychology explores terror management theory, trying to make sense of the hodgepodge of coping mechanisms we resort to when facing the inevitability and unpredictability of death. As we know, those responses cover the range of humans at our best and worst—becoming closer to your intimates, identifying more with your cultural values (whether humanitarian or fascist in nature), making the world a better place, deciding to live well as the best revenge. And by now, in our age of existential crisis, the terror we feel when shadowed by death has a kid sibling in our terror when shadowed by meaninglessness. Shadowed by our being biological machines wobbling on top of turtles that go all the way down. We are not captains of our ships; our ships never had captains.[2] Fuck. That really blows.

There is no question that the Deep South seceded and fought the civil war to defend slavery. And its leaders made no secret of this motive. Slavery they argued Ad nauseam was the foundation for a virtuous biblically sanctioned social system superior to that of the free states. When 19th century deep southerners spoke of defending their “traditions”, “heritage”, and way of life they proudly identified the enslavement of others as the center piece of all three. Indeed, many of their leaders even argued that all lower class people should be enslaved regardless of race for their own good. In response to Yankee and midland abolitionist the Deep South’s leaders developed an elaborate defense for human bondage. James Henry Hammond, former governor of South Carolina, published a seminal book arguing that enslaved laborers where happier, fitter and better looked after than their free counter parts in Brittan and the North, who were ruthlessly exploited by industrial capitalists. Free societies were therefore unstable as there was always a danger that the exploited would rise up creating a fearful crisis in republican institutions. Salves by contrast were kept in their place by violent means and denied the right to vote, resist or testify, ensuring the foundation of every well designed and durable republic. Enslavement of the white working class would be in his words a most glorious act of emancipation. Jefferson’s notion all men are created equal, he wrote, was ridiculously absurd. In the deep southern tradition, Hammond’s republic was modeled on those of ancient Greece and Rome. Featuring rights and democracy for the elite, slavery and submission for inferiors. It was sanctioned by the Christian god whose son never denounced the practice in his documented teachings. It was a perfect aristocratic republic, one that should be a model for the world. George Fitzhugh endorsed and expanded upon Hammond’s argument to enslave all poor people. Aristocrats, he explained, were really the nations Magna Carta because they owned so much and had the affection which all men feel for what belongs to them. Which naturally lead them to protect and provide for wives, children and slaves. Fitzhugh, whose books were enormously popular declared he was quite as intent on abolishing free society as you northerners are on abolishing slavery.

Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy.

approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy.

Prin let the old one witter on. They could make him stay in here, stop him from leaving and stop him from offering any violence to this dream-image of the old representative, but they couldn’t stop his attention from wandering. The techniques learned in lecture theatres and later honed to perfection in faculty meetings were proving their real worth at last. He could vaguely follow what was being said without needing to bother with the detail. When he’d been a student he had assumed he could do this because he was just so damn smart and basically already knew pretty much all they were trying to teach him. Later, during seemingly endless committee sessions, he’d accepted that a lot of what passed for useful information-sharing within an organisation was really just the bureaucratic phatic of people protecting their position, looking for praise, projecting criticism, setting up positions of non-responsibility for up-coming failures and calamities that were both entirely predictable but seemingly completely unavoidable, and telling each other what they all already knew anyway. The trick was to be able to re-engage quickly and seamlessly without allowing anyone to know you’d stopped listening properly shortly after the speaker had first opened their mouth.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

Movies create the parameters against which we measure our lives.  They can either be a force for positive change or reinforce existing structures.  Mason asks, “How do we take control of the hallucination?”  The series itself is a response:  The Invisibles is a fictional work that’s programmed to redefine the way we view reality.  Download this series into your mind, and you’ll come out the other side changed. This also ties into the way that Mason has discussed movies over the course of the series.  By finding the evolutionary message in non-intellectual, popular works like Speed and Independence Day, Mason is trying to take control of the hallucination.  Any work of art does not exist in a vacuum.  We assess it through cultural and social lenses, biased by our own circumstances and background.  Mason seeks out Invisible messages in everything he sees, and because that’s what he’s looking for, he finds them.  His goal is to teach everyone to think like that, to not see the intended pro-America or pro-hetero-normative message of a typical studio film, to instead find something subversive lurking in the most mundane entertainments.  If people build their lives in response to the films they see, then controlling the way they perceive the films means controlling the future direction of their lives. Next,

Although the US State Department has not officially designated the MB [Muslin Brotherhood] as a terrorist organization, Egypt did so in 2013; and in 2015, a British government review “concluded that membership of or links to it should be considered a possible indicator of extremism.” However, in 2003 the FBI uncovered the MB’s multifaceted plan to dominate America through immigration, intimidation, education, community centers, mosques, political legitimacy, and establishing ‘interfaith dialogue’ centers in our universities and colleges. A document confiscated by the FBI outlines a twelve-point strategy to establish an Islamic government on earth that is brought about by a flexible, long-term ‘cultural invasion’ of the West. Their own plans teach us that ‘the intrusion of Islam will erupt in multiple locations using mulciple means’. But near the top of this strategy is immigration. To be more specific, the first major point in their strategy states; ‘To expand the Muslin presence by birth rate, immigration and refusal to assimilate.’ This strategy transformed Indonesia from a Buddhist and Hindu country to the largest Muslin-dominated country in the world. As Europe has discovered, open borders for refugees may be viewed as a compassionate response to a catastrophic humanitarian crisis, but it has long-term risks and consequences.

