Education Transforms Lives Quotes

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Education is transformational. It changes lives. That is why people work so hard to become educated and why education has always been the key to the American Dream, the force that erases arbitrary divisions of race and class and culture and unlocks every person's God-given potential.

Let us be dissatisfied until America will no longer have high blood pressure of creeds and an anemia of deeds. Let us be dissatisfied until the tragic walls that separate the outer city of wealth and comfort from the inner city of poverty and despair shall be crushed by the battering rams of the fires of justice. Let us be dissatisfied until they who live on the outskirts of Hope are brought into the metropolis of daily security. Let us be dissatisfied until slums are cast into the junk heap of history and every family will live in a decent, sanitary home. Let us be dissatisfied until the dark yesterdays of segregated schools will be transformed into the bright tomorrows of quality integrated education.

teaching is no longer about relaying the content standard…it’s about transforming lives.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.

Sparta has no philosophers. That’s because the job of a philosopher is to understand things better, which is a form of change, so they don’t want it. Another difference: they don’t honour living poets, only dead ones. Why? Because dead poets don’t write anything new, but live ones do. A third difference: their education system is insanely harsh; ours is famously lax. Why? Because they don’t want their kids to dare to question anything, so that they won’t ever think of changing anything. How

If someone is badly hurt at some point in life—traumatized—the dominance counter can transform in a manner that makes additional hurt more rather than less likely. This often happens in the case of people, now adults, who were viciously bullied during childhood or adolescence. They become anxious and easily upset. They shield themselves with a defensive crouch, and avoid the direct eye contact interpretable as a dominance challenge. This means that the damage caused by the bullying (the lowering of status and confidence) can continue, even after the bullying has ended.25 In the simplest of cases, the formerly lowly persons have matured and moved to new and more successful places in their lives. But they don’t fully notice. Their now-counterproductive physiological adaptations to earlier reality remain, and they are more stressed and uncertain than is necessary. In more complex cases, a habitual assumption of subordination renders the person more stressed and uncertain than necessary, and their habitually submissive posturing continues to attract genuine negative attention from one or more of the fewer and generally less successful bullies still extant in the adult world. In such situations, the psychological consequence of the previous bullying increases the likelihood of continued bullying in the present (even though, strictly speaking, it wouldn’t have to, because of maturation, or geographical relocation, or continued education, or improvement in objective status).

Some people wallow in that sort of tragedy. They let tragedy define their whole lives.

Leaders inform, inspire and improve people. They educate, empower and enrich the value of their followers. They make impacts.

Compassion is more than empathy; it is the living expression of the Golden Rule, to treat others as you would have them treat you. Compassion is the practice of empathy.

People who really want to make a difference in the world usually do it, in one way or another. And I’ve noticed something about people who make a difference in the world: They hold the unshakable conviction that individuals are extremely important, that every life matters. They get excited over one smile. They are willing to feed one stomach, educate one mind, and treat one wound. They aren’t determined to revolutionize the world all at once; they’re satisfied with small changes. Over time, though, the small changes add up. Sometimes they even transform cities and nations, and yes, the world. People who want to make a difference get frustrated along the way. But if they have a particularly stressful day, they don’t quit. They keep going. Given their accomplishments, most of them are shockingly normal and the way they spend each day can be quite mundane. They don’t teach grand lessons that suddenly enlighten entire communities; they teach small lessons that can bring incremental improvement to one man or woman, boy or girl. They don’t do anything to call attention to themselves, they simply pay attention to the everyday needs of others, even if it’s only one person. They bring change in ways most people will never read about or applaud. And because of the way these world-changers are wired, they wouldn’t think of living their lives any other way.

The emotional transformation of engineering education…is based on a philosophy of education that is grounded in the real world and in the lives of the students we serve…In the right atmosphere, the change flows organically from the students themselves.

Why does the United States spend more than $20 billion a year on farm programs but less than $4 billion a year on education and early care for children in the critical first two years of life? Are corn and soybeans really a higher priority for America’s future than our children?

The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.

