Education Defective Quotes

There is, I believe, in every disposition a tendency to some particular evil, a natural defect, which not even the best education can overcome." "And your defect is a propensity to hate everybody." "And yours," he replied with a smile, "is wilfully to misunderstand them.

The most common and the monstrous defect in the education of the day is that children fail to acquire the habit of reading.

Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] ... normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.

One of these grand defects, as I humbly conceive, is this, that children are habituated to learning without understanding.

I am convinced that there are genuine and valid levels of perception available with cannabis (and probably with other drugs) which are, through the defects of our society and our educational system, un-available to us without such drugs.

Thickly forested regions of Phuoc Tuy including the Rung Sat swamps and farms considered to be controlled by the Vietcong, were regularly sprayed by defoliants including “Agent Orange” using aircraft. This was both an inhumane and unsuccessful strategy which only destroyed enough food to feed 245,000 Vietnamese people for a year resulting in a propaganda gift to the Vietcong. (Ham, 2007). Given that defoliation did not uncover the enemy, who kept on fighting from jungle, caves and tunnels, the whole defoliation programme must be considered a failure. Given also, that birth defects and other health problems associated with defoliants can be directly blamed upon “Agent Orange”, it stands to reason that the allies in the Second Indochina War who sprayed it upon villages and farms can in fact be said to be, “Guilty of War Crimes!

I begin to reason with myself, to doubt whether I had spoken clearly: what had I whispered and what had I screamed? I decide that if I had asked differently, been more calm, he would have stopped. I write this until I believe it, which doesn't take long because I want to believe it. It's comforting to think the defect is mine, because that means it is under my power.

The so-called modern education, with all its defects, however, does others so much more good than it does the Negro, because it has been worked out in conformity to the needs of those who have enslaved and oppressed weaker peoples.

It is one of the defects of modern higher education that it has become too much a training in the acquisition of certain kinds of skill, and too little an enlargement of the mind and heart by an impartial survey of the world.

There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome.

Is not the great defect of our education today—a defect traceable through all the disquieting symptoms of trouble that I have mentioned—that although we often succeed in teaching our pupils “subjects,” we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.

There is, I believe, in every disposition a tendency to some particular evil - a natural defect, which not even the best education can overcome.

There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome

People never think of cultivating a young girl’s imagination. It is the great defect of modern education.

Today's education is entirely defective to the extent that, calling itself positivist, it begins with abusing the child's trust by presenting as true what is only either a temporary phenomenon or a hypothesis, when it's not a blatant untruth; and to the extent that it prevents children from forming in good time their own opinions by creasing into them certain habits that make their freedom of judgement an illusion

There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome.” “And your defect, Mr. Darcy, is to hate everybody.” “And yours,” he replied with a smile, “is willfully to misunderstand them.

The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.

Of course, even before Flaubert, people knew stupidity existed, but they understood it somewhat differently: it was considered a simple absence of knowledge, a defect correctable by education. In Flaubert's novels, stupidity is an inseparable dimension of human existence. It accompanies poor Emma throughout her days, to her bed of love and to her deathbed, over which two deadly agélastes, Homais and Bournisien, go on endlessly trading their inanities like a kind of funeral oration. But the most shocking, the most scandalous thing about Flaubert's vision of stupidity is this: Stupidity does not give way to science, technology, modernity, progress; on the contrary, it progresses right along with progress!

Education has nothing whatever to do with moral deterioration; and if one must admit that it develops a resolute spirit among the people, that is far from being a defect.

It's comforting to think the defect is mine, because that means it is under my power.

The habit of looking at life as a social relation — an affair of society — did no good. It cultivated a weakness which needed no cultivation. If it had helped to make men of the world, or give the manners and instincts of any profession — such as temper, patience, courtesy, or a faculty of profiting by the social defects of opponents — it would have been education better worth having than mathematics or languages; but so far as it helped to make anything, it helped only to make the college standard permanent through life.

The lack of balance between the birth-rate of the "unfit" and the "fit," admittedly the greatest present menace to the civilization, can never be rectified by the inauguration of a cradle competition between these two classes. The example of the inferior classes, the fertility of the feeble-minded, the mentally defective, the poverty-stricken, should not be held up for emulation to the mentally and physically fit, and therefore less fertile, parents of the educated and well-to-do classes. On the contrary, the most urgent problem to-day is how to limit and discourage the over-fertility of the mentally and physically defective.

I begin to reason with myself, to doubt whether I had spoken clearly: what had I whispered and what had I screamed? I decide that if I had asked differently, been more calm, he would have stopped. I write this until I believe it, which doesn’t take long because I want to believe it. It’s comforting to think the defect is mine, because that means it is under my power.

I decide that if I had asked differently, been more calm, he would have stopped. I write this until I believe it, which doesn’t take long because I want to believe it. It’s comforting to think the defect is mine, because that means it is under my power.

Appearing as a character in my brother’s books taught me something about myself. For most of my life, my history as an abused child with what I saw as a personality defect was shameful and embarrassing. Being a failure and a high school dropout was humiliating, no matter how well I subsequently did. I lied about my age, my education, and my upbringing for years because the truth was just too horrible to reveal. His book, and people’s remarkable acceptance of us as we are, changed all that. I was finally free.

The voting system is not just political; it is economic and social and educational. It is omnipresent and omniscient. And it is fallible. Yet, when a structure is broken, we are fools if we simply ignore the defect in favor of pretending that our democracy isn’t cracking at the seams. Our obligation is to understand where the problem is, find a solution, and make the broken whole again.

