Discipline Your Child Quotes

Go placidly amid the noise and the haste, and remember what peace there may be in silence. As far as possible without surrender, be on good terms with all persons. Speak your truth quietly and clearly, and listen to others, even the dull and ignorant; they too have their story. Be yourself. Especially do not feign affection. Neither be cynical about love – for in the face of all aridity and disenchantment it is perennial as the grass. Take kindly the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you from misfortune. But do not distress yourself with imaginings. Many fears are born of fatigue and loneliness. Beyond a wholesome discipline, be gentle with yourself. You are a child of the universe no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should. Therefore be at peace with God, whatever you conceive Him to be, and whatever your labours and aspirations, in the noisy confusion of life keep peace with your soul. With all its sham, drudgery and broken dreams, it is still a beautiful world.

Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences.

Discipline is a symbol of caring to a child.He needs guidance.If there is love, there is no such thing as being too tough with a child. A parent must also not be afraid to hang himself. If you have never been hated by your child, you have never been a parent.

Do you have agendas for your children that are more important than the children themselves? Lost in the shuffle of uniforms, practices, games, recitals, and performances can be the creative and joyful soul of your child. Watch and listen carefully. Do they have time to daydream? From their dreams will emerge the practices and activities that will make self-discipline as natural as breathing.

Want to help stop the bullying epidemic? Don’t act like a bully. Don’t hit, threaten, ignore, isolate, intimidate, ridicule, or manipulate your child. Children really do learn what they live…

For a child or an adult, it’s extremely powerful to hear someone say, “I get you. I understand. I see why you feel this way.” This kind of empathy disarms us.

Say yes to the feelings, even as you say no to the behavior.

I know I have a pretty good sense for music, but she was better than me. I used to think it was such a waste! I thought, ‘If only she had started out with a good teacher and gotten the proper training, she’d be so much further along!’ But I was wrong about that. She was not the kind of child who could stand proper training. There just happen to be people like that. They’re blessed with this marvelous talent, but they can’t make the effort to systematize it. They end up squandering it in little bits and pieces. I’ve seen my share of people like that. At first you think they’re amazing. Like, they can sight-read some terrifically difficult piece and do a damn good job playing it all the way through. You see them do it, and you’re overwhelmed. you think, ‘I could never do that in a million years.’ But that’s as far as they go. They can’t take it any further. And why not? Because they won’t put in the effort. Because they haven’t had the discipline pounded into them. They’ve been spoiled. They have just enough talent so they’ve been able to play things well without any effort and they’ve had people telling them how great they are from the time they’re little, so hard work looks stupid to them. They’ll take some piece another kid has to work on for three weeks and polish it off in half the time, so the teacher figures they’ve put enough into it and lets them go to the next thing. And they do that in half the time and go on to the next piece. They never find out what it means to be hammered by the teacher; they lose out on a certain element required or character building. It’s a tragedy.

Always remember, child... that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever increasing unhappiness. To think good thoughts, however, requires effort. This is one onf the things that discipline - training - is about.

am blessed. I am prosperous. I am successful.” “I am victorious. I am talented. I am creative.” “I am wise. I am healthy. I am in shape.” “I am energetic. I am happy. I am positive.” “I am passionate. I am strong. I am confident.” “I am secure. I am beautiful. I am attractive.” “I am valuable. I am free. I am redeemed.” “I am forgiven. I am anointed. I am accepted.” “I am approved. I am prepared. I am qualified.” “I am motivated. I am focused. I am disciplined.” “I am determined. I am patient. I am kind.” “I am generous. I am excellent. I am equipped.” “I am empowered. I am well able.” “I am a child of the Most High God.

By making eye-contact, getting down to your child's level, offering a touch, or using a tone of your voice that conveys a desire to genuinely connect, you disarm yourself. You make it possible to reach your child more deeply and truly move forward together.

Hitting is never the best way to teach a child. Even in the case of real danger - as when a child runs out into the road - you can grab him, sit him down, look him in the eyes, and tell him why he must never do that again. The panic in your voice will communicate your message much more effectively than any spanking. You can be dramatic without being abusive.

So often, children are punished for being human. Children are not allowed to have grumpy moods, bad days, disrespectful tones, or bad attitudes, yet we adults have them all the time! We think if we don't nip it in the bud, it will escalate and we will lose control. Let go of that unfounded fear and give your child permission to be human. We all have days like that. None of us are perfect, and we must stop holding our children to a higher standard of perfection than we can attain ourselves. All of the punishments you could throw at them will not stamp out their humanity, for to err is human, and we all do it sometimes.

It is helpful to remember that the most strong-willed children tend to be the ones who identify the most strongly with their parents. So instead of viewing their seemingly constant challenges as defiance or attempts to thwart authority, work to parent from a place of understanding that your strong-willed child is actually on a discovery mission and is doing endless 'research' on you by testing and retesting and digging and chiseling to discover all of your quirks and foibles and ups and downs and strengths and weaknesses.

From the time he was young, he dressed the way you told him to dress; he acted the way you told him to act; he said the things you told him to say. He's been listening to somebody else tell him what to do... He hasn't changed. He is still listening to somebody else tell him what to do. The problem is, it isn't you any,ore; it's his peers.

Saint Thomas Aquinas says, wisely, that the only way to drive out a bad passion is by a stronger good passion. The same is true of thoughts as of passions. When your mind wanders, like a child, your will must bring it back, like a mother. [. . .] The will-parent must discipline the mind-child, avoiding both the opposite extremes commonly made in disciplining either children or thoughts: tyranny or permissiveness.

The flowers that I left in the ground, that I did not gather for you, today I bring them all back, to let them grow forever, not in poems or marble, but where they fell and rotted. And the ships in their great stalls, huge and transitory as heroes, ships I could not captain, today I bring them back to let them sail forever, not in model or ballad, but where they were wrecked and scuttled. And the child on whose shoulders I stand, whose longing I purged with public, kingly discipline, today I bring him back to languish forever, not in confession or biography, but where he flourished, growing sly and hairy. It is not malice that draws me away, draws me to renunciation, betrayal: it is weariness, I go for weariness of thee, Gold, ivory, flesh, love, God, blood, moon- I have become the expert of the catalogue. My body once so familiar with glory, My body has become a museum: this part remembered because of someone's mouth, this because of a hand, this of wetness, this of heat. Who owns anything he has not made? With your beauty I am as uninvolved as with horses' manes and waterfalls. This is my last catalogue. I breathe the breathless I love you, I love you - and let you move forever.