Most televangelists, popular Christian preacher icons, and heads of those corporations that we call megachurches share an unreflective modern view of Jesus--that he translates easily and almost automatically into a modern idiom. The fact is, however, that Jesus was not a person of the twenty-first century who spoke the language of contemporary Christian America (or England or Germany or anywhere else). Jesus was inescapably and ineluctably a Jew living in first-century Palestine. He was not like us, and if we make him like us we transform the historical Jesus into a creature that we have invented for ourselves and for our own purposes. Jesus would not recognize himself in the preaching of most of his followers today. He knew nothing of our world. He was not a capitalist. He did not believe in free enterprise. He did not support the acquisition of wealth or the good things in life. He did not believe in massive education. He had never heard of democracy. He had nothing to do with going to church on Sunday. He knew nothing of social security, food stamps, welfare, American exceptionalism, unemployment numbers, or immigration. He had no views on tax reform, health care (apart from wanting to heal leprosy), or the welfare state. So far as we know, he expressed no opinion on the ethical issues that plague us today: abortion and reproductive rights, gay marriage, euthanasia, or bombing Iraq. His world was not ours, his concerns were not ours, and--most striking of all--his beliefs were not ours. Jesus was a first-century Jew, and when we try to make him into a twenty-first century American we distort everything he was and everything he stood for.

As humanity becomes more numerous and interwoven, living respectfully with diversity is not just an ethical choice, it is a practical imperative. There

But without state-approved syllabi and standardized testing, my education can only go so far.

The pedigree of your college education matters far less than what you have accomplished.

We all have that divine moment, when our lives are transformed by the knowledge of the truth.

The emotional transformation of engineering education…is grounded in the real world and in the lives of the students we serve.

It is in everyone's interest that every person's creative genius be encouraged and allowed to develop and express.

Anyone who has ever dealt with the tax authorities, the educational system or any other complex bureaucracy knows that the truth hardly matters. What’s written on your form is far more important.

What we all share in common—what I’ve spent the past several years talking to leaders, parents, and educators about—is the truth that forms the very core of this book: What we know matters, but who we are matters more. Being rather than knowing requires showing up and letting ourselves be seen. It requires us to dare greatly, to be vulnerable. The first step of that journey is understanding where we are,

Since the days of enslavement, African Americans have fought to gain access to quality education. Education can be transformative. It reshapes the health outcomes of a people; it breaks the cycle of poverty; it improves housing conditions; it raises the standard of living. Perhaps, most meaningfully, educational attainment significantly increases voter participation.135 In short, education strengthens a democracy. As

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.

The Education of Millionaires, Cutting Edge Sales, Living College Life in the Front Row, The Author’s Guide To Building An Online Platform, The 800-Pound Gorilla of Sales and the bestselling Chicken Soup for the Soul series.

Minding the gap is a daring strategy. We have to pay attention to the space between where we’re actually standing and where we want to be. More importantly, we have to practice the values that we’re holding out as important in our culture. Minding the gap requires both an embrace of our own vulnerability and cultivation of shame resilience—we’re going to be called upon to show up as leaders and parents and educators in new and uncomfortable ways. We don’t have to be perfect, just engaged and committed to aligning values with action.

I am not interested in love that is aloof. In a love that refuses hard work, instead demanding a bite-size education that doesn’t transform anything. In a love that qualifies the statement “Black lives matter,” because it is unconvinced this is true. I am not interested in a love that refuses to see systems and structures of injustice, preferring to ask itself only about personal intentions. This aloof kind of love is useless to me. I need a love that is troubled by injustice. A love that is provoked to anger when Black folks, including our children, lie dead in the streets. A love that can no longer be concerned with tone because it is concerned with life. A love that has no tolerance for hate, no excuses for racist decisions, no contentment in the status quo. I need a love that is fierce in its resilience and sacrifice. I need a love that chooses justice.

Digital technologies will no more solve the so-called ‘crisis in education’ than airbags will stop drivers from having accidents.  What digital technologies can do, however, is to dramatically accelerate the changes in behaviours, values, and actions, which then transform the way we learn and our capacity to learn.

