Curriculum Quotes

An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.

Dancing in all its forms cannot be excluded from the curriculum of all noble education; dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with the pen?

I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum?

All the geography, trigonometry, and arithmetic in the world are useless unless you learn to think for yourself. No school teaches you that. It's not on the curriculum.

She gave a brittle smile. "The curriculum can be challenging, but I have no doubt that Sophie will do very well." Never had encouragement sounded so much like a threat.

The question is not, -- how much does the youth know? when he has finished his education -- but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?

School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.

For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write

What's gotten in the way of education in the United States is a theory of social engineering that says there is ONE RIGHT WAY to proceed with growing up.

Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring

Imprisoning philosophy within the professionalizations and specializations of an institutionalized curriculum, after the manner of our contemporary European and North American culture, is arguably a good deal more effective in neutralizing its effects than either religious censorship or political terror

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Active racism is telling a nurse supervisor that an African American nurse can’t touch your baby. It’s snickering at a black joke. But passive racism? It’s noticing there’s only one person of color in your office and not asking your boss why. It’s reading your kid’s fourth-grade curriculum and seeing that the only black history covered is slavery, and not questioning why. It’s defending a woman in court whose indictment directly resulted from her race…and glossing over that fact, like it hardly matters.

Challenge isn't going to come from any curriculum, no matter how hard they make it. It's going to come from life.

Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your roadmap through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.

Although teachers do care and do work very, very hard, the institution is psychopathic-it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Real education is about genuine understanding and the ability to figure things out on your own; not about making sure every 7th grader has memorized all the facts some bureaucrats have put in the 7th grade curriculum.

I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off the programs, underneath it all is a child reading a book.

The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials. People need to be told what they are worth.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

This was once a land where every sane person knew how to build a shelter, grow food, and entertain one another. Now we have been rendered permanent children. It’s the architects of forced schooling who are responsible for that.

I think they assign things to students which are way over their heads, which destroy your love of reading, rather than leading you to it. I don't understand that. Gosh.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

All this new stuff goes on top turn it over, turn it over wait and water down from the dark bottom turn it inside out let it spread through Sift down even. Watch it sprout. A mind like compost.

Scholars have argued that without humanism the Reformation could not have succeeded, and it is certainly difficult to imagine the Reformation occurring without the knowledge of languages, the critical handling of sources, the satirical attacks on clerics and scholastics, and the new national feeling that a generation of humanists provided. On the other hand, the long-term success of the humanists owed something to the Reformation. In Protestant schools and universities classical culture found a permanent home. The humanist curriculum, with its stress on languages and history, became a lasting model for the arts curriculum.

The school of hard knocks is an accelerated curriculum.

Self-regulation can be taught to many kids who cycle between frantic activity and immobility. In addition to reading, writing, and arithmetic, all kids need to learn self-awareness, self-regulation, and communication as part of their core curriculum. Just as we teach history and geography, we need to teach children how their brains and bodies work. For adults and children alike, being in control of ourselves requires becoming familiar with our inner world and accurately identifying what scares, upsets, or delights us.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

The home-schooling movement has quietly grown to a size where one and half million young people are being educated entirely by their own parents; last month the education press reported the amazing news that, in their ability to think, children schooled at home seem to be five or even ten years ahead of their formally trained peers.

Pick up a fifth-grade math or rhetoric textbook from 1850 and you’ll see that the texts were pitched then on what would today be considered college level. The continuing cry for “basic skills” practice is a smoke screen

Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid.

If practice makes you perfect shouldn't good behavior be added to the curriculum

The real curriculum is punctuality, obedience and the acceptance of monotony, those skills we shall require later in life. Oblique aversion therapy to cure us of our thirst for information, and condition us so that thereafter we forge an association between indolence and pleasure. We confuse rebellion with a hairstyle

...we're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works-- groundbreaking, incendiary, timeless-- have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

I don't understand this irony - valuable things like cars, gold, diamond are made up of hard materials but most valuable things like money, contracts and books are made up of soft paper.

It is time that we squarely face the fact that institutional schoolteaching is destructive to children.

What do teachers and curriculum directors mean by 'value' reading? A look at the practice of most schools suggests that when a school 'values' reading what it really means is that the school intensely focuses on raising state-mandated reading test scores- the kind of reading our students will rarely, if ever, do in adulthood.

