Education Dissemination Quotes

Doctors, professors, and scientists were unknowingly assimilating incorrect or half-true information in order to regurgitate it to the populace. Because the populace held these professions in the highest regard, their disseminated information was believed as if it was coming out of the mouth of gods.

Universal literacy was supposed to educate the common man to control his environment. Once he could read and write he would have a mind fit to rule. So ran the democratic doctrine. But instead of a mind, universal literacy has given him rubber stamps, rubber stamps inked with advertising slogans, with editorials, with published scientific data, with the trivialities of the tabloids and the platitudes of history, but quite innocent of original thought. Each man's rubber stamps are the duplicates of millions of others, so that when those millions are exposed to the same stimuli, all receive identical imprints. It may seem an exaggeration to say that the American public gets most of its ideas in this wholesale fashion. The mechanism by which ideas are disseminated on a large scale is propaganda, in the broad sense of an organized effort to spread a particular belief or doctrine.

It is clear from the evidence presented in this book that the pharmaceutical industry does a biased job of disseminating evidence - to be surprised by this would be absurd - whether it is through advertising, drug reps, ghostwriting, hiding data, bribing people, or running educational programmes for doctors.

...by tragic historical coincidence a period of abysmal under-educating in literacy has coincided with this unexpected explosion of global self-publishing. Thus people who don't know their apostrophe from their elbow are positively invited to disseminate their writings to anyone on the planet stupid enough to double-click and scroll.

As educational standards decline and pop culture disseminates the inarticulate ravings and unintelligible patois of surfers, jocks, and valley girls, we are turning into a nation of functioning illiterates [...]. English itself will steadily decay unless we get back to basics and start to respect our language again.

invest simultaneously in the agricultural sector, in education, in productivity-enhancing technology and its dissemination, and in infrastructure that enables connectivity to the rest of the economy.

it appears that my bourgeois education inculcated hopelessly false notions of taste and morality, and along with them the pressing need to disseminate them by leadership. By the time I was mature enough to ofer them, society had developed and no longer felt in need of my mildewed fruits.

What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines. But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ... What if education wasn't first and foremost about what we know, but about what we love?

To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.

Its “object” was the physical education, the moral training, the mental discipline and instruction, and the spiritual growth, of the child. Its constitution, parents of whatever class, and others interested in education. Its plan of work included arrangements for business meetings, lectures, field excursions, schoolroom and cottage lectures, cottage field excursions, the dissemination of literature, occasional lectures by well-known educationists, an examination scheme, a magazine for the UNION, a training college, and lectures on education under the headings of the ‘Objects.

Citizen participation will reach an all-time high as anyone with a mobile handset and access to the Internet will be able to play a part in promoting accountability and transparency. A shopkeeper in Addis Ababa and a precocious teenager in San Salvador will be able to disseminate information about bribes and corruption, report election irregularities and generally hold their governments to account. Video cameras installed in police cars will help keep the police honest, if the camera phones carried by citizens don’t already. In fact, technology will empower people to police the police in a plethora of creative ways never before possible, including through real-time monitoring systems allowing citizens to publicly rate every police officer in their hometown. Commerce, education, health care and the justice system will all become more efficient, transparent and inclusive as major institutions opt in to the digital age. People who try to perpetuate myths about religion, culture, ethnicity or anything else will

Brunelleschi’s successor as a theorist of linear perspective was another of the towering Renaissance polymaths, Leon Battista Alberti (1404 –1472), who refined many of Brunelleschi’s experiments and extended his discoveries about perspective. An artist, architect, engineer, and writer, Alberti was like Leonardo in many ways: both were illegitimate sons of prosperous fathers, athletic and good-looking, never-married, and fascinated by everything from math to art. One difference is that Alberti’s illegitimacy did not prevent him from being given a classical education. His father helped him get a dispensation from the Church laws barring illegitimate children from taking holy orders or holding ecclesiastical offices, and he studied law at Bologna, was ordained as a priest, and became a writer for the pope. During his early thirties, Alberti wrote his masterpiece analyzing painting and perspective, On Painting, the Italian edition of which was dedicated to Brunelleschi. Alberti had an engineer’s instinct for collaboration and, like Leonardo, was “a lover of friendship” and “open-hearted,” according to the scholar Anthony Grafton. He also honed the skills of courtiership. Interested in every art and technology, he would grill people from all walks of life, from cobblers to university scholars, to learn their secrets. In other words, he was much like Leonardo, except in one respect: Leonardo was not strongly motivated by the goal of furthering human knowledge by openly disseminating and publishing his findings; Alberti, on the other hand, was dedicated to sharing his work, gathering a community of intellectual colleagues who could build on each other’s discoveries, and promoting open discussion and publication as a way to advance the accumulation of learning. A maestro of collaborative practices, he believed, according to Grafton, in “discourse in the public sphere.” When Leonardo was a teenager in Florence, Alberti was in his sixties and spending much of his time in Rome, so it is unlikely they spent time together. Alberti was a major influence nonetheless.