The cultural code of the stiff upper lip is not for her boys. She is teaching them that it is not “sissy” to show their feelings to others. When she took Prince William to watch the German tennis star Steffi Graff win the women’s singles final at Wimbledon last year they left the royal box to go backstage and congratulate her on her victory. As Graff walked off court down the dimly lit corridor to the dressing room, royal mother and son thought Steffi looked so alone and vulnerable out of the spotlight. So first Diana, then William gave her a kiss and an affectionate hug. The way the Princess introduced her boys to her dying friend, Adrian Ward-Jackson, was a practical lesson in seeing the reality of life and death. When Diana told her eldest son that Adrian had died, his instinctive response revealed his maturity. “Now he’s out of pain at last and really happy.” At the same time the Princess is acutely aware of the added burdens of rearing two boys who are popularly known as “the heir and the spare.” Self-discipline is part of the training. Every night at six o’clock the boys sit down and write thank-you notes or letters to friends and family. It is a discipline which Diana’s father instilled in her, so much so that if she returns from a dinner party at midnight she will not sleep easily unless she has penned a letter of thanks. William and Harry, now ten and nearly eight respectively, are now aware of their destiny. On one occasion the boys were discussing their futures with Diana. “When I grow up I want to be a policeman and look after you mummy,” said William lovingly. Quick as a flash Harry replied, with a note of triumph in his voice, “Oh no you can’t, you’ve got to be king.

Because when women understand chemistry, they begin to understand how things work.” Roth looked confused. “I’m referring to atoms and molecules, Roth,” she explained. “The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them.” “You mean by men.” “I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy.

NO MATTER WHAT PART OF THE WORLD we come from, fundamentally we are all the same human beings. We all seek happiness and want to avoid suffering. We all have essentially the same needs and similar concerns. As human beings, we all want to be free, to have the right to decide our own destiny as individuals as well as the destiny of our people. That is human nature. The problems that confront us today are created by man, whether they are violent conflicts, destruction of the environment, poverty, or hunger. These problems can be resolved thanks to human efforts, by understanding that we are brothers and sisters and by developing this sense of fraternity. We must cultivate a universal responsibility toward each other and extend it to the planet that we have to share. I feel optimistic that the ancient values that have sustained mankind are reaffirming themselves today, preparing the way for a better, happier twenty-first century. I pray for all of us, oppressor and friend, so that together we can succeed in building a better world through mutual understanding and love, and that in doing so we may reduce the pain and suffering of all sentient beings.3 On December 10, 1989, the Dalai Lama’s Nobel Peace Prize acceptance speech, quoted in part above, was broadcast throughout the world. The cause of Tibet had become international. But it was not as the leader of a government in exile, or as a Tibetan, that the Dalai Lama accepted the Nobel Prize. He shared this distinction as a human being with all those who recognize each other’s basic human values. By claiming his humanity in the universal language of the heart, which goes beyond ideological rifts and notions of cultural identity, the Dalai Lama gave us back our humanity. In Oslo on December 10, 1989, we all received the Nobel Peace Prize.

That’s why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work.” Roth looked confused. “I’m referring to atoms and molecules, Roth,” she explained. “The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them.” “You mean by men.” “I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy. Hastings Research Institute is full of them.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

Slavery has a special interaction with the normal structures of being a human being. So a human being is sort of a generalist creature with a capacity to have its software re-worked for different habitats. The reason that human beings are able to exploit every terrestrial habitat where plants grow is that they don't all have the software program that's the same, right? You can have a software program for hunting in the Calihari, you can have one for terracing the Andes to grow potatoes, you can have any one of a number of software programs. Well, slavery took the software program that Africans who were brought into the slave trade had, and it did its best to erase that program – and to render that program non-functional. It rendered it non-functional by combining people from different places who didn't even necessarily speak a language so there was not one culture available. And it sort of forces the bootstrapping of a new culture, which was composed of various things but of course it was, you know, prohibition against teaching slaves to read and things like that, and so there was a systematic breaking of the original culture that Africans had during the New World, and a substituting of a version that was not a much of a threat to the slave-holding population, right? And at the point that slavery comes to an end, it is not as if, frankly, even, you know, we didn't even have the tools to talk about these things in responsible terms. There wasn't enough known about how the mind works and what its relationship is to the body and all...so, the thing that makes the black population and the Indian population different, I would argue, is the systematic hobbling of the on-board, the inherited, evolved culture in the case of Indians by transporting them to reservations and by putting them in schools that disrupt the passage of normal culture and in the case of Africans, it was breaking apart of families, keeping people from being in contact with others they had the right language to talk to and all...so in any case, that carries through to the present: it creates a situation where there has not been access to the materials to fully update software.