Implacable resentment is a shade in a character. But you have chosen your fault well. I really cannot laugh at it. You are safe from me." "There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome." "And your defect is to hate everybody." "And yours," he replied with a smile, "is willfully to misunderstand them.

Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs. For to such persons, as to the incontinent, knowledge brings no profit; but to those who desire and act in accordance with a rational principle knowledge about such matters will be of great benefit.

Great bodies of people are never responsible for what they do. They are driven by instincts which are not within their control. They too, the patriarchs, the professors, had endless difficulties, terrible drawbacks to contend with. Their education had been in some ways as faulty as my own. It had bred in them defects as great. True, they had money and power, but only at the cost of harbouring in their breasts an eagle, a vulture, forever tearing the liver out and plucking at the lungs—the instinct for possession, the rage for acquisition which drives them to desire other people's fields and goods perpetually; to make frontiers and flags; battleships and poison gas; to offer up their own lives and their children's lives.

That is a failing indeed!" cried Elizabeth. "Implacable resentment is a shade in a character. But you have chosen your fault well. I really cannot laugh at it. You are safe from me." "There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome." "And your defect is to hate everybody." "And yours," he replied with a smile, "is willfully to misunderstand them." "Do

Social and cultural change, however desirable, should not be effected by the engines of national power. Let us, through persuasion and education, seek to improve institutions we deem defective. But let us, in doing so, respect the orderly processes of the law. Any other course enthrones tyrants and dooms freedom.

There is, I believe, in every disposition a tendency to some particular evil, a natural defect, which not even the best education can overcome.

It’s comforting to think the defect is mine, because that means it is under my power.

As she grew up, a sound English education corrected in a great measure her French defects;

a sound English education corrected in a great measure her French defects;

There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

People really do not change from one generation to another, as far back as we know history people are about the same as they were, they have had the same needs, the same desires, the same virtues and the same qualities, the same defects, indeed nothing changes from one generation to another except the things seen and the things seen make that generation, that is to say nothing changes in people from one generation to another except the way of seeing and being seen, the streets change, the way of being driven in the streets change, the buildings change, the comforts in the houses change, but the people from one generation to another do not change. The creator in the arts is like all the rest of the people living, he is sensitive to the changes in the way of living and his is is inevitably influenced by the way each generation is living, the way each generation is being educated and the way they move about, all this creates the composition of that generation.

There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome." "And your defect is to hate everybody." "And yours," he replied with a smile, "is willfully to misunderstand them.

There is, I believe, in every disposition a tendency to some particular evil—a natural defect, which not even the best education can overcome.” “And your defect is to hate everybody.” “And yours,” he replied with a smile, “is willfully to misunderstand them.

There is, I believe, in every disposition, a tendency to some particular evil; a natural defect which not even the best education can overcome.’ ‘And your defect is to hate everybody.’ ‘And yours’, he replied with a smile, ‘is willfully to misunderstand them.

There is, I believe, in every disposition a tendency to some particular evil — a natural defect, which not even the best education can overcome.” “And your defect is to hate everybody.” “And yours,” he replied with a smile, “is willfully to misunderstand them.

We like to consider the great man as the noble child of his age, who feels its defects more strongly and intimately than the smaller men: and therefore the struggle of the great man against his age is apparently nothing but a mad fight to the death with himself. Only apparently, however: he only fights the elements in his time that hinder his own greatness, in other words his own freedom and sincerity. And so, at bottom, he is only an enemy to that element which is not truly himself, the irreconcilable antagonism of the temporal and eternal in him.

So imperceptibly I found myself adopting a new attitude towards the other half of the human race. It was absurd to blame any class or any sex, as a whole. Great bodies of people are never responsible for what they do. They are driven by instincts which are not within their control. They too, the patriarchs, the professors, had endless difficulties, terrible drawbacks to contend with. Their education had been in some ways as faulty as my own. It had bred in them defects as great. True, they had money and power, but only at the cost of harbouring in their breasts an eagle, a vulture, for ever tearing the liver out and plucking at the lungs – the instinct for possession, the rage for acquisition which drives them to desire other people’s fields and goods perpetually; to make frontiers and flags; battleships and poison gas; to offer up their own lives and their children’s lives.

So imperceptibly I found myself adopting a new attitude towards the other half of the human race. It was absurd to blame any class or any sex, as a whole. [...] They too, the patriarchs, the professors, had endless difficulties, terrible drawbacks to contend with. Their education had been in some ways as faulty as my own. It had bred in them defects as great. True, they had money and power, but only at the cost of harbouring in their breasts an eagle, a vulture, for ever tearing the liver out and plucking at the lungs -- the instinct for possession, the rage for acquisition which drives them to desire other people's fields and goods perpetually; to make frontiers and flags; battleships and poison gas; to offer up their own lives and their children's lives. [...] And as I realised these drawbacks, by degrees fear and bitterness modified themselves into pity and toleration; and then in a year or two, pity and toleration went, and the greatest release of all came, which is freedom to think of things in themselves.

No one can fail to recognize the influence of the doctrine of the Noble Savage in contemporary consciousness. We see it in the current respect for all things natural (natural foods, natural medicines, natural childbirth) and the distrust of the man-made, the unfashionability of authoritarian styles of childrearing and education, and the understanding of social problems as repairable defects in our institutions rather than as tragedies inherent to the human condition.

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?...Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side?...And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?...Is not the great defect of our education today---a defect traceable through all the disquieting symptoms of trouble that I have mentioned---that although we often succeed in teaching our pupils "subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.