Science may appear to have no connection with political freedom…. Scientists are too busy with positive measures, such as productive research and the dissemination of the results of the search for truth, to take time out to refute every crackpot notion that gets into print…. If the democratic process were applied ideally, and if enough people were to accept the claims in the article as truth, then publicly supported schools and universities could be depopulated of competent faculties, whose places could be taken by quacks and political appointees. Granted that the chance of this is very small, nevertheless the imagined situation has a modern precedent. Something very similar did happen (on purely political grounds) in a European country during several years preceding the second world war. It has happened in other countries since the end of that war.

For if freethinkers did not have a political platform, they nevertheless agreed on a wide range of social, cultural, and artistic concerns, which generated such fierce debate in the decades after the Civil War that they would form a template for the nation’s “culture wars” a century later. These included free political speech; freedom of artistic expression; expanded legal and economic rights for women that went well beyond the narrow political goal of suffrage; the necessity of ending domestic violence against women and children; dissemination of birth control information (a major target of the punitive postal laws, defining birth control information as obscene, that bore the name of Anthony Comstock); opposition to capital punishment and to inhumane conditions in prisons and insane asylums; and, above all, the expansion of public education. American

Education is a basic human need which can certainly be considered a path to social development. Expansion of individual knowledge leads to expansion of civilized thought process and with the dissemination of such thinking the society develops and grows to the next level. This brings about social change and development with marked progress. Social development begins within the mind, with the desire to change and improve. This desire may have been inculcated through learning or observation. Such desires must be fueled towards progress.

Not only the media of mass communication, one of the most important instruments by which the managerial elite disciplines and control the mass population, but also all other mass organizations that disseminate, restrict, or invent information, ideas and values advertising, publishing, journalism, film and broadcasting, entertainment, religion, education, and institutions for research and development. Indeed, the mass organizations of culture and communication, which generally lack the coercive disciplines of the mass corporation and the mass state, are able to provide disciplines and control for the mass population primarily through their use of the devices and techniques of mass communication. All the mass cultural organizations, then, function as part of the media of mass communication, and they constitute a necessary element in the power base of the managerial elite.

Three kinds of mass organization predominate in contemporary Western society: the mass corporation in the economy, the mass state in government, and the mass organizations of culture and communication. The latter include not only the media of mass communication, one of the most important instruments by which the managerial elite disciplines and controls the mass population, but also all other mass organizations that disseminate, restrict, or invent information, ideas, and values advertising, publishing, journalism, film and broadcasting, entertainment, religion, education, and institutions for research and development.

Smith suggests that we are more driven by our loves than our ideas because we are more desiring beings than thinking beings. We have thoughts and ideas, but what’s behind them is our deeply held loves, idols, hopes, and imaginations. To bring it home to our own school communities: if what really drives people is their affections rather than their thoughts, the primary task of the Christian school is to shape our students’ loves and desires. Smith says, “What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions – our visions of ‘the good life’ – and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect?”29 Bold implication: How do we use student literacy to shape loves and desires? What about science? Chapel? Recess? I get excited to think about our schools grabbing students by the gut! That’s truly distinctive. It’s infectious and contagious. We should hope to find new ways to employ our curriculum to love God, what He loves and His gospel, because it’s life-giving. Yes, we want students to get excited when they learn about Van Gogh’s sunflowers, but we also hope that through their learning, they come to love God and others more. That’s a challenging task; it’s a lot harder than attaching a verse to a lesson. However, we must dare to accept the endeavor because we don’t want to see students merely conform to boundaries set before them. We want to see them transform, and we fully believe that this only happens when students come to love God because they see how much they need Him and how good He is. This is where life-long change happens. This is where a foundation built at our schools can stick with them into college and life. This drives our missional hope and confidence because we believe the gospel restores people; it restores families; it restores culture. Maybe, we should speak of a worldview as engaging the world through an embodiment of beliefs. As Christians, this looks like embodying the core tenants of the faith – embodying need, embodying thanksgiving, embodying hope, embodying rescue and restoration. When we take on these beliefs, our desires change. This is especially true as the Spirit transforms us through our habits being brought into conformity with these beliefs. As a result, much of the conversation about the Christian worldview must consider what it will look like when the gospel starts to seep and ooze out of us.