It's healthy to adjust to reality. It's healthy, recognizing that fiction such as Proust and Faulkner wrote is doomed, to interest yourself in victorious technology, to fashion a niche for yourself in the new information order, to discard and then forget the values and methods of literary modernism which younger readers, bred on television and educated in the new orthodoxy of identity politics and the reader's superiority to the text, are almost entirely deaf and blind to. It's healthy to stop giving yourself ulcers and migraines doing demanding work that may please a few harried peers but otherwise instills unease or outright resentment in would-be readers. It's healthy to cry uncle when your bone's about to break. Likewise healthy, almost by definition, to forget about death in order to live your life: healthy to settle for (and thereby participate in) your own marginalization as a writer, to accept as inevitable a shrinking audience, an ever-deteriorating relationship with the publishing conglomerates, a retreat into the special Protective Isolation Units that universities now provide for writers. Healthy to slacken your standards, to call "great" what five years ago you might have called "decent but nothing special." Healthy, when you discover that your graduate writing students can't distinguish between "lie" and "lay" and have never read Jane Austen, not to rage or agitate but simply bite the bullet and do the necessary time-consuming teaching. Healthier yet not to worry about it—to nod and smile in your workshops and let sleeping dogs lay, let the students discover Austen when Merchant and Ivory film her. In describing as "healthy" these responses to the death sentence obsolescence represents, I'm being more than halfway ironic. Health really is the issue here. The pain of consciousness, the pain of knowing, grows apace with the information we have about the degradation of our planet and the insufficiency of our political system and the incivility of our society and the insolvency of our treasury and the injustice in the on-fifth of our country and four-fifths of our world that isn't rich like us. Given this increasing pain, it's understandable that a large and growing segment of the population should take comfort in the powerful narcotics that technology offers. The more popular these narcotics become, the more socially acceptable their use—and the lonelier the tiny core of people who are temperamentally incapable of deluding themselves that the "culture" of technology is anything but a malignant drug. It becomes a torture each time you see a friend stop reading books, and each time you read another cheerful young writer doing TV in book form. You become depressed. And then you see what technology can do for those who become depressed. It can make them undepressed. It can bring them health. And this is the moment at which I find myself: I look around and see absolutely everyone (or so it seems) finding health. They enjoy their television and their children and they don't worry inordinately. They take their Prozac and are undepressed. They are all civil with each other and smile undepressed smiles, and they look at me with eyes of such pure opacity that I begin to doubt myself. I seem to myself a person who shrilly hates health. I'm only a phone call away from asking for a prescription of my own[.]

It's healthy to adjust to reality. It's healthy, recognizing that fiction such as Proust and Faulkner wrote is doomed, to interest yourself in victorious technology, to fashion a niche for yourself in the new information order, to discard and then forget the values and methods of literary modernism which younger readers, bred on television and educated in the new orthodoxy of identity politics and the reader's superiority to the text, are almost entirely deaf and blind to. It's healthy to stop giving yourself ulcers and migraines doing demanding work that may please a few harried peers but otherwise instills unease or outright resentment in would-be readers. It's healthy to cry uncle when your bone's about to break. Likewise healthy, almost by definition, to forget about death in order to live your life: healthy to settle for (and thereby participate in) your own marginalization as a writer, to accept as inevitable a shrinking audience, an ever-deteriorating relationship with the publishing conglomerates, a retreat into the special Protective Isolation Units that universities now provide for writers. Healthy to slacken your standards, to call "great" what five years ago you might have called "decent but nothing special." Healthy, when you discover that your graduate writing students can't distinguish between "lie" and "lay" and have never read Jane Austen, not to rage or agitate but simply bite the bullet and do the necessary time-consuming teaching. Healthier yet not to worry about it—to nod and smile in your workshops and let sleeping dogs lay, let the students discover Austen when Merchant and Ivory film her. In describing as "healthy" these responses to the death sentence obsolescence represents, I'm being more than halfway ironic. Health really is the issue here. The pain of consciousness, the pain of knowing, grows apace with the information we have about the degradation of our planet and the insufficiency of our political system and the incivility of our society and the insolvency of our treasury and the injustice in the one-fifth of our country and four-fifths of our world that isn't rich like us. Given this increasing pain, it's understandable that a large and growing segment of the population should take comfort in the powerful narcotics that technology offers. The more popular these narcotics become, the more socially acceptable their use—and the lonelier the tiny core of people who are temperamentally incapable of deluding themselves that the "culture" of technology is anything but a malignant drug. It becomes a torture each time you see a friend stop reading books, and each time you read another cheerful young writer doing TV in book form. You become depressed. And then you see what technology can do for those who become depressed. It can make them undepressed. It can bring them health. And this is the moment at which I find myself: I look around and see absolutely everyone (or so it seems) finding health. They enjoy their television and their children and they don't worry inordinately. They take their Prozac and are undepressed. They are all civil with each other and smile undepressed smiles, and they look at me with eyes of such pure opacity that I begin to doubt myself. I seem to myself a person who shrilly hates health. I'm only a phone call away from asking for a prescription of my own[.]