I am convinced there are genuine and valid levels of perception available with cannabis (and probably with other drugs) which are, through the defects of our society and our educational system, unavailable to us without such drugs. Such a remark applies not only to self-awareness and to intellectual pursuits, but also to perceptions of real people, a vastly enhanced sensitivity to facial expression, intonations, and choice of words which sometimes yields a rapport so close it's as if two people are reading each other's minds.

Piombo and his wife, persons without education, had allowed Ginevra to study as she pleased. Following her caprices as a young girl, she had studied all things for a time, and then abandoned them, — taking up and leaving each train of thought at will, until, at last, painting had proved to be her dominant passion. Ginevra would have made a noble woman had her mother been capable of guiding her studies, of enlightening her mind, and bringing into harmony her gifts of nature; her defects came from the fatal education which the old Corsican had found delight in giving her.

All deductions having been made, democracy has done less harm, and more good, than any other form of government. It gave to human existence a zest and camaraderie that outweighed its pitfalls and defects. It gave to thought and science and enterprise the freedom essential to their operation and growth. It broke down the walls of privilege and class, and in each generation it raised up ability from every rank and place. Under its stimulus Athens and Rome became the most creative cities in history, and America in two centuries has provided abundance for an unprecedentedly large proportion of its population. Democracy has now dedicated itself resolutely to the spread and lengthening of education, and to the maintenance of public health. If equality of educational opportunity can be established, democracy will be real and justified. For this is the vital truth beneath its catchwords: that though men cannot be equal, their access to education and opportunity can be made more nearly equal. The rights of man are not rights to office and power, but the rights of entry into every avenue that may nourish and test a man’s fitness for office and power. A right is not a gift of God or nature but a privilege which it is good for the group that the individual should have.

For the left, the consolation prize is ideological hegemony in the more sentimental area of human relations, especially that of “human rights”. Completely defeated in the area of economic policy, the left gets to define the dominant social doctrine, based on multiculturalism, concern for minorities, and anti-racism. Americans are taught to judge the governments of other countries almost exclusively by how they treat pro-Western dissidents or select minorities. Other qualities or defects, such as whether or not they feed and educate their populations, are of scant interest. The American entertainment industry creates an imaginary world celebrating this doctrine and channeling domestic revolt into artistic dead-ends.

If Shakespeare be considered as a MAN born in a rude age and educated in the lowest manner, without any instruction either from the world or from books, he may be regarded as a prodigy; if represented as a POET capable of furnishing a proper entertainment to a refined or intelligent audience, we must abate much of this eulogy. In his compositions, we regret that many irregularities, and even absurdities, should so frequently disfigure the animated and passionated scenes intermixed with them; and, at the same time, we perhaps admire the more those beauties on account of their being surrounded by such deformities. A striking peculiarity of sentiment, adapted to a single character, he frequently hits, as it were, by inspiration; but a reasonable propriety of thought he cannot for any time uphold. Nervous and picturesque expressions as well as descriptions abound in him; but it is in vain we look either for purity or simplicity of diction. His total ignorance of all theatrical art and conduct, however material a defect, yet, as it affects the spectator rather than the reader, we can more easily excuse than that want of taste which often prevails in his productions, and which gives way only by intervals to the irradiations of genius. [....] And there may even remain a suspicion that we overrate, if possible, the greatness of his genius; in the same manner as bodies often appear more gigantic on account of their being disproportioned and misshapen.

I Am My Teacher (Sonnet 1234) I teach myself when I need to learn something, I correct myself when I make mistakes. No two year old shaped as 40, 50, 60 or 70, Has the maturity to provide me moral guidance. I taught myself electronics when I fell for it, I taught myself music in my youthful high. I taught myself languages in sheer obsession, I taught myself aeronautics when I wanted to fly. Critics mail, I should add "biggest ego" to my bio, I thank them all for an astounding revelation. If I actually behaved befitting my capacity, Half your legends will lose their reputation. You only see the tip of the ice-berg, Fullness of the Himalayas you'll never see. I chose to put many of my passions aside, One path, one mission - one answer to calamity.

Of course it needs the whole society to give the symmetry we seek. The parti-colored wheel must revolve very fast to appear white. Something is earned too by conversing with so much folly and defect. In fine, whoever loses, we are always of the gaining party. Divinity is behind our failures and follies also. The plays of children are nonsense, but very educative nonsense. So it is with the largest and solemnest things, with commerce, government, church, marriage, and so with the history of every man’s bread, and the ways by which he is to come by it. Like a bird which alights nowhere, but hops perpetually from bough to bough, is the Power which abides in no man and in no woman, but for a moment speaks from this one, and for another moment from that one.

Italy had quickened Cecil, not to tolerance, but to irritation. He saw that the local society was narrow, but instead of saying, ‘Does this very much matter?’ he rebelled, and tried to substitute for it the society he called broad. He did not realise that Lucy had consecrated her environment by the thousand little civilities that create a tenderness in time, and that though her eyes saw its defects, her heart refused to despite it entirely. Nor did he realise a more important point — that if she was too great for this society, she was too great for all society, and had reached the stage where personal intercourse would alone satisfy her. A rebel, she was, but not the kind he understood — a rebel who desired, not a wider dwelling-room, but equality beside the man she loved. For Italy was offering her the most priceless of all possessions — her own soul.

The whole point of education is that it should give a man abstract and eternal standards, by which he can judge material and fugitive conditions. If the citizen is to be a reformer, he must start with some ideal which he does not obtain merely by gazing reverently at the unreformed institutions. And if any one asks, as so many are asking: 'What is the use of my son learning all about ancient Athens and remote China and medieval guilds and monasteries, and all sorts of dead or distant things, when he is going to be a superior scientific plumber in Pimlico?' the answer is obvious enough. 'The use of it is that he may have some power of comparison, which will not only prevent him from supposing that Pimlico covers the whole planet, but also enable him, while doing full credit to the beauties and virtues of Pimlico, to point out that, here and there, as revealed by alternative experiments, even Pimlico may conceal somewhere a defect.