You keep your guard too low, I am afraid. You are full of passion, but passion without discipline is no more than a child’s tantrum.

Because children are essentially good, when we see a child hit, it ought to evoke in us an empathic response such as, “What pain they must be in to feel the need to hit.

Curiosity is the cornerstone of effective discipline.

You cannot stop loving your child because you know that he has committed a wrong action. But you certainly stop loving yourself for loving him. ~ Rudransh Kashyap

Effective discipline means that we’re not only stopping a bad behavior or promoting a good one, but also teaching skills and nurturing the connections in our children’s brains that will help them make better decisions and handle themselves well in the future.

Connection means that we give our kids our attention, that we respect them enough to listen to them, that we value their contribution to problem solving, and that we communicate to them that we’re on their side—whether we like the way they’re acting or not.

As scientists put it, the brain is plastic, or moldable. Yes, the actual physical architecture of the brain changes based on what happens to us.

Your goal in disciplining your child is actually to help him develop self-discipline, meaning to assume responsibility for his actions, including making amends and avoiding a repeat, whether the authority figure is present or not.

My child isn’t my easel to paint on Nor my diamond to polish My child isn’t my trophy to share with the world Nor my badge of honor My child isn’t an idea, an expectation, or a fantasy Nor my reflection or legacy My child isn’t my puppet or a project Nor my striving or desire My child is here to fumble, stumble, try, and cry Learn and mess up Fail and try again Listen to the beat of a drum faint to our adult ears And dance to a song that revels in freedom My task is to step aside Stay in infinite possibility Heal my own wounds Fill my own bucket And let my child fly —Shefali Tsabary, PhD

-Desiderata- Go placidly amid the noise and haste, and remember what peace there may be in silence. As far as possible without surrender be on good terms with all persons. Speak your truth quietly and clearly; and listen to others, even the dull and the ignorant; they too have their story. Avoid loud and aggressive persons, they are vexations to the spirit. If you compare yourself with others, you may become vain and bitter; for always there will be greater and lesser persons than yourself. Enjoy your achievements as well as your plans. Keep interested in your own career, however humble; it is a real possession in the changing fortunes of time. Exercise caution in your business affairs; for the world is full of trickery. But let this not blind you to what virtue there is; many persons strive for high ideals; and everywhere life is full of heroism. Be yourself. Especially, do not feign affection. Neither be cynical about love; for in the face of all aridity and disenchantment it is as perennial as the grass. Take kindly the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with dark imaginings. Many fears are born of fatigue and loneliness. Beyond a wholesome discipline, be gentle with yourself. You are a child of the universe, no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should. Therefore be at peace with God, whatever you conceive Him to be, and whatever your labors and aspirations, in the noisy confusion of life keep peace with your soul. With all its sham, drudgery, and broken dreams, it is still a beautiful world. Be cheerful. Strive to be happy.

If you want to leave the park and your child isn’t ready to go, give her a hug and say, “You’re really upset right now. I know you want to stay, but it’s time to leave.” Then hold your child and let her experience her feelings before you move on to the next activity. If you were instead to pamper your child by letting her stay at the park longer, she doesn’t have the opportunity to learn from experience that she can survive disappointment.

Always remember, child,’ her first teacher had impressed on her, ‘that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that discipline—training—is about.

For some parents, as with Jason’s father, the least popular feature of their children is defiance. Yet it is one of the most important for safety. If defiance is always met with discipline and never with discussion, that can handicap a child. The moment the two-year-old defiantly asserts his will for the first time may be cause for celebration, not castigation, for he is building the courage to resist. If your teenage daughter never tests her defiance on you, she may well be unable to use it on a predator.

Engage, don’t enrage.

The cloud weeps, and then the garden sprouts. The baby cries, and the mother's milk flows. The nurse of creation has said, Let them cry a lot. This rain-weeping and sun-burning twine together to make us grow. Keep your intelligence white-hot and your grief glistening, so your life will stay fresh. Cry easily like a little child. Let body needs dwindle and soul decisions increase. Diminish what you give your physical self. Your spiritual eye will begin to open. When the body empties and stays empty, God fills it with musk and mother-of-pearl. That way a man gives his dung and gets purity. Listen to the prophets, not to some adolescent boy. The foundation and the walls of spiritual life are made of self-denials and disciplines. Stay with friends who support you in these. Talk with them about sacred texts, and how you're doing, and how they're doing, and keep your practices together.

Many parents have asked me: What is the point of my child explaining their work if they can get the answer right? My answer is always the same: Explaining your work is what, in mathematics, we call reasoning, and reasoning is central to the discipline of mathematics.

There’s no question in my mind but that the disciplinary approach societies the world over have followed from time immemorial is a significant reason our world is such an unsafe and largely insane planet.

Many parents these days, however, are learning that discipline will be much more respectful—and, yes, effective—if they initiate a collaborative, reciprocal, bidirectional dialogue, rather than delivering a monologue.

Too often we forget that “discipline” really means “to teach”—not “to punish.” A disciple is a student, not a recipient of behavioral consequences. When we teach mindsight, we take moments of conflict and transform them into opportunities for learning, skill building, and brain development.

Beyond a wholesome discipline, be gentle with yourself. You are a child of the universe, no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should. Therefore be at peace with God, whatever you conceive Him to be, and whatever your labors and aspirations, in the noisy confusion of life keep peace with your soul. With all its sham, drudgery, and broken dreams, it is still a beautiful world. Be cheerful. Strive to be happy.

Your role is not to make your child happy every moment of the day regardless of the personal cost, but to raise her to be a thoughtful, kind, productive citizen of the world. Some people would beg to differ, but it’s not a choice to discipline or not. Your child needs discipline, just like she needs food and water.