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

• As society rapidly changes, individuals will have to be able to function comfortably in a world that is always in flux. Knowledge will continue to increase at a dizzying rate. This means that a content-based curriculum, with a set body of information to be imparted to students, is entirely inappropriate as a means of preparing children for their adult roles.

A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum. Or more precisely, pedagogy is curriculum, because what matters is how things are taught, rather than what is taught.

Why is compassion not part of our established curriculum, an inherent part of our education? Compassion, awe, wonder, curiosity, exaltation, humility - these are the very foundation of any real civilization.

It was funny how none of her classes in library science has prepared her for this sort of thing, dead bodies, staff under suspicion, crazed reporters. Really, they needed to consider expanding the curriculum.

[Math] curriculum is obsessed with jargon and nomenclature seemingly for no other purpose than to provide teachers with something to test the students on.

Justice and fairness aren't just part of the social studies curriculum, you know. They're the building blocks of our entire society.

Classics aren't books that are read for pleasure. Classics are books that are imposed on unwilling students, books that are subjected to analyses of "levels of significance" and other blatt, books that are dead.

Not only does every Hebrew word have its own definition, but every Hebrew letter, within the word, has its own meaning. God placed before you a great banquet of universal truths. All this in 22 Hebrew letters. Every letter contains a progressive curriculum designed to teach you about this marvelous world that God gave us. These letters will flavor each word’s definition claiming its place in God’s well organized universe.

Reading is the noblest of all the hobbies, that is why people mention it so frequently in their resume even if they don't read much.

That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.

Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.

Godly men are not revolutionists: the Lord's way is regeneration, not revolution.

26 Thought-Provoking Questions: 1. if you could own any single object that you don't have now, what would it be? 2. if you could have one superpower, what would it be? 3. if you could meet anyone in history, who would you choose and what would you ask them? 4. if you could add one person to your family, who would it be? 5. if you could be best friends with anyone in the world, who would you pick? 6. if you could change anything about your face, what would it be 7. if you could change anything about your parents, what would it be? 8. if you could fast-forward your life, how old would you want to be and why? 9. what is the one object you own that matters more to you than anything else? 10. what is the one thing in the world that you are most afraid of? 11. if you could go to school in a foreign country, which one would you pick? 12. if you had the power to drop any course from your curriculum, what would it be? 13. if you caught your best friend stealing from you, what would you do? 14. if you had a chance to spend a million dollars on anything but yourself, how would you spend it? 15. if you could look like anyone you wanted, who would that be? 16. if you were a member of the opposite sex, who would you want to look like? 17. if you could change your first name, what name would you chose? 18. what's the best thing about being a teen? 19. what's the worst? 20. if someone you like asked you out on a date, but your best friend had a crush on this person, what would you do? 21. what is the worst day of the week? 22. if you had to change places with one of your friends, who would you chose? 23. if you could be any sports hero, who would you like to be? 24. what's the one thing you've done in your life that you wish you could do over differently? 25. what would you do if you found a dollar in the street? what if you found $100? $10,000? 26. if you had a chance to star in any movie, who would you want as a costar?

It’s truly a shame that, as a scientific discipline, evolutionary psychology isn’t mandatory reading as part of university curriculum. It would undoubtedly help men and women navigate not just dating and sex, but understanding their own attitudes and behavior, but understanding their own attitudes and behavior, to have more fulfilling sex, and win the ultimate prize of falling in love.

Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted — sometimes with guns — by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard.

We do not list “humility” among our school subjects or put it on a transcript, but that is actually the little secret of classical education. The things that make it truly classical, truly worthwhile to pursue, aren’t school subjects at all, but principles that add depth and cohesion to everything we study in all areas of the curriculum. ❧ ❧ ❧

people are less than whole unless they gather themselves voluntarily into groups of souls in harmony. Gathering themselves to pursue individual, family, and community dreams consistent with their private humanity is what makes them whole; only slaves are gathered by others.

After ten whole minutes of painful silence, I finally raised my hand and told Mr. O'Hara I loved Miranda Blythe's romance novels, and I decided I liked him immediately when he didn't laugh or reassure me that we'd be reading real books. Like Mrs. Andrews had last year. He did say, 'I'm afraid Ms. Blythe is not on the curriculum this semester. We'll be starting your education with the epic poets—boring, I know, but necessary building blocks. However, an extra-credit book report is always welcome, and you're free to choose whatever topic you like.' Then Mr. O'Hara added, 'I think Ms. Blythe's works would be a particularly interesting topic for a report. In fact, if you want an example of the archetypal hero journey—' 'Wait, wait, wait.' Fred raised his hand. 'You read romance novels?' 'My dear boy,' Mr. O'Hara replied, 'I read everything.