The events of the last forty years have inflicted such a blow to the self confidence of Western civilization and to the belief in progress which was so strong during the nineteenth century, that men tend to go too far in the opposite direction: in fact the modern world is experiencing the same kind of danger which was so fatal to the ancient world--the crisis of which Gilbert Murray writes in his Four Stages of Greek Religion as "The Loss of Nerve.” There have been signs of this in Western literature for a long time past, and it has already had a serious effect on Western culture an education. This is the typical tragedy of the intelligentsia as shown in nineteenth century Russia and often in twentieth century Germany: the case of a society or class devoting enormous efforts to higher education and to the formation of an intellectual elite and then finding that the final result of the system is to breed a spirit of pessimism and nihilism and revolt. There was something seriously wrong about an educational system which cancelled itself out in this way, which picked out the ablest minds in a society and subjected them to an intensive process of competitive development which ended in a revolutionary or cynical reaction against the society that produced it. But behind these defects of an over-cerebralized and over-competitive method of education, there is the deeper cause in the loss of the common spiritual background which unifies education with social life. For the liberal faith in progress which inspired the nineteenth century was itself a substitute for the simpler and more positive religious faith which was the vital bond of the Western community. If we wish to understand our past and the inheritance of Western culture, we have to go behind the nineteenth century development and study the old spiritual community of Western Christendom as an objective historical reality.

PHYSIOLOGY 1. Sex 2. Age 3. Height and weight 4. Color of hair, eyes, skin 5. Posture 6. Appearance: good-looking, over- or underweight, clean, neat, pleasant, untidy. Shape of head, face, limbs. 7. Defects: deformities, abnormalities, birthmarks. Diseases. 8. Heredity SOCIOLOGY 1. Class: lower, middle, upper. 2. Occupation: type of work, hours of work, income, condition of work, union or nonunion, attitude toward organization, suitability for work. 3. Education: amount, kind of schools, marks, favorite subjects, poorest subjects, aptitudes. 4. Home life: parents living, earning power, orphan, parents separated or divorced, parents’ habits, parents’ mental development, parents’ vices, neglect. Character’s marital status. 5. Religion 6. Race, nationality 7. Place in community: leader among friends, clubs, sports. 8. Political affiliations 9. Amusements, hobbies: books, newspapers, magazines he reads. PSYCHOLOGY 1. Sex life, moral standards 2. Personal premise, ambition 3. Frustrations, chief disappointments 4. Temperament: choleric, easygoing, pessimistic, optimistic. 5. Attitude toward life: resigned, militant, defeatist. 6. Complexes: obsessions, inhibitions, superstitions, phobias. 7. Extrovert, introvert, ambivert 8. Abilities: languages, talents. 9. Qualities: imagination, judgment, taste, poise. 10. I.Q.

(7) The impact on public schools. It is essential to separate the rhetoric of the school bureaucracy from the real problems that would be raised. The National Education Association and the American Federation of Teachers claim that vouchers would destroy the public school system, which, according to them, has been the foundation and cornerstone of our democracy. Their claims are never accompanied by any evidence that the public school system today achieves the results claimed for it—whatever may have been true in earlier times. Nor do the spokesmen for these organizations ever explain why, if the public school system is doing such a splendid job, it needs to fear competition from nongovernmental, competitive schools or, if it isn't, why anyone should object to its "destruction." The threat to public schools arises from their defects, not their accomplishments. In small, closely knit communities where public schools, particularly elementary schools, are now reasonably satisfactory, not even the most comprehensive voucher plan would have much effect. The public schools would remain dominant, perhaps somewhat improved by the threat of potential competition. But elsewhere, and particularly in the urban slums where the public schools are doing such a poor job, most parents would undoubtedly try to send their children to nonpublic schools.

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

The Cretan and Spartan laws were found to be faulty because they did not permit their subjects to taste the greatest pleasures. [...] The pleasures of banquets are drinking and singing. In order to justify banquets one must therefore discuss also singing, music, and hence education as a whole: the music pleasures are the greatest pleasures which people can enjoy in public and which they must learn to control by being exposed to them. The Spartan and Cretan laws suffer then from the great defect that they do not at all, or at least not sufficiently, expose their subjects to the music pleasures. The reason for this is that these two societies are not towns but armed camps, a kind of herd: in Sparta and Crete even those youths who are by nature fit to be educated as individuals by private teachers are brought up merely as members of a herd. In other words, the Spartans and Cretans know only how to sing in choruses: they do not know the most beautiful song, the most noble music. In the Republic the city of the armed camp, a greatly improved Sparta, was transcended by the City of Beauty, the city in which philosophy, the highest Muse, is duly honored. In the Laws, where the best possible regime is presented, this transcending does not take place. The city of the Laws is, however, not a city of the armed camp in any sense. Yet it has certain features in common with the city of the armed camp of the Republic. Just as in the Republic, music education proves to be education toward moderation, and such education proves to require the supervision of musicians and poets by the true statesman or legislator. Yet while in the Republic education to moderation proves to culminate in the love of the beautiful, in the Laws moderation rather takes on the colors of sense of shame or of reverence. Education is surely education to virtue, to the virtue of the citizen or to the virtue of man.