The other mind entity is what we call the impartial observer. This mind of present-moment awareness stands outside the preprogrammed physiological determinants and is alive to the present. It works through the brain but is not limited to the brain. It may be dormant in many of us, but it is never completely absent. It transcends the automatic functioning of past-conditioned brain circuits. ‘In the end,...I conclude that there is no good evidence… that the brain alone can carry out the work that the mind does.” Knowing oneself comes from attending with compassionate curiosity to what is happening within. Methods for gaining self-knowledge and self-mastery through conscious awareness strengthen the mind’s capacity to act as its own impartial observer. Among the simplest and most skilful of the meditative techniques taught in many spiritual traditions is the disciplined practice of what Buddhists call ‘bare attention’. Nietzsche called Buddha ‘that profound physiologist’ and his teachings less a religion than a ‘kind of hygiene’...’ Many of our automatic brain processes have to do with either wanting something or not wanting something else – very much the way a small child’s mental life functions. We are forever desiring or longing, or judging and rejecting. Mental hygiene consists of noticing the ebb and flow of all those automatic grasping or rejecting impulses without being hooked by then. Bare attention is directed not only toward what’s happening on the outside, but also to what’s taking place on the inside. ‘Be at least interested in your reactions as in the person or situation that triggers them.’... In a mindful state one can choose to be aware of the ebb and flow of emotions and thought patterns instead of brooding on their content. Not ‘he did this to me therefore I’m suffering’ but ‘I notice that feelings of resentment and a desire for vengeance keep flooding my mind.’... ‘Bare Attention is the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception,’... ‘It is called ‘Bare’ because it attends just to the bare facts of a perception as presented either through the five physical senses of through the mind without reacting to them.

If you are tempted to “teach” your child by guilt, shame, or punishment, you will be creating discouraging beliefs that are difficult to reverse in adulthood.

Our children didn’t come into the world to be our puppets. They came here to struggle, fumble, thrive, and enjoy—a journey for which they need our encouragement.

brain imaging studies show that the experience of physical pain and the experience of relational pain, like rejection, look very similar in terms of location of brain activity.

For example, one of the most powerful ways we connect with our children is simply by physically touching them.

A child, like your stomach, doesn't need all you can afford to give it.

Imitation and repetition are the keys to discipline with the young child, not reasoning or punishment.

The clock of time is a wild child, one that can neither be controlled nor disciplined, it simply slips away from your hand while you grapple trying to hold it back.

When your children are feeling upset, a loving touch can calm things down and help you connect, even during moments of high stress.

Children need to understand the way the world works: what’s permissible and what’s not.

They need to know what our expectations are, and how we will respond if they break (or even bend) agreed-upon rules.

There’s no question about it: consistency is crucial when it comes to raising and disciplining our children.

I’m too angry to have a helpful conversation right now, so I’m going to take some time to calm down, and then we’ll talk in a bit.

Want to raise kind children? Be kind to your children.

We want our kids to expect that their needs can be understood and consistently met. But we don’t want our kids to expect that their desires and whims will always be met.

Of course," agreed Basil, "if you read it carelessly, and act on it rashly, with the blind faith of a fanatic; it might very well lead to trouble. But nature is full of devices for eliminating anything that cannot master its environment. The words 'to worship me' are all-important. The only excuse for using a drug of any sort, whether it's quinine or Epsom-salt, is to assist nature to overcome some obstacle to her proper functions. The danger of the so-called habit-forming drugs is that they fool you into trying to dodge the toil essential to spiritual and intellectual development. But they are not simply man-traps. There is nothing in nature which cannot be used for our benefit, and it is up to us to use it wisely. Now, in the work you have been doing in the last week, heroin might have helped you to concentrate your mind, and cocaine to overcome the effects of fatigue. And the reason you did not use them was that a burnt child dreads fire. We had the same trouble with teaching Hermes and Dionysus to swim. They found themselves in danger of being drowned and thought the best way was to avoid going near the water. But that didn't help them to use their natural faculties to the best advantage, so I made them confront the sea again and again, until they decided that the best way to avoid drowning was to learn how to deal with oceans in every detail. It sounds pretty obvious when you put it like that, yet while every one agrees with me about the swimming, I am howled down on all sides when I apply the same principles to the use of drugs.

Respond to your children with love in their worst moments their broken moments their angry moments their selfish moments their lonely moments their frustrated moments their inconvenient moments because it is in their most unlovable human moments that they most need to feel loved.

We get trapped in power struggles. When our kids feel backed into a corner, they instinctually fight back or totally shut down. So avoid the trap. Consider giving your child an out: “Would you like to get a drink first, and then we’ll pick up the toys?” Or negotiate: “Let’s see if we can figure out a way for both of us to get what we need.” (Obviously, there are some non-negotiables, but negotiation isn’t a sign of weakness; it’s a sign of respect for your child and her desires.) You can even ask your child for help: “Do you have any suggestions?” You might be shocked to find out how much your child is willing to bend in order to bring about a peaceful resolution to the standoff.

We now know that the way to help a child develop optimally is to help create connections in her brain—her whole brain—that develop skills that lead to better relationships, better mental health, and more meaningful lives. You could call it brain sculpting, or brain nourishing, or brain building. Whatever phrase you prefer, the point is crucial, and thrilling: as a result of the words we use and the actions we take, children’s brains will actually change, and be built, as they undergo new experiences.

Reduce words Embrace emotions Describe, don’t preach Involve your child in the discipline Reframe a no into a conditional yes Emphasize the positive Creatively approach the situation Teach mindsight tools

Part of truly loving our kids, and giving them what they need, means offering them clear and consistent boundaries, creating predictable structure in their lives, as well as having high expectations for them.

Sherlock Holmes: the Arthur Conan Doyle character who declared, “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.

The challenge of parenting lies in finding the balance between nurturing, protecting, and guiding, on one hand, and allowing your child to explore, experiment, and become an independent, unique person, on the other.

Everything they see, hear, feel, touch, or even smell impacts their brain and thus influences the way they view and interact with their world—including their family, neighbors, strangers, friends, classmates, and even themselves.

So, as an adult, try to notice the carefree nature that comes naturally to a child, who lives for and in the present. Try to help children to not lose that nature as they grow up in a world that constantly tries to push it out of them. To

Having neurons wire together can be a good thing. A positive experience with a math teacher can lead to neural connections that link math with pleasure, accomplishment, and feeling good about yourself as a student. But the opposite is equally true. Negative experiences with a harsh instructor or a timed test and the anxiety that accompanies it can form connections in the brain that create a serious obstacle to the enjoyment not only of math and numbers, but exams and even school in general.