This may be at once the curse and the blessing of the modern age, that the ready availability of printed books—and now, electronic versions easily downloadable from virtually anywhere on earth—has enabled teachings to be preserved and passed down, passed around, and disseminated to anyone with even a glimmer of interest. It's a curse, because this ready availability cheapens the teaching by making it that much easier to obtain without all the psychological preparation of periods of intense study, fasting, purification, and other conditioning techniques. The effect of this is noticeable on social media and websites in which serious studies of various forms of esoteric tradition are airily dismissed by casual readers who have difficulty understanding their specialized terminology due to a lack of years of preparatory instruction or even a basic classical education, but still feel competent enough to pass judgment. Yet books are what we have in lieu of the secret society, the midnight initiations, the training by an experienced guru. Books also have preserved essential information from being lost due to persecution by enemies or opponents, or to execution or death by natural causes of lineage holders in sacred traditions (the Chinese invasion of Tibet comes to mind, and the decimation of various sects in Iraq and Afghanistan by the Taliban, the Islamic State, and others beginning with the oppression of the Kurds under Saddam Hussein). A deeper question than we can address adequately in this place is what happens to a tradition if its human teachers are all dead, unable to pass on the oral instruction or the psycho-spiritual techniques of initiation?

Is it not manifest that the employing so many of our preachers in these agencies and professorships is one of the great causes why we have such a scarcity of preachers to fill the regular work? Moreover, these presidents, professors, agents, and editors get a greater amount of pay, and get it more certainly, too, than a traveling preacher, who has to breast every storm, and often falls very far short of his disciplinary allowance. Here is a great temptation to those who are qualified to fill those high offices to seek them, and give up the regular work of preaching and trying to save souls. And is it not manifest to every candid observer that very few of those young men who believe they were called of God to preach the Gospel, and are persuaded to go to a college or a Biblical institute, the better to qualify them for the great work of the ministry, ever go into the regular traveling ministry? The reason as plainly this: having quieted their consciences with the flattering unction of obtaining a sanctified education, while they have neglected the duty of regularly preaching Jesus to dying sinners, their moral sensibilities are blunted, and they see an opening prospect of getting better pay as teachers in high schools or other institutions of learning, and from the prospect of gain they are easily persuaded that they can meet their moral obligations in disseminating sanctified learning. Thus, as sure as a leaden ball tends to the earth in obedience to the laws of gravity, just so sure our present modus operandi tends to a congregational ministry, And if this course is pursued a little longer, the Methodist Church will bid a long, long farewell to her beloved itinerancy, to which we, under God, owe almost every thing that is intrinsically valuable in Methodism.

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

Bell defined civilization in the language of a Bloomsbury connoisseur: ‘A taste for truth and beauty, tolerance, intellectual honesty, fastidiousness, a sense of humour, good manners, curiosity, a dislike of vulgarity, brutality, and over-emphasis, freedom from superstition and prudery, a fearless acceptance of the good things of life, a desire for complete self-expression and for a liberal education, a contempt for utilitarianism and philistinism, in two words – sweetness and light.’ Bell argued that ‘as a means to good and as a means to civility a leisured class is essential’. The Bloomsbury group was necessary because ‘It is only when there come together enough civilized individuals to form a nucleus from which light can radiate, and sweetness ooze, that a civilization becomes possible. The disseminators of civilization are therefore highly civilized men and women forming groups sufficiently influential to affect larger groups, and ultimately whole communities.

disseminating concepts and pedagogical practices viewed as desirable by their proponents; place- and community-based education, however, requires something different. By its very nature, it cannot be standardized or centralized; it must instead reflect the unique circumstances encountered in specific