After years of personal and professional research, education, and client interactions, I realized that the bottom-line, our “pursuit of happiness,” is sabotaged by our own inner battles. That’s why happiness can be so elusive. Importantly, I realized these inner battles were taught us! Meaning that there is nothing inherently wrong with us, our problems are NOT inner defects. These teachings were established and propagated by the patriarchal belief system all are taught. The patriarchy teaches us to reject parts of ourselves; of course, these parts are specific to ones gender. Being unaware that we have been programmed as such, and seeing no other options, we go about searching for others that represent the rejected parts, trying to somehow reconnect with these parts. At the same time we blame others who represent what we lack for our feelings of emptiness. Most of us are trapped in this struggle. The purpose of my work is to change the paradigm by which we all play-out our lives. I am doing this through my speaking engagements, books, and media appearances, which assist others to become aware of and break free from these traps created by the patriarchal paradigm. No longer will we need to disassociate from any part of ourselves. We can be full whole beings without shame or limitations.

described earlier. Interestingly, the inventor of the telephone, Alexander Graham Bell, was a passionate eugenicist. He feared that the deaf would bring about a certain doom for humanity. He thought that the deaf would lead to "the production of a defective race of human beings [which] would be a great calamity in the world" (Bell 1869). Bell believed that sign language should be forbidden, education through sign language should be abolished

Some estimates show that, over the next twenty years, an incredible 16 to 18 percent of all health care costs will be consumed by health issues arising from excessive weight: not genetic misfortune, birth defects, psychiatric illness, burns, or post-traumatic stress disorder from the horrors of war—no, just getting fat. The cost of Americans becoming obese dwarfs the sum spent on cancer. More money will be spent on health consequences of obesity than education.

The obstacle to achieving such vocational diversification and general aptitude does not lie in the human character as such, but rather in the mass of qualifying educational and vocational restrictions imposed by every privileged group in order to maintain its special status, emoluments, and perquisites. Though the reputed object of these regulations is often laudable, as measures to ensure competence and protect members from unqualified rivals, the underlying aim is to prevent fresh activities and organizations from arising in competition with the power system. As a result, the scope of human initiative through direct action becomes limited: today the smallest new measure must run a gauntlet of licensing laws, professional codes, trades union regulations, wage schedules, promotion priorities, bureaucratic restrictions and inspections. Even the exigencies of war were only partly able to break down or bypass these barriers-for where are they more deeply entrenched than in the military machine itself? This explains, perhaps, why there is so little prospect of overcoming the defects of the power system by any attack that employs mass organizations and mass efforts at persuasion; for these mass methods support the very system they attack. The changes that have so far been effective, and that give promise of further success, are those that have been initiated by animated individual minds, small groups, and local communities nibbling at the edges of the power structure by breaking routines and defying regulations. Such an attack seeks, not to capture the citadel of power, but to withdraw from it and quietly paralyze it. Once such initiatives become widespread, as they at last show signs of becoming, it will restore power and confident authority to its proper source: the human personality and the small face-to-face community.

I write this until I believe it, which doesn't take long because I want to believe it. It is comforting to think the defect is mine, because that means it is under my power.

Benjamin Franklin was one of the Founding Fathers of the United States of America. A noted polymath, Franklin was a leading author and printer, satirist, political theorist, politician, scientist, inventor, civic activist, statesman, and diplomat. As a scientist, he was a major figure in the Enlightenment and the history of physics for his discoveries and theories regarding electricity. He invented the lightning rod, bifocals, the Franklin stove, a carriage odometer, and the glass 'armonica'. He formed both the first public lending library in America and first fire department in Pennsylvania. He was an early proponent of colonial unity, and as a political writer and activist he supported the idea of an American nation.[2] As a diplomat during the American Revolution he secured the French alliance that helped to make independence of the United States possible. Franklin is credited as being foundational to the roots of American values and character, a marriage of the practical and democratic Puritan values of thrift, hard work, education, community spirit, self-governing institutions, and opposition to authoritarianism both political and religious, with the scientific and tolerant values of the Enlightenment. In the words of Henry Steele Commager, "In Franklin could be merged the virtues of Puritanism without its defects, the illumination of the Enlightenment without its heat."[3]

New version: A republican Government was established under George Lavoff, a member of the Royal Family. It failed to secure popular support and proved incapable of ending the war or of effecting social and economic reforms. At this time, Lenin arrived in Russia and this gave impetus to the Russian people. A new Government with Lenin as President was evolved. First, Lenin made the Treaty of Brest-Litovsk with Germany. Then land and other capital goods were nationalised. All agricultural land was taken away from the landlords and divided among the peasants. All factories became the property of the State. The privileges of the clergy and the nobility were abolished. Mines, railways and banks were taken over by the Government. And thus to the astonishment of all, a new world, based upon Socialism, took shape in Russia and the dreams of Karl Marx were realized in this way. Old version: Lenin established a Workers’ Government. But the first election showed that the Bolsheviks had no majority. However, to maintain themselves in power, they dissolved the Duma on the ground that it was reactionary. Local Soviets who did not support the Bolsheviks were also disbanded. Private schools were forbidden and education was taken over by the State. Voting right was denied to the nobility and the clergy. Communism encourages violence, and does not believe in an omnipotent God. The Communists forget that man has a soul. It is a one-party Government that prevails in Communist Russia. There is neither freedom of opinion nor of religion. Many other defects in the System may also strike the eye of an observant critic.

Later on I have heard people say, and conclude on the strength of these abuses, that education demoralises the people. This is a mistake. Education has nothing whatever to do with moral deterioration. It must be admitted, nevertheless, that it develops a resolute spirit among the people. But this is far from being a defect.