I'm buried beneath an avalanche of papers, I don't understand the language of the country, and what do I do about a kid who calls me "Hi, teach!"? Syl INTRASCHOOL COMMUNICATION FROM: Room 508 TO: Room 304 Nothing. Maybe he calls you Hi, teach! because he likes you. Why not answer Hi, pupe? The clerical work is par for the course. "Keep on file in numerical order" means throw in waste-basket. You'll soon learn the language. "Let it be a challenge to you" means you're stuck with it; "interpersonal relationships" is a fight between kids; "ancillary civic agencies for supportive discipline" means call the cops; "Language Arts Dept." is the English office; "literature based on child's reading level and experiential background" means that's all they've got in the Book Room; "non-academic-minded" is a delinquent; and "It has come to my attention" means you're in trouble.

The self is like a child that is in need of discipline. If you leave it without disciplining it, it will run wild and lead to the destruction of your life. However, if you discipline it and continuously put it in its place, it will eventually become totally obedient.

Too many people believe that everything must be pleasurable in life, which makes them constantly search for distractions and short-circuits the learning process. The pain is a kind of challenge your mind presents—will you learn how to focus and move past the boredom, or like a child will you succumb to the need for immediate pleasure and distraction? Much as with physical exercise, you can even get a kind of perverse pleasure out of this pain, knowing the benefits it will bring you. In any event, you must meet any boredom head-on and not try to avoid or repress it. Throughout your life you will encounter tedious situations, and you must cultivate the ability to handle them with discipline.

The corporate world is also a manifestation of people’s disconnection from their heart, where people believe manipulation is the path to getting what they want and therefore the way to succeed. People often use the excuse that “everyone does it.” When a child learns at home that not everyone does it, things can start to change. The corporate world even celebrates the cutthroat approach of stepping over others, knifing them in the back, and scrambling to the top of the ladder at the expense of colleagues—behavior that reflects an inability to connect with and care for others.

Remember, there are plenty of ways to spoil children—by giving them too many things, by rescuing them from every challenge, by never allowing them to deal with defeat and disappointment—but we can never spoil them by giving them too much of our love and attention. That’s what the connection

Only when we are responsive to the moment instead of driven by our agenda can we meet our children where they need to be met. When we connect effectively, there’s no drama. We deal with issues for what they are. This maintains the connection that’s the foundation of a child’s healthy development.

Always remember, child,’ her first teacher had impressed on her, ‘that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that discipline—training—is about. So train your mind to dwell on sweet perfumes, the touch of this silk, tender raindrops against the shoji, the curve of this flower arrangement, the tranquillity of dawn. Then, at length, you won’t have to make such a great effort and you will be of value to yourself, a value to our profession—and bring honor to our world, the Willow World.…

Each small task of everyday life is part of the total harmony of the universe. —SAINT TERESA OF LISIEUX

Mindsight is a teachable skill at the heart of being empathic and insightful, moral and compassionate.

When a child has to constantly check with their parents to see if it’s okay to feel a certain way, they have lost touch with their own center of gravity.

When we set limits, we help develop the parts of the upstairs brain that allow children to control themselves and regulate their behaviors and their body.

The issue is that we have to start where the child is, not with where we believe the child ought to be.

I was glad to put the whole thing behind me, because I wanted every child, regardless of race, to be able to look at my Worlds win and say, I can dream big too. I wanted them to know that following your dreams—not just in gymnastics, but in everything—shouldn’t have anything to do with the color of your skin. It should only be about finding the discipline and the courage to do the hard work.

She also asked him his views on marrige and monogamy given the imminent arrival of his second child with Suzanne. "I think marrying is for very very high minded people" he said. "It is a discipline of extreme severity. To really turn your back on all the other possibilities and all the other experiences of love,of passion,of ecstasy,and to determine to find it within one embrace is a high and righteous notion. Marriage today is the monastery,the monastery today is freedom. " he told Marion he had arrived "at a more realistic vision" of himself. There was no "high purpose" in his activities. "I'm just going" he said "so I don't have to stay still

Other recent studies demonstrate that children who are taught to read music and play the keyboard undergo significant changes in their brain and have an advanced capacity for what’s called “spatial sensorimotor mapping.

Of course, we justify our fear by telling ourselves we “love our children so much.” I don’t believe that to love someone means we need to fear for them. On the contrary, it’s out of our fear for our own security and wellbeing that we fear for our children. We’re afraid that unless the other behaves according to our movie, we will in some way be deprived of fulfillment or a sense of peace. This sense of lack, rooted in the empty feeling left by our crushed authentic self, gets confused with love. Unless we are able to discern the difference between love and our need for our children to assuage our feeling of lack, our connection with them will be muddied.

Imagine the last time you felt really sad or angry or upset. How would it have felt if someone you love told you, “You need to calm down,” or “It’s not that big a deal”? Or what if you were told to “go be by yourself until you’re calm and ready to be nice and happy”? These responses would feel awful, wouldn’t they? Yet these are the kinds of things we tell our kids all the time. When we do, we actually increase their internal distress, leading to more acting out, not less.