Another dangerous neoliberal word circulating everywhere that is worth zooming in on is the word ‘resilience’. On the surface, I think many people won’t object to the idea that it is good and beneficial for us to be resilient to withstand the difficulties and challenges of life. As a person who lived through the atrocities of wars and sanctions in Iraq, I’ve learnt that life is not about being happy or sad, not about laughing or crying, leaving or staying. Life is about endurance. Since most feelings, moods, and states of being are fleeting, endurance, for me, is the common denominator that helps me go through the darkest and most beautiful moments of life knowing that they are fleeing. In that sense, I believe it is good for us to master the art of resilience and endurance. Yet, how should we think about the meaning of ‘resilience’ when used by ruling classes that push for wars and occupations, and that contribute to producing millions of deaths and refugees to profit from plundering the planet? What does it mean when these same warmongers fund humanitarian organizations asking them to go to war-torn countries to teach people the value of ‘resilience’? What happens to the meaning of ‘resilience’ when they create frighteningly precarious economic structures, uncertain employment, and lay off people without accountability? All this while also asking us to be ‘resilient’… As such, we must not let the word ‘resilience’ circulate or get planted in the heads of our youth uncritically. Instead, we should raise questions about what it really means. Does it mean the same thing for a poor young man or woman from Ghana, Ecuador, Afghanistan vs a privileged member from the upper management of a U.S. corporation? Resilience towards what? What is the root of the challenges for which we are expected to be resilient? Does our resilience solve the cause or the root of the problem or does it maintain the status quo while we wait for the next disaster? Are individuals always to blame if their resilience doesn’t yield any results, or should we equally examine the social contract and the entire structure in which individuals live that might be designed in such a way that one’s resilience may not prevail no matter how much perseverance and sacrifice one demonstrates? There is no doubt that resilience, according to its neoliberal corporate meaning, is used in a way that places the sole responsibility of failure on the shoulders of individuals rather than equally holding accountable the structure in which these individuals exist, and the precarious circumstances that require work and commitment way beyond individual capabilities and resources. I find it more effective not to simply aspire to be resilient, but to distinguish between situations in which individual resilience can do, and those for which the depth, awareness, and work of an entire community or society is needed for any real and sustainable change to occur. But none of this can happen if we don’t first agree upon what each of us mean when we say ‘resilience,’ and if we have different definitions of what it means, then we should ask: how shall we merge and reconcile our definitions of the word so that we complement not undermine what we do individually and collectively as people. Resilience should not become a synonym for surrender. It is great to be resilient when facing a flood or an earthquake, but that is not the same when having to endure wars and economic crises caused by the ruling class and warmongers. [From “On the Great Resignation” published on CounterPunch on February 24, 2023]

In every previous classroom, I had been responsible for decoding teachers’ references to white middle-class experiences. It’s like when you’re sailing…or You know how when you’re skiing, you have to…My white teachers had an unspoken commitment to the belief that we are all the same, a default setting that masked for them how often white culture bled into the curriculum. For example, when teachers wanted to drive home the point that we should do something daily, they often likened it to how you wash your hair every morning. It never occurred to them that none of the Black girls in the class did this. Knowing it was true for white people, and having gotten used to white teachers’ assumption of universality, we would all nod our heads and move on. Who had time to teach the teacher?

To empower dependent learners and help them become independent learners, the brain needs to be challenged and stretched beyond its comfort zone with cognitive routines and strategy.

The deep happiness that marriage can bring, then, lies on the far side of sacrificial service in the power of the Spirit. That is, you only discover your own happiness after each of you has put the happiness of your spouse ahead of your own, in a sustained way, in response to what Jesus has done for you. Some will ask, “If I put the happiness of my spouse ahead of my own needs—then what do I get out of it?” The answer is—happiness. That is what you get, but a happiness through serving others instead of using them, a happiness that won’t be bad for you. It is the joy that comes from giving joy, from loving another person in a costly way. Today’s culture of the “Me-Marriage” finds this very proposal—of putting the interests of your spouse ahead of your own—oppressive. But that is because it does not look deeply enough into this crucial part of Christian teaching about the nature of reality. What is that teaching? Christianity asserts, to begin with, that God is triune—that is, three persons within one God. And from John 17 and other passages we learn that from all eternity, each person—Father, Son, and Holy Spirit—has glorified, honored, and loved the other two. So there is an “other-orientation” within the very being of God. When Jesus Christ went to the cross, he was simply acting in character. As C. S. Lewis wrote, when Jesus sacrificed himself for us, he did “in the wild weather of his outlying provinces” that which from all eternity “he had done at home in glory and gladness.” 6 Then the Bible says that human beings were made in God’s image. That means, among other things, that we were created to worship and live for God’s glory, not our own. We were made to serve God and others. That means paradoxically that if we try to put our own happiness ahead of obedience to God, we violate our own nature and become, ultimately, miserable. Jesus restates the principle when he says, “Whoever wants to save his life shall lose it, but whoever loses his life for my sake will find it” (Matthew 16: 25). He is saying, “If you seek happiness more than you seek me, you will have neither; if you seek to serve me more than serve happiness, you will have both.