The best-performing firms make a narrow range of products very well. The best firms’ products also use up to 50 percent fewer parts than those made by their less successful rivals. Fewer parts means a faster, simpler (and usually cheaper) manufacturing process. Fewer parts means less to go wrong; quality comes built in. And although the best companies need fewer workers to look after quality control, they also have fewer defects and generate less waste.

However, remember that a fundamental criterion of emotional and behavioral health—not to mention enrichment—is agency. Forcing a dog to receive petting or massage against their will is the opposite of giving them control over their environment and outcomes. To the educated eye, the body language and behaviors being exhibited by those dogs are not bad or defective; they are communicating discomfort and stress in healthy, appropriate ways, and those signals are being ignored by the humans. Eventually the dogs learn that nothing they do changes their outcome, so they give up and lie still. That is the very definition of learned helplessness, not counterconditioning and desensitization, much less relaxation.

God grant that there may come a reaction, and that the great principles of Anglo-Saxon liberty may be rediscovered before it is too late! But whatever solution be found for the educational and social problems of our own country, a lamentable condition must be detected in the world at large. It cannot be denied that great men are few or non-existent, and that there has been a general contracting of the area of personal life. Material betterment has gone hand in hand with spiritual decline. Such a condition of the world ought to cause the choice between modernism and traditionalism, liberalism and conservatism, to be approached without any of the prejudice which is too often displayed. In view of the lamentable defects of modern life, a type of religion certainly should not be commended simply because it is modern or condemned simply because it is old. On the contrary, the condition of mankind is such that one may well ask what it is that made the men of past generations so great and the men of the present generation so small. In the midst of all the material achievements of modern life, one may well ask the question whether in gaining the whole world we have not lost our own soul. Are we forever condemned to live the sordid life of utilitarianism? Or is there some lost secret which if rediscovered will restore to mankind something of the glories of the past? Such a secret the writer of this little book would discover in the Christian religion. But the Christian religion which is meant is certainly not the religion of the modern liberal Church, but a message of divine grace, almost forgotten now, as it was in the middle ages, but destined to burst forth once more in God’s good time, in a new Reformation, and bring light and freedom to mankind. What that message is can be made clear, as is the case with all definition, only by way of exclusion, by way of contrast. In setting forth the current liberalism, now almost dominant in the Church, over against Christianity, we are animated, therefore, by no merely negative or polemic purpose; on the contrary, by showing what Christianity is not we hope to be able to show what Christianity is, in order that men may be led to turn from the weak and beggarly elements and have recourse again to the grace of God.

Those who read these pages will feel that there is little hope for humanity, but the remedy has been found, and can be quickly and mercifully applied. A rigid system of selection through the elimination of those who are weak or unfit—in other words, social failures—would solve the whole question in a century, as well as enable us to get rid of the undesirables who crowd our jails, hospitals and insane asylums. The individual himself can be nourished, educated and protected by the community during his lifetime, but the state through sterilization must see to it that his line stops with him or else future generations will be cursed with an ever increasing load of victims of misguided sentimentalism. This is a practical, merciful and inevitable solution of the whole problem and can be applied to an ever widening circle of social discards, beginning always with the criminal, the diseased and the insane and extending gradually to types which may be called weaklings rather than defectives and perhaps ultimately to worthless race types.

you? I think somebody pulled the plug on your brain drain! I’d rather run through a lion den in pork-chop underwear than talk to you! Well, you started with nothing, you’ve got that left! Most people live and learn but you just living aren’t you. You’re a just a few churns away from being butter aren’t you! I’m not a doctor, but I think you’ve got suckit-itus! I think there’s a manufacturer’s defect in your DNA! I don’t know what makes you so screwed up, but whatever it is, it’s working! Your brain must feel like brand new, since you never use it! The results of your IQ test would probably be negative! Call 911! I think somebody stole all your common sense! You look like a perfect example of a total failure! Was the ground cold when you crawled out this morning? For crying out loud! You’re acting like some kind a brainless, drunk, penguin! On the bright side, as a failure, you’re a great success! If idiots could fly, you’d be an eagle! How’d you even get here? Did somebody leave your cage open? If you had your head examined they wouldn’t find a lick of sense! I think you’ve got a bug in your programming! Don’t feel bad. A lot of people have no talent. Hi, I’m a human being! What are you again? I see you’re not letting your education get in the way of your ignorance! How long has it been since they performed your lobotomy? Are you in town for an idiot convention? You’re about as fun as licking the hand rail on an escalator! I’d slap you senseless if I could spare the two seconds it would take! Tough-titty said the kitty when the milk was all gone. The world needs examples like you so the rest of us can feel better! I don’t think you’re a fool. But what’s my opinion against thousands of others? I wish I could break whatever spell keeps magic’n you here! It looks like what you lack in intelligence you make up for in stupidity!

I taught myself electronics when I fell for it, I taught myself music in my youthful high. I taught myself languages in sheer obsession, I taught myself aeronautics when I wanted to fly. You only see the tip of the ice-berg, Fullness of the Himalayas you'll never see. I chose to put many of my passions aside, One path, one mission - one answer to calamity.

Clothes do not make the man, and boys are apt to overlook certain superficial peculiarities and defects which seem more significant to their elders. In Sam Bumpus they saw only a man of good humor and wonderful wisdom, a man whose manner of life was vastly more interesting than that of the common run of people, whose knowledge of the lore of woods and fields, of dogs and hunting, entitled him to a high place in their estimation. They overlooked the externals, the evidence of poverty and shiftlessness, his lack of education, and saw only his native wit and shrewdness, his kinship with the world of nature, and his goodness of heart.

One of the chief defects of our education is that it fails to stir or inform the natural curiosity of every child in the life around.