Women give birth, men take life. Therefore, men are jealous of this power. War is menstruation envy.

Private time is absolutely essential if a private identity is going to develop, and private time is equally essential to the development of a code of private values, without which we aren’t really individuals at all.

Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.

Pedagogy is always about power, because it cannot be separated from how subjectives are formed, desires mobilized, how some experiences are legitimized and others are not, or how some knowledge is considered acceptable while other forms are excluded from the curriculum.

... meaning where meaning is genuinely to be found — in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built

It's like a malicious person lifting a photograph from the developing chemicals too early, and then pronouncing the photographer incompetent.

As I have pointed out before, characters are not born like people, of woman; they are born of a situation, a sentence, a metaphor containing in a nutshell a basic human possibility that the author thinks no one else has discovered or said something essential about. But isn't it true that an author can write only about himself? Staring impotently across a courtyard, at a loss for what to do; hearing the pertinacious rumbling of one's own stomach during a moment of love; betraying, yet lacking the will to abandon the glamorous path of betrayal; raising one's fist with the crowds in the Grand March; displaying one's wit before hidden microphones—I have known all these situations, I have experienced them myself, yet none of them has given rise to the person my curriculum vitae and I represent. The characters in my novels are my own unrealized possibilities. That is why I am equally fond of them all and equally horrified by them. Each one has crossed a border that I myself have circumvented. It is that crossed border (the border beyond which my own "I" ends) which attracts me most. For beyond that border begins the secret the novel asks about. The novel is not the author's confession; it is an investigation of human life in the trap the world has become.

Music is more powerful than reason in the soul. That is also why Plato made music the very first step in his long educational curriculum: good music was to create the harmony of soul that would be a ripe field for the higher harmony of reason to take root in later. And that is also why he said that the decay of the ideal state would begin with a decay in music. In fact, one of your obscure modern scholars has shown that social and political revolutions have usually been preceded by musical revolutions, and why another sage said, 'Let me write the songs of a nation and I care not who writes its laws.

In school, we did not study world maps, because international geography, as a subject, had been long ago phased out of state curriculums. America was the world; there was no sense of America being one country on a planet of many countries. Even the Soviet Union seemed something more like the Death Star, flying overhead and ready to laser us to smithereens, than a country with people in it.

Volyova felt as if her brain consisted of a room full of precocious schoolchildren: individually bright, and—if only they would pool themselves—capable of shattering insights. But some of those schoolchildren were not paying attention; they were staring dreamily out of the window, ignoring her protestations to focus on the present, because they found their own obsessions more intellectually attractive than the dull curriculum she was intent on dispensing.

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

I’d been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much.

How do we examine the legacy of colonization when the basic facts of its construction are disputed in the minds of its beneficiaries? Even that which wasn’t burnt in the 60s – by British officials during the government-sanctioned frenzy of mass document destruction. Operation Legacy, to spare the Queen embarrassment. The more insidious act, though less sensational, proved to have the greatest impact: a deliberate exclusion and obfuscation within the country’s national curriculum. Through this, more than records were destroyed. The erasure itself was erased.

It is not really a “Negro revolution” that is upsetting the country. What is upsetting the country is a sense of its own identity. If, for example, one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody’s history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad.

Is that why you came?' 'No, I came because I simply can't get enough of people looking down their noses at me. The girls at school are getting frightfully lax about it.' 'Are they? How remiss of them. We're taught from the cradle how to look down our noses, you know, we rich sons of bitches. Perhaps Westcliffe's curriculum is a tad too liberal these days.

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

A classroom needs to feel like a safe place for both students and teachers. In order for creativity and higher level thinking to be present in the classrooms, a feeling of safety must first be present in the classrooms.

The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together

I’ve come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn’t want to accept that notion — far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended.

Prophet may you be! If I be false, or swerve a hair from truth, when time is old and hath forgot itself, when waterdrops have worn the stones of Troy, and blind oblivion swallowed cities up, and mighty states characterless are grated to dusty nothing, yet let memory, from false to false, among false maids in love, upbraid my falsehood!