In order to teach your children classically, you may have to teach them to respect you in a different way, and you may have to become worthy of their respect. Adding the role of teacher to your parental repertoire can be done, however, and may lead to wonderful developments in your family. Contrary to popular culture, it is natural for children to recognize that parents are wiser than themselves and for young adults to want to be personally responsible. Let’s resolve to be adults whom children like to spend time with, not because we are “fun,”but because our kids know that we think it is a great privilege and pleasure to be with them. Let’s show them that when we learn something new, we can’t wait to share our discovery with them. Where there is a vision, parents will find a way. My sons know that the following is

Culturally responsive teaching is also about empowerment and interrupting teaching practices that keep certain students dependent learners. We have to create the right instructional conditions that stimulate neuron growth and myelination by giving students work that is relevant and focused on problem solving.

Restorative justice takes situations that otherwise might result in a student being removed from class, and instead presents ways to teach the student how to repair the harm that was done, and continue forward. This method creates an atmosphere of communication and collaboration around student issues.

The next time your toddler or small child acts cranky or demanding, use the responsibility tool and try putting them to work.

In culturally responsive teaching, relationships are as important as the curriculum. Geneva Gay, pioneer of culturally responsive pedagogy (2010) says positive relationships exemplified as “caring” are one of the major pillars of culturally responsive teaching.

An educator’s ability to recognize students’ cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social-emotional connection to the student in order to create a safe space for learning.

The brain seeks to minimize social threats and maximize opportunities to connect with others in community.

Microaggressions are the subtle, everyday verbal and nonverbal slights, snubs, or insults which communicate hostile, derogatory, or negative messages to people of color based solely on their marginalized group membership.

Culture guides how we process information. Cultures with a strong oral tradition rely heavily on the brain’s memory and social engagement systems to process new learning. Learning will be more effective if processed using the common cultural learning aids—stories, music, and repetition. These elements help build neural pathways and activate myelination. They help neurons fire and wire together in ways that make learning “sticky.” Collectivist cultures use social interactions such as conversation and storytelling as learning aids. Because of society’s history of segregation and unequal educational opportunities, many communities of color continue to use the natural learning modalities in the home and community. As a result, their neural pathways are primed to learn using story, art, movement, and music.

5. All new information must be coupled with existing funds of knowledge in order to be learned.

6. The brain physically grows through challenge and stretch, expanding its ability to do more complex thinking and learning. The brain’s main purpose is to get smarter at surviving and thriving in life.

It’s afraid that you will have to talk about sensitive issues such as race, racism, classism, sexism, or any other kind of “-ism.” It is afraid that this conversation will make you vulnerable and open to some type of emotional or physical attack. But this fear is not real. It is just your amygdala’s ploy to get you to stay in your comfort zone.

Spend some time viewing the replay in your mind. Try to review what happened without judgment. Describe it almost like stage directions.

Make a list of your assumptions, reactions, and interpretations of behaviors as the scenario replays. What specific thing did you react to? How did you interpret it? Based on what belief or assumption?

Try on alternative explanations. Select one or two student reactions or interactions (what he said or did) and try to offer alternative explanations for the student’s behavior based on what you are learning about his deep cultural beliefs, norms, or practices.

Check your explanations. Share your alternative explanations with other culturally responsive teachers in your professional learning community or those in your own personal learning circle.

Leverage technology and watch positive movies or television series that will allow you to virtually step into another cultural experience. Ask for recommendations.

Stop. This first step simply asks you to stop and pause rather than react in habitual ways. When you enter an interaction that feels challenging, work hard to stay open-minded. Open-mindedness means being open to other points of view, other ways of doing things, and staying open to changing your own view point. This might mean not allowing a certain cultural display such as a student’s animated verbal exchange trigger you. Observe. In the second step, check yourself. Don’t react to what is going on. Instead, take a breath. Use the 10-second rule. When the brain gets triggered, it takes stress hormones approximately 10 seconds to move through the body to the prefrontal cortex. In the pre-hijack stage, the biochemicals cortisol and adrenaline are just beginning to kick in. There is still some “wiggle room” to listen to your wiser self and begin using stress management techniques to interrupt the amygdala takeover effectively. Try to describe to yourself what is happening in neutral terms. It is during this step that you can recognize that what was originally perceived as a threat isn’t really. Detach. Sometimes when we get triggered, we get personally invested in being right or exercising our power over others. Deliberately shift your consciousness to more pleasant or inspirational images. If those techniques fail, go get a drink of water, literally take a few steps back to shake yourself up a bit. When we can detach from the goal of being right or defending ourselves, we can redirect our energy toward being more responsive rather than reactive. Awaken. When our amygdala reacts, it’s because we are trying to protect ourselves. Shifting focus from yourself to the other person in front of you helps you “wake up” or become present in the moment. Try to see the other person as someone with his own feelings. He might be scared and reacting out of fear. Ask yourself a few questions about the other person. What are they thinking? How are they feeling in this moment? Shifting over to their perspective will get you out of your own reactive mode and will put you in a better position to have a positive interaction.