I decide that if I had asked differently, been more calm, he would have stopped. I write this until I believe it, which doesn't take long because I want to believe it. It's com- forting to think the defect is mine, because that means it is under my power.

And how do we know that?” I riposted. “Because they’ve screwed up so many of them! Secrecy they have plenty of. What they are crucially short of are competence and reliability. If a Soviet Premier were to order a nuclear mine built, he’d be delivered something the size of a Sherman tank, that worked one time out of four… and sure as God made little green horseflies, somebody on the very first penetration team would defect. That’s the problem they’ll never crack: if a man is intelligent enough to be worth sending abroad, they don’t dare let him out of the country.” “They build very good missiles,” she argued. “That suggests they can produce good technology if they want to badly enough.” “Says who? How often do they ever fire one at a target anyone else can monitor? I told you: esoteric weapons are one of my hobbies.” “Well, very good spaceships—that’s the same thing.” “They build shitty spaceships. Ever seen the inside of one? They look like something out of Flash Gordon, or the cab of a steam locomotive. Big knife-switches and levers and dials that’d look natural in a Nikola Tesla exhibit. No computers worth mentioning. After the Apollo-Soyuz linkup, our guys came back raving at the courage of anyone who would ride a piece of junk like that into space.” “The Soviet space program is much more substantial than America’s! It has been since long before Apollo.” “With shitty spaceships. It’s just that they don’t stop building them, the way this stupid country has. Did you ever hear the story about the first Soviet space station crew?” “Died on reentry, didn’t they? Something about an air leak?” “Leonov, the first man ever to walk in space, has been in the identical model reentry vehicle many times. He’s been quoted assaying that the crew of that mission had to have heard the air whistling out, and that any of the three of them could easily have reached out and plugged the leak with a finger. They died of a combination of bad technology and lousy education. You wait and see: if the Soviets ever open the books and let us compare duds and destructs, you’ll find out they had a failure rate much higher than ours. You know those rockets they’ve got now, that everybody admires so much, the ‘big dumb boosters’? They could have beat us to the Moon with those. But of the first eight to leave the launch pad, the most successful survived for seventeen seconds. So they used a different booster for the Moon project, and it didn’t make the nut.

It is not too much to say that, in light of advancing science, many of the infirmities that beset us, whether of heart, intellect or temper, are the results of defective education. ... The principle which underlies the possibility of all education is discovered to us: we are taught that the human frame, brain as well as muscle, grows to the uses it is earliest put to. ... We find that we can work definitely towards the formation of character; that the habits of the good life, of the alert intelligence ... are somehow related in the very distance of his brain. Education is an atmosphere, a discipline, a life. ... education is a life; all life must have its appropriate nourishment ... the spiritual life is nourished by ideas; and it is the parent's duty to sustain a child's inner life with ideas as they sustain the body with food.

Fear and education don't go together.

Fear and education don't go together, Where there is fear there is no learning.

Now the educator, or in general anyone, wishing to educate children must purge himself of that state of error that puts him in a position of falsity towards the child. The prevalent defect must be clearly defined; and here we are speaking not of one sin, but of a combination of two mortal sins closely allied: pride and anger.

Education is the reason why we behave like human beings. We are hardly born human. We are born ridiculous, malodorous animals. We become human. We have humanity thrust upon us through the hundred channels whereby the past pours down into the present that mental and cultural inheritance--whose preservation, emulation, and transmission places mankind today, with all of its defectives and illiterates, on a higher plain than any generation has ever reached before.

How we have arrived at the present state of affairs can be understood only by studying the forces effective in the development of Negro education since it was systematically undertaken immediately after Emancipation. To point out merely the defects as they appear today will be of little benefit to the present and future generations. These things must be viewed in their historic setting. The conditions of today have been determined by what has taken place in the past, and in a careful study of this history we may see more clearly the great theatre of events in which the Negro has played a part. We may understand better what his rôle has been and how well he has functioned in it.

In addition to labeling kids who learn differently as problematic, sometimes defective, most schools classify, track, and categorize students from very early ages. As an abundance of research studies confirm, these classifications tend to become self-perpetuating and self-confirming. My interviewees illuminate the ways in which grades, tests, and opportunities to learn are often arbitrary or related to class, race, and gender. In the supposed meritocracy of schooling, these markers and estimations have profound impact, not just structuring how we fit into the learning hierarchy of an individual classroom, but who we are who whom we believe we will become.

The English themselves hardly conceived that their mind was either economical, sharp, or direct; but the defect that most struck an American was its enormous waste in eccentricity. Americans needed and used their whole energy, and applied it with close economy; but English society was eccentric by law and for sake of the eccentricity itself....Society swarmed with exaggerated characters; it contained little else.

In spite of this, there is no doubt that the modern European and American system of universal education suffered from serious defects. In the first place, the achievement of universality was purchased by the substitution of quantitative for qualitative standards. Education was accepted as a good in itself and the main question was how to increase the total output: how to teach more and more people more and more subjects for longer and longer periods. But in proportion as education became universal, it became cheapened. Instead of being regarded as the privilege of a few it became a compulsory routine for everybody.

Individuals who are hard of hearing are those in whom the sense of hearing, although defective, is functional either with or without a hearing aid. For these persons, the use of a hearing aid is frequently necessary or desirable to enhance residual hearing (Owens & Farinella, 2019). The extent to which persons with hearing impairment have difficulty developing speech and language is heavily influenced by the degree of hearing loss.

Weed” is not a category of nature but a human construct, a defect of our perception.

We in this industry sorely need to increase our professionalism. We fail too often. We ship too much crap. We accept too many defects. We make terrible trade-offs. Too often, we behave like unruly teenagers with a new credit card. Martin, Robert C.. Clean Agile (Robert C. Martin Series) . Pearson Education. Kindle Edition.