Good students wait for a teacher to tell them what to do. This is the most important lesson of them all: we must wait for other people, better trained than ourselves, to make the meanings of our lives. The expert makes all the important choices; only I, the teacher, can determine what my kids must study, or rather, only the people who pay me can make those decisions, which I then enforce.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

It's amazing that schools still offer courses in musical composition. What a useless thing to spend money on -- to take a course in college to learn how to be a modern composer! No matter how good the course is, when you get out, what the fuck will you do for a living? (The easiest thing to do is become a composition teacher yourself, spreading 'the disease' to the next generation.) One of the things that determines the curriculum in music schools is: which of the current fashions in modern music gets the most grant money from the mysterious benefactors in Foundation-Land. For a while there, unless you were doing serial music (in which the pitches have numbers, the dynamics have numbers, the vertical densities have numbers, etc) -- if it didn't have a pedigree like that, it wasn't a good piece of music. Critics and academicians stood by, waiting to tell you what a piece of shit your opus was if your numbers didn't add up. (Forget what it sounded like, or whether it moved anybody, or what it was about. The most important thing was the numbers.

The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that no longer offer important work to do. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with significance.

Mass schooling damages children. We don’t need any more of it. And under the guise that it is the same thing as education, it has been picking our pockets just as Socrates predicted it would thousands of years ago. One of the surest ways to recognize real education is by the fact that it doesn’t cost very much, doesn’t depend on expensive toys or gadgets. The experiences that produce it and the self-awareness that propels it are nearly free. It is hard to turn a dollar on education. But schooling is a wonderful hustle, getting sharper all the time.

As Bruce Lee famously said, “Under duress, we do not rise to our expectations, but fall to our level of training.” Hundreds of years of living in a context designed by pillagers of the land and captors of people—without sufficient intervention—naturally establishes the curriculum of the training to which we fall. Our methodologies are forged within the default mindset of colonization, capitalism-as-religion, corporation-as-demigod, domination over people and planet, winner take all, rape and plunder as spoils of victory, human and natural resources taken as objects of subjugation to the land-owning, resource-controlling, very, very privileged few.

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

I think it’s our culture,” explains Tiffany Liao, a poised Swarthmore-bound high school senior whose parents are from Taiwan. “Study, do well, don’t create waves. It’s inbred in us to be more quiet. When I was a kid and would go to my parents’ friends’ house and didn’t want to talk, I would bring a book. It was like this shield, and they would be like, ‘She’s so studious!’ And that was praise.” It’s hard to imagine other American moms and dads outside Cupertino smiling on a child who reads in public while everyone else is gathered around the barbecue. But parents schooled a generation ago in Asian countries were likely taught this quieter style as children. In many East Asian classrooms, the traditional curriculum emphasizes listening, writing, reading, and memorization. Talking is simply not a focus, and is even discouraged.

No live organism can continue for long to exist sanely under conditions of absolute reality; even larks and katydids are supposed, by some, to dream. Hill House, not sane, stood by itself against its hills, holding darkness within. Within, walls continued upright, bricks met neatly, floors were firm, and doors were sensibly shut; silence lay steadily against the wood and stone of Hill House, and whatever walked there, walked alone.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. Bells are the secret logic of school time; their logic is inexorable. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference.

All global ambitions are based on a definition of productivity and the good life so alienated from common human reality that I am convinced it is wrong and that most people would agree with me if they could perceive an alternative. We might be able to see that if we regained a hold on a philosophy that locates meaning where meaning is genuinely to be found — in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built — then we would be so self-sufficient we would not even need the material “sufficiency” which our global “experts” are so insistent we be concerned about.

Lee put his arm around the broad shoulders to comfort him. "You're growing up. Maybe that's it," he said softly. "Sometimes I think the world tests us most sharply then, and we turn inward and watch ourselves with horror. But that's not the worst. We think everybody is seeing into us. The dirt is very dirty and purity is shining white. Aron, it will be over. That's not much relief to you because you don't believe it, but it's the best I can do for you. Try to believe that things are neither so good nor so bad as they seem to you now.