In my travels on the surface, I once met a man who wore his religious beliefs like a badge of honor upon the sleeves of his tunic. "I am a Gondsman!" he proudly told me as we sat beside eachother at a tavern bar, I sipping my wind, and he, I fear, partaking a bit too much of his more potent drink. He went on to explain the premise of his religion, his very reason for being, that all things were based in science, in mechanics and in discovery. He even asked if he could take a piece of my flesh, that he might study it to determine why the skin of the drow elf is black. "What element is missing," he wondered, "that makes your race different from your surface kin?" I think that the Gondsman honestly believed his claim that if he could merely find the various elements that comprised the drow skin, he might affect a change in that pigmentation to make the dark elves more akin to their surface relatives. And, given his devotion, almost fanaticism, it seemed to me as if he felt he could affect a change in more than physical appearance. Because, in his view of the world, all things could be so explained and corrected. How could i even begin to enlighten him to the complexity? How could i show him the variations between drow and surface elf in the very view of the world resulting from eons of walking widely disparate roads? To a Gondsman fanatic, everything can be broken down, taken apart and put back together. Even a wizard's magic might be no more than a way of conveying universal energies - and that, too, might one day be replicated. My Gondsman companion promised me that he and his fellow inventor priests would one day replicate every spell in any wizard's repertoire, using natural elements in the proper combinations. But there was no mention of the discipline any wizard must attain as he perfects his craft. There was no mention of the fact that powerful wizardly magic is not given to anyone, but rather, is earned, day by day, year by year and decade by decade. It is a lifelong pursuit with gradual increase in power, as mystical as it is secular. So it is with the warrior. The Gondsman spoke of some weapon called an arquebus, a tubular missile thrower with many times the power of the strongest crossbow. Such a weapon strikes terror into the heart of the true warrior, and not because he fears that he will fall victim to it, or even that he fears it will one day replace him. Such weapons offend because the true warrior understands that while one is learning how to use a sword, one should also be learning why and when to use a sword. To grant the power of a weapon master to anyone at all, without effort, without training and proof that the lessons have taken hold, is to deny the responsibility that comes with such power. Of course, there are wizards and warriors who perfect their craft without learning the level of emotional discipline to accompany it, and certainly there are those who attain great prowess in either profession to the detriment of all the world - Artemis Entreri seems a perfect example - but these individuals are, thankfully, rare, and mostly because their emotional lacking will be revealed early in their careers, and it often brings about a fairly abrupt downfall. But if the Gondsman has his way, if his errant view of paradise should come to fruition, then all the years of training will mean little. Any fool could pick up an arquebus or some other powerful weapon and summarily destroy a skilled warrior. Or any child could utilize a Gondsman's magic machine and replicate a firebal, perhaps, and burn down half a city. When I pointed out some of my fears to the Gondsman, he seemed shocked - not at the devastating possibilities, but rather, at my, as he put it, arrogance. "The inventions of the priests of Gond will make all equal!" he declared. "We will lift up the lowly peasant

it’s misguided to assume that just because his son could handle himself well in one moment, he’d always be able to do so. And that when his son didn’t manage his feelings and behaviors, it wasn’t evidence that he was spoiled and needed stricter discipline. Rather, he needed understanding and help, and through emotional connection and setting limits, the father could increase and expand his son’s capacity. The truth is that for all of us, our capacity fluctuates given our state of mind and state of body, and these states are influenced by so many factors—especially in the case of a developing brain in a developing child.

I move in slow motion to roll out of bed, arrange clothing under the covers, and silently remove the screen from my window. Smoothly and soundlessly, I slip out and lower myself to the ground, reaching high above my head to replace the screen. I crouch and skim across the lawn to the street, moving quickly from tree shadow to tree shadow until I reach his car, the passenger door already open and waiting. “Ready?” Steve asks as we synchronize the closing of the door with the starting of the engine. Within moments, we’re on our way to our favorite spot. “You’re awfully quiet tonight, baby.” He parks the car and we both peer out at the lights of the town displayed below us. “Your father get after you again?” It’s a peculiar way to word it, but even my father won’t use words like beat or hit to describe his actions. He’ll use a quote like, “Spare the rod, spoil the child.” Or declare that he is saving my soul. But my silence tonight isn’t about my father’s form of discipline, nor my mother’s sharp tongue. I take a long, slow breath before speaking the words that I’ve rehearsed for over a month. “I’m pregnant.” My voice comes out soft and raspy.

The prescription for spiritual transformation has often been too individualistically oriented. We are encouraged to engage in spiritual disciplines so that we might have the power to do what we can’t do by will power alone. But what happens when people don’t have the “will power” to engage spiritual disciples on a consistent basis? Our character is left untended. “In a wild world like ours, your character, left untended, will become a stale room, an obnoxious child, a vacant lot filled with thorns, weeds, broken bottles, raggedy grocery bags, and dog droppings. Your deepest channels will silt in, and you will feel yourself shallowing. You’ll become a presence neither you nor others will enjoy, and you and they will spend more and more time and energy trying to be anywhere else.”[1] So what are we to do?

And if I was seen as temperamentally cool and collected, measured in how I used my words, Joe was all warmth, a man without inhibitions, happy to share whatever popped into his head. It was an endearing trait, for he genuinely enjoyed people. You could see it as he worked a room, his handsome face always cast in a dazzling smile (and just inches from whomever he was talking to), asking a person where they were from, telling them a story about how much he loved their hometown (“Best calzone I ever tasted”) or how they must know so-and-so (“An absolutely great guy, salt of the earth”), flattering their children (“Anyone ever tell you you’re gorgeous?”) or their mother (“You can’t be a day over forty!”), and then on to the next person, and the next, until he’d touched every soul in the room with a flurry of handshakes, hugs, kisses, backslaps, compliments, and one-liners. Joe’s enthusiasm had its downside. In a town filled with people who liked to hear themselves talk, he had no peer. If a speech was scheduled for fifteen minutes, Joe went for at least a half hour. If it was scheduled for a half hour, there was no telling how long he might talk. His soliloquies during committee hearings were legendary. His lack of a filter periodically got him in trouble, as when during the primaries, he had pronounced me “articulate and bright and clean and a nice-looking guy,” a phrase surely meant as a compliment, but interpreted by some as suggesting that such characteristics in a Black man were noteworthy. As I came to know Joe, though, I found his occasional gaffes to be trivial compared to his strengths. On domestic issues, he was smart, practical, and did his homework. His experience in foreign policy was broad and deep. During his relatively short-lived run in the primaries, he had impressed me with his skill and discipline as a debater and his comfort on a national stage. Most of all, Joe had heart. He’d overcome a bad stutter as a child (which probably explained his vigorous attachment to words) and two brain aneurysms in middle age.

If it’s the last thing I do, I’ll get my children to believe.”“I will discipline the hell out of my children.”“It’s my job to ensure that they do what is right.”“If I do nothing else, I will send children out into the world who are prepared to live right.”“After I’m done with him, he’ll never even think of doing that again.” The assessment in these statements that children need to change is right. The deep desire for that change which motivates a parent is right. The commitment to work for that change is right. Then what is wrong with each of these statements? Each of them assumes power on the part of parents that no parent has, and that assumption creates all kinds of parenting trouble. If you are going to be what God has designed you to be as a parent and do what he’s called you to do, you must confess one essential thing. This confession has the power to change much about the way you act and react toward your children. It is vital that you believe and admit that you have no power whatsoever to change your child.