First, we acknowledge the realities of inequity that impact students in and out of school. It could be acknowledging that students of color have historically been treated differently at school. Or it can mean that their culturally different ways of learning are often mistaken for intellectual deficits. Often in an effort to be color-blind, some teachers downplay or trivialize subtle but persistent microaggressions directed at culturally and linguistically diverse students on a daily basis. For students, these situations cause stress and emotional pain. As an ally, we have to let them know they are not crazy. Inequity is real.

It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.

This type of anxiety attack can also be a form of internalized oppression, whereby the student internalizes the negative social messages about his racial group, begins to believe them, and loses confidence. In the classroom, anxiety interferes with his academic performance by releasing the stress hormone cortisol, which in turns reduces the amount of working memory available to him to do complex cognitive work. It also inhibits the growth of the student’s intellective capacity.

The third possibility and the best response to culture is contextualization, which attempts to plant or reestablish churches within people’s cultural context and to communicate the gospel in language and practices that are understandable so that the biblical message is clear. Therefore, contextualization views culture as a means or vehicle that God, man, and Satan can use for their own purposes, whether good or evil. It teaches that a convert doesn’t have to adopt or embrace another, so-called Christian or church culture to be accepted, saved, or to join a church. It uses indigenous cultural forms and practices to communicate biblical truth; otherwise, the gospel isn’t clear.

Commitment and responsibility are key elements of leadership. Anybody who wants to lead is, in fact, saying, 'I want to take on more responsibility.

When you’re inspired, you become inspiring.” “Before building walls, build a foundation, make sure it’s solid and that it remains solid.” “Never limit your ambitions.” “If you want to shine like a star, care to make others shine like stars.” “Someone’s respect for the environment will likely reflect his truest respect for others.” “Learn to recognize and celebrate your personal milestones. It will trigger positive emotions in you.” “Make peace with your past. You’ll emotionally be more positive. You’ll improve your wisdom. You’re inner sweetness will breathe out more efficiently.” “When you emotionally manage the fact that perfection does not exist and only reaching excellence does, your inner sweetness will breathe efficiently.” “We all have emotional batteries. We are all energy. Your positive energy can help someone else recharge.” “Humans are responsible for nearly all problems and are the solution for everything - Be positively, the solution!” “Be careful what you tolerate in your company, you are teaching levels of the pyramid how to treat your business Culture and Core Values.” “Raising your voice is not an argument.” “Feed positively your roots. As a result, your inner sweetness will breathe efficiently thru your shell.” “Authenticity in the workplace is not define as making yourself difficult to manage – Be positively authentic!” “Be positively the influencer, not the follower.” “Biases can trick us as humans and have a negative impact on our emotions – Be positively curious!” “Never make someone emotionally pay the price because of how you were not able to manage positively your own emotions.” “If you want your team to improve their technical skills, make sure to improve your interpersonal skills first.” “Beware of the individualism culture. If you are in a people management/leadership position, remember the following: IT’S NOT ABOUT YOU!” “Like the roots of a human’s mind, feed social media positively. It will feed a large scale of humans mind!” “Like an upside-down pineapple fruit, the inner sweetness of a company becomes sweeter when you flip upside down the position level pyramid!” “Do not wait for someone to harvest you. Build your own path!” “A leader should trigger positive emotions and it all starts with you!” “Earth is more beautiful than we think – Imagine how splendid it would be if we were all interacting positively on it!” Communication becomes efficient when it’s done we positive emotions – Be positively curious!” “Having excuses for everything is the roadblock of self-awareness and inner growth” “Don’t limit your challenges – rather – Challenge your limits!” “The higher the position level you’re ambitious to reach, the less about you it should be. In life, you’re already at the top, therefore, it starts with you because it is not about you!” “I’m realistically optimistic!” “The pineapple - from all fruits – looks authentic. The great thing about it is no matter its shape – size - high – and color, one thing remains the same: Its inner sweetness! A pineapple = a pineapple. A pineapple = a human” “Often, what we think we know - what we think is - and what we think should are our biggest obstacles in life. Be positively curious!” “Being curious is best practice – Be positive curious, meaning, with positive emotions. Your inner sweetness will be felt with this approach” “Keep it sweet with yourself, not everything is suited for everyone!” “The art of managing with discipline emotional challenges and a sign of a mental strength is when many appreciate what you do in the shadow and in silence, and you still do more than expected.” “Beware of the time is money mindset blind spots, respectful interactions and good social etiquettes are not to be served like an American fast food!” “Look and listen without biases – Be positively curious!