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

A newly-released series of video documentaries — The Labour Files — based on material leaked from Britain’s Labour Party revealed how the right-wing within the party mortified the former party leader, the far-left Jeremy Corbyn, costing him his position. The documentary uncovers Israel’s role in orchestrating the departure of Corbyn who had been a vocal proponent of Palestinian rights. Evidence reveals that the Israel Lobby within the Labour Party — supported by other pro-Israel camps in Britain — campaigned against the left-wing Corbyn, accusing him of antisemitism. The right-wing party establishment manipulated these allegations to its own political advantage, which eventually led to the election of the pro-Israel Keir Starmer as party leader in 2020. While the future course of Labour’s left wing is uncertain, one thing is for sure — Israel is an apartheid regime. The Zionist lobby has been using hybrid warfare techniques to procure worldwide legitimacy for Israel’s illegal actions in Palestine. As the Labour Files reveal, Israel has waged a war of fabricating narratives and counter-narratives. In this sort of warfare with limitless bounds, the only positive that can be drawn is that everyone is a soldier. At a time when great powers have given in to the deceptive Israel lobby and no Muslim state is in any position to challenge Israeli advances in Palestine using conventional methods, we need to focus on building our capacity to effectively counter the Zionist narrative. With the right-wing ex-Prime Minister of Israel, Benjamin Netanyahu, set to return after elections next month, the plight of Palestinians will only exacerbate. It is high time we stopped blatantly labelling one another as ‘Yahoodi Agents’ and started educating ourselves. The least we can do for Palestinians is continue exposing the pro-Israel elements engaged in the widespread dissemination of Zionist propaganda.

Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present.

But most imperial elites earnestly believed that they were working for the general welfare of all the empire’s inhabitants. China’s ruling class treated their country’s neighbours and its foreign subjects as miserable barbarians to whom the empire must bring the benefits of culture. The Mandate of Heaven was bestowed upon the emperor not in order to exploit the world, but in order to educate humanity. The Romans, too, justified their dominion by arguing that they were endowing the barbarians with peace, justice and refinement. The wild Germans and painted Gauls had lived in squalor and ignorance until the Romans tamed them with law, cleaned them up in public bathhouses, and improved them with philosophy. The Mauryan Empire in the third century BC took as its mission the dissemination of Buddha’s teachings to an ignorant world. The Muslim caliphs received a divine mandate to spread the Prophet’s revelation, peacefully if possible but by the sword if necessary. The Spanish and Portuguese empires proclaimed that it was not riches they sought in the Indies and America, but converts to the true faith. The sun never set on the British mission to spread the twin gospels of liberalism and free trade. The Soviets felt duty-bound to facilitate the inexorable historical march from capitalism towards the utopian dictatorship of the proletariat. Many Americans nowadays maintain that their government has a moral imperative to bring Third World countries the benefits of democracy and human rights, even if these goods are delivered by cruise missiles and F-16s.

Seeds have the power to preserve species, to enhance cultural as well as genetic diversity, to counter economic monopoly and to check the advance of conformity on all its many fronts. “Preservation through Dissemination” is Hudson’s credo, a principle he raises (need I mention it?) high above profit: Hudson calls on his subscribers to save and exchange seeds with him and one another;

Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted. On

Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted.

THESE TEAMS WOULD model some of the steps we can all take to eliminate racial inequity in our spaces. Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted.

Christian education has absorbed a philosophical anthropology that sees human persons as primarily thinking things. The result has been an understanding of education largely in terms of information; more specifically, the end of Christian education has been seen to be the dissemination and communication of Christian ideas rather than the formation of a peculiar people. This can be seen most acutely, I think, in how visions of Christian education have been articulated in terms of “a Christian worldview.

Here are the ominous parallels. Our universities are strongholds of German philosophy disseminating every key idea of the post-Kantian axis, down by now to old-world racism and romanticist technology-hatred. Our culture is modernism worn-out but recycled, with heavy infusions of such Weimarian blends as astrology and Marx, or Freud and Dada, or “humanitarianism” and horror-worship, along with five decades of corruption built on this kind of base. Our youth activists, those reared on the latest viewpoints at the best universities, are the pre-Hitler youth movement resurrected (this time mostly on the political left and addicted to drugs). Our political parties are the Weimar coalition over again, offering the same pressure-group pragmatism, and the same kind of contradiction between their Enlightenment antecedents and their statist commitments. The liberals, more anti-ideological than the moderate German left, have given up even talking about long-range plans and demand more controls as a matter of routine, on a purely ad hoc basis. The conservatives, much less confident than the nationalist German right, are conniving at this routine and apologizing for the remnants of their own tradition, capitalism (because of its clash with the altruist ethics)—while demanding government intervention in or control over the realms of morality, religion, sex, literature, education, science. Each of these groups, observing the authoritarian element in the other, accuses it of Fascist tendencies; the charge is true on both sides. Each group, like its Weimar counterpart, is contributing to the same result: the atmosphere of chronic crisis, and the kinds of controls, inherent in an advanced mixed economy. The result of this result, as in Germany, is the growth of national bewilderment or despair, and of the governmental apparatus necessary for dictatorship. In America, the idea of public ownership of the means of production is a dead issue. Our intellectual and political leaders are content to retain the forms of private property, with public control over its use and disposal. This means: in regard to economic issues, the country’s leadership is working to achieve not the communist version of dictatorship, but the Nazi version. Throughout its history, in every important cultural and political area, the United States, thanks to its distinctive base, always lagged behind the destructive trends of Germany and of the rest of the modern world. We are catching up now. We are still the freest country on earth. There is no totalitarian (or even openly socialist) party of any size here, no avowed candidate for the office of Führer, no economic or political catastrophe sufficient to make such a party or man possible—so far—and few zealots of collectivism left to urge an ever faster pursuit of national suicide. We are drifting to the future, not moving purposefully. But we are drifting as Germany moved, in the same direction, for the same kind of reason.