The emotional transformation of engineering education isn’t magical thinking. Nor is it a vague abstraction or a series of touchy-feely practices. It is based on a philosophy of education that is grounded in the real world and in the lives of the students we serve. It’s available to everyone. It isn’t expensive. It can’t be accomplished in the old paradigm under the old assumptions about how education change happens, but in the right atmosphere, the change flows organically from the students themselves. That atmosphere requires systematic language change, culture change, and personal change by students, faculty, and all the stakeholders in education.

Most lecture-based courses contribute nothing to real learning. Consequential and retained learning comes from applying knowledge to new situations or problems, research on questions and issues that students consider important, peer interaction, activities, and projects. Experiences, rather than short-term memorization, help students develop the skills and motivation that transforms lives." [p. 7-8]

The culture war is not just about abortion, homosexual rights, or the decline of public education. These are only the skirmishes. The real war is a cosmic struggle between worldviews-between the Christian worldview and the various secular and spiritual worldviews arrayed against it. This is what we must understand if we are going to be effective both in evangelizing our world today and in transforming it to reflect the wisdom of the Creator.

There needs to be a revolution in education. We must encourage schools to train our students in the art of living in peace and harmony. It isn’t easy to learn to read, write, or solve math problems, but children manage to do it. Learning how to breathe, smile, and transform anger can also be difficult, but I have seen many young people succeed. If we teach children properly, by the time they are around twelve, they will know how to live harmoniously with others.

What is inherent or intuitively “known within” and what has been taught? Nature or Nurture? Perhaps our “amnesia” is actually our society “telling” us to ignore impressions, intuitions, and feelings that many of us have that could be interpreted as recollections from past lives or contact with the spirit realm. The Western paradigm, like other traditions and societies, will bring us, through the back door, to mass hypnosis and social enculturation, sometimes called education. It is often the process of enculturation, or education and assimilation, that “causes” us to ignore our feelings and intuitions, to essentially forget our 6th sense connected to our higher selves, and divine wisdom. We are strongly encouraged here in the West to put aside childish notions. Not so fast. Forget not that it was Jesus who said: "Truly I tell you, unless you change and become like little children, you will never enter the kingdom of heaven.” (The Bible, Matthew 18:3)

In order to make clear what this fourth stage has in view, and to throw some light on the curious term 'transformation,' we must first take account of those psychic needs of man which were not given a place in the other stages. In other words, we must ascertain what could seem more desirable or lead further than the claim to be a normally adapted, social being. Nothing is more useful or fitting than to be a normal human being; but the very notion of a 'normal human being' suggests a restriction to the average – as does also the concept of adaptation. It is only a man who as things stand, already finds it difficult to come to terms with the everyday world who can see in this restriction a desirable improvement: a man, let us say, whose neurosis unfits him for normal life. To be 'normal' is a splendid ideal for the unsuccessful, for all those who have not yet found an adaptation. But for people who have far more ability than the average, for whom it was never hard to gain successes and to accomplish their share of the world’s work-for them restriction to the normal signifies the bed of Procrustes, unbearable boredom, infernal sterility and hopelessness. As a consequence there are many people who become neurotic because they are only normal, as there are people who are neurotic because they cannot become normal. For the former the very thought that you want to educate them to normality is a nightmare; their deepest need is really to be able to lead 'abnormal' lives.

What place in the future development of the South ought the Negro college and college-bred man to occupy? That the present social separation and acute race-sensitiveness must eventually yield to the influences of culture, as the South grows civilized, is clear. But such transformation calls for singular wisdom and patience. If, while the healing of this vast sore is progressing, the races are to live for many years side by side, united in economic effort, obeying a common government, sensitive to mutual thought and feeling, yet subtly and silently separate in many matters of deeper human intimacy,—if this unusual and dangerous development is to progress amid peace and order, mutual respect and growing intelligence, it will call for social surgery at once the delicatest and nicest in modern history. It will demand broad-minded, upright men, both white and black, and in its final accomplishment American civilization will triumph. So far as white men are concerned, this fact is to-day being recognized in the South, and a happy renaissance of university education seems imminent. But the very voices that cry hail to this good work are, strange to relate, largely silent or antagonistic to the higher education of the Negro. Strange to relate! for this is certain, no secure civilization can be built in the South with the Negro as an ignorant, turbulent proletariat.