When you’re inspired, you become inspiring.” “Before building walls, build a foundation, make sure it’s solid and that it remains solid.” “Never limit your ambitions.” “If you want to shine like a star, care to make others shine like stars.” “Someone’s respect for the environment will likely reflect his truest respect for others.” “Learn to recognize and celebrate your personal milestones. It will trigger positive emotions in you.” “Make peace with your past. You’ll emotionally be more positive. You’ll improve your wisdom. You’re inner sweetness will breathe out more efficiently.” “When you emotionally manage the fact that perfection does not exist and only reaching excellence does, your inner sweetness will breathe efficiently.” “We all have emotional batteries. We are all energy. Your positive energy can help someone else recharge.” “Humans are responsible for nearly all problems and are the solution for everything - Be positively, the solution!” “Be careful what you tolerate in your company, you are teaching levels of the pyramid how to treat your business Culture and Core Values.” “Raising your voice is not an argument.” “Feed positively your roots. As a result, your inner sweetness will breathe efficiently thru your shell.” “Authenticity in the workplace is not define as making yourself difficult to manage – Be positively authentic!” “Be positively the influencer, not the follower.” “Biases can trick us as humans and have a negative impact on our emotions – Be positively curious!” “Never make someone emotionally pay the price because of how you were not able to manage positively your own emotions.” “If you want your team to improve their technical skills, make sure to improve your interpersonal skills first.” “Beware of the individualism culture. If you are in a people management/leadership position, remember the following: IT’S NOT ABOUT YOU!” “Like the roots of a human’s mind, feed social media positively. It will feed a large scale of humans mind!” “Like an upside-down pineapple fruit, the inner sweetness of a company becomes sweeter when you flip upside down the position level pyramid!” “Do not wait for someone to harvest you. Build your own path!” “A leader should trigger positive emotions and it all starts with you!” “Earth is more beautiful than we think – Imagine how splendid it would be if we were all interacting positively on it!” Communication becomes efficient when it’s done we positive emotions – Be positively curious!” “Having excuses for everything is the roadblock of self-awareness and inner growth” “Don’t limit your challenges – rather – Challenge your limits!” “The higher the position level you’re ambitious to reach, the less about you it should be. In life, you’re already at the top, therefore, it starts with you because it is not about you!” “I’m realistically optimistic!” “The pineapple - from all fruits – looks authentic. The great thing about it is no matter its shape – size - high – and color, one thing remains the same: Its inner sweetness! A pineapple = a pineapple. A pineapple = a human” “Often, what we think we know - what we think is - and what we think should are our biggest obstacles in life. Be positively curious!” “Being curious is best practice – Be positive curious, meaning, with positive emotions. Your inner sweetness will be felt with this approach” “Keep it sweet with yourself, not everything is suited for everyone!” “The art of managing with discipline emotional challenges and a sign of a mental strength is when many appreciate what you do in the shadow and in silence, and you still do more than expected.” “Beware of the time is money mindset blind spots, respectful interactions and good social etiquettes are not to be served like an American fast food!” “Look and listen without biases – Be positively curious!

Entrainment or the management of the body through the heart rather than brain leads to higher functioning mental and emotional states, as well as a healthier body.52 It also enables a person to screen the outer environment for “good messages” instead of “negative messages,” enabling a more positive relationship with the external world.53 This “heart healing power” is possible because of the energetic nature of the body. All energy contains information and all cells are energetic. The closer a group of cells, the more likely they are to oscillate or vibrate in a coordinated rhythm, thereby producing a more powerful and intense signal. Heart cells are tightly organized, thus generating an extremely strong, shared signal, which is both electrical and magnetic. The heart’s internal signal is stronger than any produced by other parts of the body because it is more intense. Thus can the heart dynamically move into the lead position in the body, its rhythms able to modulate or “take over” those of the other organs. What about its relationship with the external world? We are constantly receiving information—sometimes called “background noise”—from outside of ourselves. Not only can the heart override the incoming flow of communiqués, but it can also sort and filter information from the world outside of the body—even intuitive information. As explained by researcher Stephen Harrod Buhner in his book The Secret Teachings of Plants, highly synchronized cells, such as those compactly organized in the heart, are able to use background noise to increase the amplitude of an incoming signal—if they are interested in perceiving it.54 The heart will “hear” what it is programmed to “hear.” If love resides in the heart, it will attune to love. If fear, greed, or envy resides within, the heart will access negativity. Most people believe that the brain initiates the first response to incoming events and then orders our reactions. Analysis reveals, however, that incoming information first impacts the heart, and through the heart, the brain and then rest of the body.55 Our hearts are so strong that they can actually formulate the most well known symbol of love: light. Research has shown that under certain conditions, a meditator can actually generate visible light from the heart. The meditation technique must be heart-centered, not transcendent. When this occurred during studies at the University of Kassel in Germany in 1997, the heart emanated a sustained light of one hundred thousand photons per second, whereas the background had a count of only twenty photons per second. The meditations drew upon energetic understandings from several cultures, including the Hindu practice of kundalini.56 It has been said that the heart is the center of the body, but it might also be the core of a subtle universe—or perhaps a “subtle sun” generated by every individual.