8. Poor Self-Discipline: The inability to discipline yourself. Contrary to popular belief, we are not born with the ability to discipline ourselves. We learn it from our parents, when they discipline us as children. Your CEN parents may have failed to offer you enough limits and clear boundaries, delivered in a healthy, balanced way. Now, all grown up, you haven’t been able to internalize these healthy skills and use them in a balanced way. Disciplining your own children in a natural way like other parents do is a struggle for you. Just like the emotional blind spots, these blind spots also are passed on from one generation to the next. Having failed to receive enough limits and boundaries as a child, you may find yourself struggling, feeling helpless and confused about your children’s discipline needs. You may end up under- or over-disciplining your children. Neither works very well, but it’s hard to see what you are doing wrong. The Feelings You Are Left With: Out of control, lost, helpless, frustrated, angry at your children for their lack of cooperation, confused

The parent is the child's guide. This shepherding process helps a child to understand himself and the world in which he lives. The parent shepherds a child to assess himself and his responses. He shepherds the child to understand not just the "what" of the child's actions, but also the "why." As the shepherd, you want to help your child understand himself as a creature made by and for God. You cannot show him these things merely by instruction; you must lead him on a path of discovery. You must shepherd his thoughts, helping him to learn discernment and wisdom.

I explained to the father that he needed to develop a connection to his son, he bemoaned, “But he won’t even let me in his room. If he won’t say a word to me, how am I supposed to connect?” “You start from the ‘as is’ of the situation,” I explained. “What does he do on his computer?” “He studies and plays video games.” “Then this is how you connect—by showing an interest in a video game he really enjoys and inviting him to play with you.” This is how you witness a child’s reality. “But I hate video games. They bore me.” “It’s not about what excites you, but how to engage with your child. When he sees you are genuinely interested in interacting with him and not just looking for a way to change him, he’ll begin to open up. But let me warn you, it will take time. You’ll have to build trust one brick at a time. To do this, you can’t let his rejection of you trigger you. See it as part of the process. It will help if you stay in touch with the fact he’s only showing you how he has felt for many years.” Children aren’t naturally closed off. On the contrary, they are open and willing to share themselves as long as it feels safe to do so. Children want us to see their inherent goodness, regardless of their external behavior at a particular moment. They delight in assurance their misbehavior won’t faze us. To accept them unconditionally is what it means to witness our children.

Spiritual disciplines more easily introduced into daily activities ▪   School calendar formulated to dates that work best for our family’s needs ▪   Free time in our days for relaxation, family fun and bonding (instead of time spent driving from school to school) ▪   Strong parent-child bonds and sibling-to-sibling bonds more easily developed ▪   Removal from negative influences and peer pressure during the early impressionable years ▪   Difficult subjects discussed at the appropriate age for each individual child ▪   Difficult subject matter presented from a biblical worldview and within the context of our strong parent-child bond. ▪   Real world learning incorporated into lesson plans and practiced in daily routines ▪   Field trips and “outside the book” learning available as we see fit What We Hope to Give Our Kids: ▪   A close relationship with Christ and a complete picture of what it means to be a Christ-follower ▪   A strong moral character rooted in biblical integrity, perseverance and humility ▪   A direction and purpose for where God has called them in life ▪   A deep relationship and connection with us, their parents ▪   Rich, ever-growing relationships with their siblings ▪   Real-world knowledge in everything from how to cook and do laundry to how to resolve conflicts and work with those that are “different” from them ▪   A comprehensive, well-rounded education in the traditional school subjects

There is yet another reason why peer-oriented kids are insatiable. In order to reach the turning point, a child must not only be fulfilled, but this fulfillment must sink in. It has to register somehow in the child's brain that the longing for closeness and connectedness is being met. This registration is not cognitive or even conscious, but deeply emotional. It is emotion that moves the child and shifts the energy from one developmental agenda to another, from attachment to individuation. The problem is that, for fulfillment to sink in, the child must be able to feel deeply and vulnerably — an experience most peer-oriented kids will be defended against. Peer-oriented children cannot permit themselves to feel their vulnerability. It may seem strange that feelings of fulfillment would require openness to feelings of vulnerability. There is no hurt or pain in fulfillment — quite the opposite. Yet there is an underlying emotional logic to this phenomenon. For the child to feel full he must first feel empty, to feel helped the child must first feel in need of help, to feel complete he must have felt incomplete. To experience the joy of reunion one must first experience the ache of loss, to be comforted one must first have felt hurt. Satiation may be a very pleasant experience, but the prerequisite is to be able to feel vulnerability. When a child loses the ability to feel her attachment voids, the child also loses the ability to feel nurtured and fulfilled. One of the first things I check for in my assessment of children is the existence of feelings of missing and loss. It is indicative of emotional health for children to be able to sense what is missing and to know what the emptiness is about. As soon as they are able to articulate, they should be able to say things like “I miss daddy,” “It hurt me that grandma didn't notice me,” “It didn't seem like you were interested in my story,” “I don't think so and so likes me.” Many children today are too defended, too emotionally closed, to experience such vulnerable emotions. Children are affected by what is missing whether they feel it or not, but only when they can feel and know what is missing can they be released from their pursuit of attachment. Parents of such children are not able to take them to the turning point or bring them to a place of rest. If a child becomes defended against vulnerability as a result of peer orientation, he is made insatiable in relation to the parents as well. That is the tragedy of peer orientation — it renders our love and affection so useless and unfulfilling. For children who are insatiable, nothing is ever enough. No matter what one does, how much one tries to make things work, how much attention and approval is given, the turning point is never reached. For parents this is extremely discouraging and exhausting. Nothing is as satisfying to a parent as the sense of being the source of fulfillment for a child. Millions of parents are cheated of such an experience because their children are either looking elsewhere for nurturance or are too defended against vulnerability to be capable of satiation. Insatiability keeps our children stuck in first gear developmentally, stuck in immaturity, unable to transcend basic instincts. They are thwarted from ever finding rest and remain ever dependent on someone or something outside themselves for satisfaction. Neither the discipline imposed by parents nor the love felt by them can cure this condition. The only hope is to bring children back into the attachment fold where they belong and then soften them up to where our love can actually penetrate and nurture.