It is feminist thinking that empowers me to engage in a constructive critique of [Paulo] Freire’s work (which I needed so that as a young reader of his work I did not passively absorb the worldview presented) and yet there are many other standpoints from which I approach his work that enable me to experience its value, that make it possible for that work to touch me at the very core of my being. In talking with academic feminists (usually white women) who feel they must either dismiss or devalue the work of Freire because of sexism, I see clearly how our different responses are shaped by the standpoint that we bring to the work. I came to Freire thirsty, dying of thirst (in that way that the colonized, marginalized subject who is still unsure of how to break the hold of the status quo, who longs for change, is needy, is thirsty), and I found in his work (and the work of Malcolm X, Fanon, etc.) a way to quench that thirst. To have work that promotes one’s lib­eration is such a powerful gift that it does not matter so much if the gift is flawed. Think of the work as water that contains some dirt. Because you are thirsty you are not too proud to extract the dirt and be nourished by the water. For me this is an experience that corresponds very much to the way individuals of privilege respond to the use of water in the First World context. When you are privileged, living in one of the richest countries in the world, you can waste resources. And you can especially justify your dispos­al of something that you consider impure. Look at what most people do with water in this country. Many people purchase special water because they consider tap water unclean—and of course this purchasing is a luxury. Even our ability to see the water that come through the tap as unclean is itself informed by an imperialist consumer per­ spective. It is an expression of luxury and not just simply a response to the condition of water. If we approach the drinking of water that comes from the tap from a global perspective we would have to talk about it differently. We would have to consider what the vast majority of the peo­ ple in the world who are thirsty must do to obtain water. Paulo’s work has been living water for me.

our society today does not just need politicians but, politicians for a great and a positive change. our society today does not just need teachers but, teachers for a great impact and life transformation. Our society today does not just need lawyers but, Lawyers for a change. Our society today does not just need doctors but, doctors to put smiles on our faces. Our society today does not just need farmers but, farmers for a change. Our society today does not just need scholars but, scholars to solve the societal woes. Our society today does not just need the business man but, the business man for a great societal change. Life is all about change and we either change to the worst arena of life or to the best arena life. Let us think of a great and a positive change

If you’re comfortable, I’m not teaching and you’re not learning. It’s going to get uncomfortable in here and that’s okay. It’s normal and it’s part of the process.” The simple and honest process of letting people know that discomfort is normal, it’s going to happen, why it happens, and why it’s important, reduces anxiety, fear, and shame. Periods of discomfort become an expectation and a norm. In fact, most semesters I have students who approach me after class and say, “I haven’t been uncomfortable yet. I’m concerned.” These exchanges often lead to critically important conversations and feedback about their engagement and my teaching. The big challenge for leaders is getting our heads and hearts around the fact that we need to cultivate the courage to be uncomfortable and to teach the people around us how to accept discomfort as a part of growth. For the best guidance on how to give feedback that moves people and processes forward, I turn to my social work roots. In my experience the heart of valuable feedback is taking the “strengths perspective.” According to social work educator Dennis Saleebey, viewing performance from the strengths perspective offers

We’re all born with certain strengths which, ideally, are fostered by our parents and positively reinforced through education and peer interaction. But our strengths don’t serve us well in every circumstance at every phase of our lives. As we grow and enter new contexts, our longer-term strengths can suddenly hamper our worldly progress, which in turn can create dissonance at home. When we find ourselves in that situation, eventually we have to confront the fact that the way we’ve approached life in the past is not effective in our current situation. Just as Daniel has to recognize that his good-natured predisposition, which served him so well in his youth, may not serve him as well when he is an urban professional in a competitive field.” HT’s tone shifted back to enthusiastic. “Now, there are some personalities who, faced with this realization, might try to transform themselves into someone they are not. What I love about Annie’s choice is that, in this version of Daniel, he embraces who he has been from the start. Rather than changing his behavior, he changes his context. He picks up his family and moves to a world where his virtues are more closely aligned with a path to happiness. We are who we are, right? There’s no point in pushing our personalities uphill.