One of the questions I asked Ken was “what’s your vision of an ideal education curriculum for children?” This is what Ken told me: Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We educate for just a small part, a slice, a fragment of just what’s possible for us. . . . Because according to the great wisdom traditions around the world—not only do humans possess typical states of consciousness like waking, dreaming, or deep sleep, they also possess profoundly high states of consciousness like enlightenment or awakening—and none of our education systems teach ANY of that. Now, all of these factors I’ve mentioned . . . none of these are rare, isolated, esoteric, far-out, strange, or occult. They are all some of the very most basic and most fundamental potentials of a human being everywhere. They are simply human 101. Yet we don’t educate human 101. We educate something like human 1/10. So yes, I firmly believe that we can bring about health on this planet for the planet and the humans on it if we started educating the whole person with all their fundamental potentials and capacities and skills and stopped this fragmented, partial, broken system that we have now. Consciousness

A SPOONFUL OF KINDNESS When Tommy, my son, was three years old, my wife, Lilly, and I took him for his annual checkup and the pediatrician asked us what his eating habits were like. “Well,” we confessed, “he’s going through this phase of only liking chicken fingers and carbs, so we’ve kind of given up trying to get him to eat vegetables for now. It’s become too much of a struggle every night.” The pediatrician nodded and smiled, and then said, “Well, you can’t really force him to eat the veggies, guys, but your job is to make sure they’re on his plate. He can’t eat them if they’re not even on his plate.” I’ve thought about that a lot over the years. I think about it with teaching. My students can’t learn what I don’t teach them. Kindness. Empathy. Compassion. It’s not part of the curriculum, I know, but I still have to keep dishing it out onto their plates every day. Maybe they’ll eat it; maybe they won’t. Either way, my job is to keep on serving it to them. Hopefully, a little mouthful of kindness today may make them hungry for a bigger taste of it tomorrow. —Mr. Browne

What, after all this time, is the purpose of mass schooling supposed to be? Reading, writing, and arithmetic can’t be the answer, because properly approached those things take less than a hundred hours to transmit — and we have abundant evidence that each is readily self-taught in the right setting and time. Why, then, are we locking kids up in an involuntary network with strangers for twelve years? Surely not so a few of them can get rich? Even if it worked that way, and I doubt that it does, why wouldn’t any sane community look on such an education as positively wrong? It divides and classifies people, demanding that they compulsively compete with each other, and publicly labels the losers by literally de-grading them, identifying them as “low-class” material. And the bottom line for the winners is that they can buy more stuff! I don’t believe that anyone who thinks about that feels comfortable with such a silly conclusion. I can’t help feeling that if we could only answer the question of what it is that we want from these kids we lock up, we would suddenly see where we took a wrong turn. I have enough faith in American imagination and resourcefulness to believe that at that point we’d come up with a better way — in fact, a whole supermarket of better ways.

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you.

I suddenly saw how each life's joy and pain were made just exactly right for that life so that they fit that life perfectly like its own skin. And so no other body could possibly get in and try it on for itself because every other body had its own perfect skin too. And the more you could stand the more you'd be given, so you were always filled right up to your own personal limit where one more drop, which you could count on, would push it over the edge. And so you would somehow have to find the way to contain it too, that one drop too many, and maybe just to see how much you could actually bear. And whether your capacity be a thimbleful or the whole damn ocean, the well of your precious collected humor be it tears today or your life's blood tomorrow will surely drown the fragile flame of your existence given the addition of that inevitable next drop. Unless you grow. Unless you become big enough to still hold it all. And so like it or not, you would learn what you were given the breath of life to learn. You would learn what you unknowingly came here to learn. And your sorrow and grief and your joys and pleasures too would teach you your lessons in a curriculum devised just precisely for you.

The trouble with purging the school curriculum of religious knowledge is that ultimate questions cannot be answered without reference to religious beliefs or at least to philosophy. With religion expelled from the schools, a clear field was left for the entrance of the mode of belief called humanitarianism, or secular humanism--the latter a term employed by the cultural historian Christopher Dawson. During the past four decades and more, the place that religion used to hold in American schooling, always a rather modest and non-dogmatic place, has been filled by secular humanism. Its root principle is that human nature and society may be perfected without the operation of divine grace. . . . In his book A Common Faith (1934), [John] Dewey advocated his brand of humanism as a religion. "Here are all the elements for a religious faith that shall not be confined to sect, class, or race," he wrote. "Such a faith has always been implicitly the common faith of mankind. It remains to make it explicit and militant." Much more evidence exists to suggest that humanitarianism, or secular humanism, should be regarded in law as a religion, with respect to both establishment and free exercise in the First Amendment. It is this non-theistic religion, hostile to much of the established morality and many existing American institutions, that has come close to being established as a "civil religion" in American public schools.

If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook. And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone. If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault. That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.' What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.

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!