An appropriate response to the complicated situation in society will not come from detached, objective analysis, cost–benefit calculations, efficiency quotients, and cultural arguments. The decisions that are made and courses of action that are recommended should be commensurate with the life of Jesus—his actions, his teaching, his cross.

Writing is my response to my own crazy world. It's often sporadic, ignited by some noteworthy occurrence in my life. Rarely is it reflective, frequently intrusive. You see sometimes I aim for allegory, but there are certain truths about life that one has to paint as it is, there are ideas that cannot be dressed up. I more than anyone else understands how suffering and personal experiences influences the creative process. My books are nurtured by happiness and despair. Every experience in my everyday life comes with it owns dripping of medicine and or toxins, lessons that only my interactions with others can effectively teach. My life is entirely influenced by human behavior and my books are about my culture and human nature. My degree is from HardKnock Life University. Who I am is a reflection of the people who shaped my life. I am their reflection. I am novelist. The only doctorate i have is on life. The reality of life is the only thing I know.I’m

David McClelland and his colleagues offer the hypothesis that nonconscious motives are rooted in early infancy, whereas conscious, self-attributed motives result from more explicit, parental teachings. To test this idea, McClelland and his colleagues interviewed a sample of adults in their early thirties, measuring both their nonconscious motives (i.e., their responses to TAT pictures) and their conscious, explicit motives (their responses on a self-report questionnaire). The fascinating thing about this study is that the participants’ mothers had been interviewed twenty-five years earlier about their childrearing practices, allowing the researchers to test the extent to which people’s implicit and explicit motives, as adults, were related to the childrearing practices of their mothers twenty-five years earlier. There was some evidence that early, prelingual childrearing experiences were correlated with implicit but not explicit motives. For example, the extent to which mothers used scheduled feedings correlated with the implicit but not explicit need for achievement in the adult sample, and the extent to which the mothers were unresponsive to their infants’ crying was correlated with the implicit but not explicit need for affiliation. Postlingual childhood experiences were more likely to correlate with explicit than with implicit motives. For example, the extent to which children were taught not to fight back when provoked was correlated with the explicit but not implicit need for affiliation, and the children of parents who set explicit tasks for them to learn were more likely to have an explicit but not implicit need for achievement.28 The nonconscious and conscious selves thus seem to be influenced by one’s cultural and social environment, but in different ways. The kinds of early affective experiences that shape a child’s adaptive unconscious surely have a cultural basis, given that childrearing practices differ markedly from culture to culture. The conscious theories people develop about themselves also are shaped by the cultural and social environment.

So if we want to influence people, we have to be realistic. Our reach should not exceed our grasp. For centuries, the church used to teach that there were four “cardinal virtues” that were central to living a good human life, and one of them was prudence.6 Prudence might be summarized as the moral virtue of being realistic. Today we tend to think of prudence or realism more as a manifestation of intelligence or savvy. But there were good reasons the church historically classified this as a moral virtue, an integral part of being a good person. Realism is essential to responsible behavior. It means you care whether your actions are actually improving the world and blessing others rather than destroying and burdening. Naiveté is not quaint, innocent, and morally purifying. It’s horribly destructive. Maybe some people can’t help being naive in some respects, but for the most part, naiveté is a serious sin. It’s lazy and irresponsible.

Advaita   You may be asking: how am I responsible for my karma? How can I change it? One popular Western theory is that when we are born, our lives are like a clean slate where nothing is written. Each life develops as a result of its surroundings and the forces acting on it such as parents, friends, society, their dominant culture, etc. However, TransZendental Introspection teaches the eternity of life – that I’ve lived countless lives before this current manifestation. This means that when I am born, I am not a collection of blank pages, but rather pages with countless impressions. In TransZentalism, life is forever existing in the cosmos. At times, it is manifested; at other times, latent. When I sleep and awaken, my conscious mind awakens and my body is refreshed. My consciousness carries on in a sub-conscious state between sleeping and awakening. Similarly, my life continues eternally in alternating states of life and death. Therefore, death is a part of the process of living.  Karma is a Sanskrit word that means ‘action.’ It is the accumulation of effects from the positive and negative causes I brought with me from my former lives, together with the causes I make in this life, thus shaping my future. My thoughts, words and deeds are manifested in my appearance, behavior, attitudes, good and bad fortune, where I’m born or live - in short, everything about me is the effect of my karma. Unlike some philosophies, TransZendental Introspection does not consider one’s karma or destiny to be fixed; since my mind changes from moment to moment, even the habitual and destructive tendencies I possess can be altered. In other words, I have in me the potential to change my destiny.  Last but not least, Advaita is the non-duality - The Oneness, the fundamental quality of everything conscious.