All the perplexities, confusions, and distresses in America arise, not from defects in their constitution or confederation, not from a want of honor or virtue, so much as from downright ignorance of the nature of coin, credit, and circulation.

Then very carefully choose who you’ll study with. Contrary to popular belief, the most expensive education isn’t graduate school, like an MBA. The most expensive education is one based on a flawed models and incorrect information. The hardest form of learning is unwinding all the wrong, mistaken, and flawed things you “learned” from unqualified teachers. So choose to learn from the best. It will save you years of frustration following defective models.

It is said that the situation is considerably better in early infancy, and that in the first six months of life an extensive injury to the dominant hemisphere may compel the normally secondary hemisphere to take its place; so that the patient appears far more nearly normal than he would be had the injury occurred at a later stage. This is quite in accordance with the general great flexibility shown by the nervous system in the early weeks of life, and the great rigidity which it rapidly develops later. It is possible that, short of such serious injuries, handedness is reasonably flexible in the very young child. However, long before the child is of school age, the natural handedness and cerebral dominance are established for life. It used to be thought that left-handedness was a serious social disadvantage. With most tools, school desks, and sports equipment primarily made for the right-handed, it certainly is to some extent. In the past, moreover, it was viewed with some of the superstitious disapproval that has attached to so many minor variations from the human norm, such as birthmarks or red hair. From a combination of motives, many people have attempted and even succeeded, in changing the external handedness of their children by education, though of course they could not change its physiological basis in hemispheric dominance. It was then found that in very many cases these hemispheric changelings suffered from stuttering and other defects of speech, reading, and writing, to the extent of seriously wounding their prospects in life and their hopes for a normal career. We now see at least one possible explanation for the phenomenon. With the education of the secondary hand, there has been a partial education of that part of the secondary hemisphere which deals with skilled motions, such as writing. Since, however, these motions are carried out in the closest possible association with reading, speech, and other activities which are inseparably connected with the dominant hemisphere, the neuron chains involved in processes of the sort must cross over from hemisphere to hemisphere and back; and in a process of any complication, they must do this again and again. Now, the direct connectors between the hemispheres—the cerebral commissures—in a brain as large as that of man are so few in number that they are of very little use, and the interhemispheric traffic must go by roundabout routes through the brain stem, which we know very imperfectly but which are certainly long, scanty, and subject to interruption. As a consequence, the processes associated with speech and writing are very likely to be involved in a traffic jam, and stuttering is the most natural thing in the world.

In the early 1980s, historian Jon Halliday asked Genaro Carnero Checa, a radical Peruvian writer and frequent traveler to the DPRK who published a book on the country in 1977 entitled Korea: Rice and Steel, his honest opinion of North Korea. Checa replied, “They fought the North Americans; they have done incredible things in the economy; it’s the only Third World country where everyone has good health, good education and good housing.” Halliday then asked Checa about his view of North Korea as a poet. Checa said, “It is the saddest, most miserable country I’ve ever been in in my life. As a poet, it strikes bleakness into my heart.” Checa’s statements reflect what many in the Third World thought of North Korea during the Cold War era. On one hand, this small nation overcame Japanese imperialism, brought the mighty U.S. military to a standstill in a three-year war, and rapidly rebuilt itself into a modern socialist state. For many struggling peoples in the Third World that recently overcame decades of Western colonialism and imperialism, North Korea’s economic recovery and military prowess were justifiably admirable. On the other hand, the oppressiveness and brutality of the North Korean political system undermined the appeal of the DPRK’s developmental model to the Third World. The growing inefficiencies of North Korea’s economic system also became too obvious to ignore. In fact, Kim Il Sung’s Third World diplomacy may have furthered the DPRK’s domestic economic troubles. A former member of the North Korean elite, Kang Myong- do, said after his defection to South Korea that “excessive aid to Third World countries had caused an actual worsening of North Korea’s already serious economic problems.

Lou Kitchenmaster, a retired teacher from Michigan, wrote an editorial in 2012 that puts the progressive position in perfect perspective: None of us would expect our major auto makers to build a high-quality product given damaged or defective materials; however, too many unfairly expect our public schools to accomplish such, regardless of the inherent condition of the “product” they receive. So he considers poor kids to be “damaged or defective materials

Rejecting all religion as a fable, he yet cultivated feelings that inclined him — for though his intellect was weak, his dispositions were good — to that false and exaggerated sensibility which its dupes so often mistake for benevolence. He had no children; he resolved to adopt an enfant du peuple. He resolved to educate this boy according to “reason.” He selected an orphan of the lowest extraction, whose defects of person and constitution only yet the more moved his pity, and finally engrossed his affection. In this outcast he not only loved a son, he loved a theory!

Wahhabism treats women as perpetual minors and as mentally defective. A woman needs a male guardian at all times whose permission must be given before she can leave the house, undergo medical treatment, open a bank account and enrol for further education or travel. She can be married off at any age by her guardians. If she is divorced and has no father or brother, she may find herself asking permission for these privileges from her teenage son.

defect in education for democracy, that the people knew so much about the politicians and so little about the men who made the politicians and paid their fares on the bandwagon.

IVS Global Services Pvt Ltd is an authorised body by Ministry of External Affairs (MEA), Government of India to collect Personal, Educational and Commercial documents for Attestation. At IVS Global Services, customer feedback (Voice of Customer - VOC) is a critical internal measure of individual and team performance. Qualitative and quantitative VOC studies enable us to constantly look at improving services and processes. The process control or quality team tests the process to determine defects or potential failures.