Meditation is a state of mind which looks at everything with complete attention, totally, not just parts of it. And no one can teach you how to be attentive. If any system teaches you how to be attentive, then you are attentive to the system and that is not attention. Meditation is one of the greatest arts in life – perhaps the greatest, and one cannot possibly learn it from anybody, that is the beauty of it. It has no technique and therefore no authority. When you learn about yourself, watch yourself, watch the way you walk, how you eat, what you say, the gossip, the hate, the jealousy – if you are aware of all that in yourself, without any choice, that is part of meditation. So meditation can take place when you are sitting in a bus or walking in the woods full of light and shadows, or listening to the singing of birds or looking at the face of your wife or child. In the understanding of meditation there is love, and love is not the product of systems, of habits, of following a method. Love cannot be cultivated by thought. Love can perhaps come into being when there is complete silence, a silence in which the meditator is entirely absent; and the mind can be silent only when it understands its own movement as thought and feeling. To understand this movement of thought and feeling there can be no condemnation in observing it. To observe in such a way is the discipline, and that kind of discipline is fluid, free, not the discipline of conformity.

Gabriel was stunned by Pandora's compassion for a man who had caused her such harm. He shook his head in wonder as he stared into her eyes, as dark as cloud-shadow on a field of blue gentian. "That doesn't excuse him," he said thickly. Gabriel would never forgive the bastard. He wanted vengeance. He wanted to strip the flesh from the bastard's corpse and hang up his skeleton to scare the crows. His fingers contained a subtle tremor as he reached out to trace the fine edges of her face, the sweet, high plane of her cheekbone. "What did the doctor say about your ear? What treatment did he give?" "It wasn't necessary to send for a doctor." A fresh flood of rage seared his veins as the words sunk in. "Your eardrum was ruptured. What in God's name do you mean a doctor wasn't necessary?" Although he had managed to keep from shouting, his tone was far from civilized. Pandora quivered uneasily and began to inch backward. He realized the last thing she needed from him was a display of temper. Battening down his rampaging emotions, he used one arm to bring her back against his side. "No, don't pull away. Tell me what happened." "The fever had passed," she said after a long hesitation, "and... well, you have to understand my family. If something unpleasant happened, they ignored it, and it was never spoken of again. Especially if it was something my father had done when he'd lost his temper. After a while, no one remembered what had really happened. Our family history was erased and rewritten a thousand times. But ignoring the problem with my ear didn't make it disappear. Whenever I couldn't hear something, or when I stumbled or fell, it made my mother very angry. She said I'd been clumsy because I was hasty or careless. She wouldn't admit there was anything wrong with my hearing. She refused even to discuss it." Pandora stopped, chewing thoughtfully on her lower lip. "I'm making her sound terrible, and she wasn't. There were times when she was affectionate and kind. No one's all one way or the other." She flicked a glance of dread in his direction. "Oh God, you're not going to pity me, are you?" "No." Gabriel was anguished for her sake, and outraged. It was all he could do to keep his voice calm. "Is that why you keep it a secret? You're afraid of being pitied?" "That, and... it's a shame I'd rather keep private." "Not your shame. Your father's." "It feels like mine. Had I not been eavesdropping, my father wouldn't have disciplined me." "You were a child," he said brusquely. "What he did wasn't bloody discipline, it was brutality." To his surprise, a touch of unrepentant amusement curved Pandora's lips, and she looked distinctly pleased with herself. "It didn't even stop my eavesdropping. I just learned to be more clever about it." She was so endearing, so indomitable, that Gabriel was wrenched with a feeling he'd never known before, as if all the extremes of joy and despair had been compressed into some new emotion that threatened to crack the walls of his heart.

Appendix 1 Seven Points and Fifty-Nine Slogans for Generating Compassion and Resilience POINT ONE Resolve to Begin 1. Train in the preliminaries. POINT TWO Train in Empathy and Compassion: Absolute Compassion 2. See everything as a dream. 3. Examine the nature of awareness. 4. Don’t get stuck on peace. 5. Rest in the openness of mind. 6. In Postmeditation be a child of illusion. POINT TWO Train in Empathy and Compassion: Relative Compassion 7. Practice sending and receiving alternately on the breath. 8. Begin sending and receiving practice with yourself. 9. Turn things around (Three objects, three poisons, three virtues). 10. Always train with the slogans. POINT THREE Transform Bad Circumstances into the Path 11. Turn all mishaps into the path. 12. Drive all blames into one. 13. Be grateful to everyone. 14. See confusion as Buddha and practice emptiness. 15. Do good, avoid evil, appreciate your lunacy, pray for help. 16. Whatever you meet is the path. POINT FOUR Make Practice Your Whole Life 17. Cultivate a serious attitude (Practice the five strengths). 18. Practice for death as well as for life. POINT FIVE Assess and Extend 19. There’s only one point. 20. Trust your own eyes. 21. Maintain joy (and don’t lose your sense of humor). 22. Practice when you’re distracted. POINT SIX The Discipline of Relationship 23. Come back to basics. 24. Don’t be a phony. 25. Don’t talk about faults. 26. Don’t figure others out. 27. Work with your biggest problems first. 28. Abandon hope. 29. Don’t poison yourself. 30. Don’t be so predictable. 31. Don’t malign others. 32. Don’t wait in ambush. 33. Don’t make everything so painful. 34. Don’t unload on everyone. 35. Don’t go so fast. 36. Don’t be tricky. 37. Don’t make gods into demons. 38. Don’t rejoice at others’ pain. POINT SEVEN Living with Ease in a Crazy World 39. Keep a single intention. 40. Correct all wrongs with one intention. 41. Begin at the beginning, end at the end. 42. Be patient either way. 43. Observe, even if it costs you everything. 44. Train in three difficulties. 45. Take on the three causes. 46. Don’t lose track. 47. Keep the three inseparable. 48. Train wholeheartedly, openly, and constantly. 49. Stay close to your resentment. 50. Don’t be swayed by circumstances. 51. This time get it right! 52. Don’t misinterpret. 53. Don’t vacillate. 54. Be wholehearted. 55. Examine and analyze. 56. Don’t wallow. 57. Don’t be jealous. 58. Don’t be frivolous. 59. Don’t expect applause.