Context-Based Learning: Why Mentorship Is More Effective than Formal Education The military and several missionary programs use a learning and teaching method known as “context-based learning” to radically accelerate the learning process. Context-based learning occurs in a social situation where knowledge is acquired and processed through collaboration and practical use, not merely the dissemination of information from a teacher. In order for this knowledge to be acquired, a learner engages in a real-life task, not a theoretical task. The skills the learner develops clearly match and naturally translate into real-world settings.

Like the regimes it had displaced, the corporate regime manifests inequalities in every aspect of social life and defends them as essential. And like the old regimes, the structure of corporate organization follows the hierarchical principle of gradations of authority, prerogative, and reward. It is undemocratic in its structure and modus operandi and antidemocratic in its persistent efforts to destroy or weaken unions, discourage minimum wage legislation, resist environmental protections, and dominate the creation and dissemination of culture (media, foundations, education).

Consider education not as the painful accumulation of facts and dates and reigns, nor merely the necessary preparation of the individual to earn his keep in the world, but as the transmission of our mental, moral, technical, and aesthetic heritage as fully as possible to as many as possible, for the enlargement of man's understanding, control, embellishment, and enjoyment of life. The heritage that we can now more fully transmit is richer than ever before. It is richer than that of Pericles, for it includes all the Greek flowering that followed him; richer than Leonardo's, for it includes him and the Italian Renaissance; richer than Voltaire's, for it embraces all the French Enlightenment and its ecumenical dissemination. If progress is real despite our whining, it is not because we are born any healthier, better, or wiser than infants were in the past, but because we are born to a richer heritage, born on a higher level of that pedestal which the accumulation of knowledge and art raises as the ground and support of our being. The heritage rises, and man rises in proportion as he receives it. History is, above all else, the creation and recording of that heritage; progress is its increasing abundance, preservation, transmission, and use. To those of us who study history not merely as a warning reminder of man's follies and crimes, but also as an encouraging remembrance of generative souls, the past ceases to be a depressing chamber of horrors; it becomes a celestial city, a spacious country of the mind, wherein a thousand saints, statesmen, inventors, scientists, poets, artists, musicians, lovers, and philosophers still live and speak, teach and carve and sing. The historian will not mourn because he can see no meaning in human existence except that which man puts into it; let it be our pride that we ourselves may put meaning into our lives, and sometimes a significance that transcends death. If a man is fortunate he will, before he dies, gather up as much as he can of his civilized heritage and transmit it to his children. And to his final breath he will be grateful for this inexhaustible legacy, knowing that it is our nourishing mother and our lasting life.

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

the end of Christian education has been seen to be the dissemination and communication of Christian ideas rather than the formation of a peculiar people.

the steps we can all take to eliminate racial inequity in our spaces. Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted.

Robson, Eleanor. 2008. Mathematics in Ancient Iraq: A Social History. Princeton and Oxford: Princeton University Press. Robson, Eleanor. 2009. “Mathematics Education in an Old Babylonian Scribal School.” In The Oxford Handbook of the History of Mathematics, edited by Eleanor Robson and Jacqueline Stedall, 199–227. Oxford and New York: Oxford University Press. Robson, Eleanor. 2011. “The Production and Dissemination of Scholarly Knowledge.” In The Oxford Handbook of Cuneiform Culture, edited by Karen Radner and Eleanor Robson, 557–576. Oxford,