As a parent, you have authority because God calls you to be an authority in your child's life. You have the authority to act on behalf of God. As a father or mother, you do not exercise rule over your jurisdiction, but over God's. You act at his command. You discharge a duty that he has given. You may not try to shape the lives of your children as pleases you, but as pleases him. All you do in your task as parents must be done from this point of view. You must undertake all your instruction, your care and nurture, your correction and discipline, because God has called you to. ... If you are God's agent in this task of providing essential training and instruction of the Lord, then you, too, are a person under authority. You and your child are in the same boat. You are both under God's authority. You have different roles, but the same Master.

1. Turn ordinarily meals into family time. Cultivate a fun and relaxed atmosphere and impose a “No TV” rule. 2. Feed your toddler the same type of food you feed to the rest of your family. 3. Do not force your toddler to eat. Issuing threats and punishments will only make him dislike and dread mealtimes. 4. Respect your toddler’s food preference on what he likes and what he dislikes. 5. If he refuses to eat the main meal, offer another healthy alternative, like a sandwich or a cereal. 6. Make sure to cut your toddler’s food into small bite size pieces. 7. Gently encourage your toddler to try out new food products. 8. Do not impose the clean your plate rule. When your toddler tells you he is full, do not force him to eat. 9. Offer your child small portions, like 1/3 or 1/4 of the usual adult portion. Give him lesser amount of food than what you think he can consume and let him ask for extra servings. 10. Make desserts a part of your meals, and not as a form of reward.

I know he’s had his problems in the past… “He can’t keep his hands off a liquor bottle at the best of times, and he still hasn’t accepted the loss of his wife!” “I sent him to a therapist over in Baltimore,” she continued. “He’s narrowed his habit down to a six-pack of beer on Saturdays.” “What does he get for a reward?” he asked insolently. She sighed irritably. “Nobody suits you! You don’t even like poor old lonely Senator Holden.” “Like him? Holden?” he asked, aghast. “Good God, he’s the one man in Congress I’d like to burn at the stake! I’d furnish the wood and the matches!” “You and Leta,” she said, shaking her head. “Now, listen carefully. The Lakota didn’t burn people at the stake,” she said firmly. She went on to explain who did, and how, and why. He searched her enthusiastic eyes. “You really do love Native American history, don’t you?” She nodded. “The way your ancestors lived for thousands of years was so logical. They honored the man in the tribe who was the poorest, because he gave away more than the others did. They shared everything. They gave gifts, even to the point of bankrupting themselves. They never hit a little child to discipline it. They accepted even the most blatant differences in people without condemning them.” She glanced at Tate and found him watching her. She smiled self-consciously. “I like your way better.” “Most whites never come close to understanding us, no matter how hard they try.” “I had you and Leta to teach me,” she said simply. “They were wonderful lessons that I learned, here on the reservation. I feel…at peace here. At home. I belong, even though I shouldn’t.” He nodded. “You belong,” he said, and there was a note in his deep voice that she hadn’t heard before. Unexpectedly he caught her small chin and turned her face up to his. He searched her eyes until she felt as if her heart might explode from the excitement of the way he was looking at her. His thumb whispered up to the soft bow of her mouth with its light covering of pale pink lipstick. He caressed the lower lip away from her teeth and scowled as if the feel of it made some sort of confusion in him. He looked straight into her eyes. The moment was almost intimate, and she couldn’t break it. Her lips parted and his thumb pressed against them, hard. “Now, isn’t that interesting?” he said to himself in a low, deep whisper. “Wh…what?” she stammered. His eyes were on her bare throat, where her pulse was hammering wildly. His hand moved down, and he pressed his thumb to the visible throb of the artery there. He could feel himself going taut at the unexpected reaction. It was Oklahoma all over again, when he’d promised himself he wouldn’t ever touch her again. Impulses, he told himself firmly, were stupid and sometimes dangerous. And Cecily was off limits. Period. He pulled his hand back and stood up, grateful that the loose fit of his buckskins hid his physical reaction to her. “Mother’s won a prize,” he said. His voice sounded oddly strained. He forced a nonchalant smile and turned to Cecily. She was visibly shaken. He shouldn’t have looked at her. Her reactions kindled new fires in him.

Discipline As your baby becomes more mobile and inquisitive, she’ll naturally become more assertive, as well. This is wonderful for her self-esteem and should be encouraged as much as possible. When she wants to do something that’s dangerous or disrupts the rest of the family, however, you’ll need to take charge. For the first six months or so, the best way to deal with such conflicts is to distract her with an alternative toy or activity Standard discipline won’t work until her memory span increases around the end of her seventh month. Only then can you use a variety of techniques to discourage undesired behavior. When you finally begin to discipline your child, it should never be harsh. Remember that discipline means to teach or instruct, not necessarily to punish. Often the most successful approach is simply to reward desired behavior and withhold rewards when she does not behave as desired. For example, if she cries for no apparent reason, make sure there’s nothing wrong physically; then when she stops, reward her with extra attention, kind words, and hugs. If she starts up again, wait a little longer before turning your attention to her, and use a firm tone of voice as you talk to her. This time, don’t reward her with extra attention or hugs. The main goal of discipline is to teach limits to the child, so try to help her understand exactly what she’s doing wrong when she breaks a rule. If you notice her doing something that’s not allowed, such as pulling your hair, let her know that it’s wrong by calmly saying “no,” stopping her, and redirecting her attention to an acceptable activity. If your child is touching or trying to put something in her mouth that she shouldn’t, gently pull her hand away as you tell her this particular object is off-limits. But since you do want to encourage her to touch other things, avoid saying “Don’t touch.” More pointed phrases, such as “Don’t eat the flowers” or “No eating leaves” will convey the message without confusing her. Because it’s still relatively easy to modify her behavior at this age, this is a good time to establish your authority and a sense of consistency Be careful not to overreact, however. She’s still not old enough to misbehave intentionally and won’t understand if you punish her or raise your voice. She may be confused and even become startled when told that she shouldn’t be doing or touching something. Instead, remain calm, firm, consistent, and loving in your approach. If she learns now that you have the final word, it may make life much more comfortable for both of you later on, when she naturally becomes more headstrong.

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.