out of informal learning communities if they fail to meet our needs; we enjoy no such mobility in our relations to formal education. Affinity spaces are also highly generative environments from which new aesthetic experiments and innovations emerge. A 2005 report on The Future of Independent Media argued that this kind of grassroots creativity was an important engine of cultural transformation: The media landscape will be reshaped by the bottom-up energy of media created by amateurs and hobbyists as a matter of course. This bottom-up energy will generate enormous creativity, but it will also tear apart some of the categories that organize the lives and work of media makers.... A new generation of media-makers and viewers are emerging which could lead to a sea change in how media is made and consumed.12 This report celebrates a world in which everyone has access to the means of creative expression and the networks supporting artistic distribution. The Pew study suggests something more: young people who create and circulate their own media are more likely to respect the intellectual property rights of others because they feel a greater stake in the cultural economy.13 Both reports suggest we are moving away from a world in which some produce and many consume media toward one in which everyone has a

Each of the three recognized categories—care, service, and education—would encompass a wide range of activities, with different levels of compensation for full- and part-time participation. Care work could include parenting of young children, attending to an aging parent, assisting a friend or family member dealing with illness, or helping someone with mental or physical disabilities live life to the fullest. This category would create a veritable army of people—loved ones, friends, or even strangers—who could assist those in need, offering them what my entrepreneur friend’s touchscreen device for the elderly never could: human warmth. Service work would be similarly broadly defined, encompassing much of the current work of nonprofit groups as well as the kinds of volunteers I saw in Taiwan. Tasks could include performing environmental remediation, leading afterschool programs, guiding tours at national parks, or collecting oral histories from elders in our communities. Participants in these programs would register with an established group and commit to a certain number of hours of service work to meet the requirements of the stipend. Finally, education could range from professional training for the jobs of the AI age to taking classes that could transform a hobby into a career. Some recipients of the stipend will use that financial freedom to pursue a degree in machine learning and use it to find a high-paying job.

Communism — ladies and gentlemen, I say it without flinching: communism in eastern Europe, Russia, China, Mongolia, North Korea, and Cuba brought land reform and human services; a dramatic bettering of the living conditions of hundreds of millions of people on a scale never before or never since witnessed in human history, and that's something to appreciate. Communism transformed desperately poor countries into societies in which everyone had adequate food, shelter, medical care, and education, and some of us who come from poor families who carry around the hidden injuries of class are very impressed; are very, very impressed by these achievements and are not willing to dismiss them as economistic. To say that socialism doesn't work is to overlook the fact that it did work and it worked for hundreds of millions of people. 'But what about the democratic rights that they lost?' We hear U.S. leaders talking about 'restoring' democracy to the communist countries, but these countries—with the exception of Czechoslovakia—were not democracies before communism. Russia was a Czarist autocracy; Poland was a right-wing fascist dictatorship under Piłsudski, with concentration camps of its own; Albania was an Italian fascist protectorate as early as 1927; Cuba was a U.S.-sponsored dictatorship under that butcher Batista; Lithuania, Hungary, Romania, and Bulgaria were outright fascist regimes openly allied with Nazi Germany in World War 2. So, what—exactly what democracy are we talking about restoring? The socialist countries did not take away any rights that didn't exist there in the first place.

Equal protection under the law is not a hard principle to convince Americans of. The difficulty comes in persuading them that it has been violated in particular cases, and of the need to redress the wrong. Prejudice and indifference run deep. Education, social reform, and political action can persuade some. But most people will not feel the sufferings of others unless they feel, even in an abstract way, that 'it could have been me or someone close to me'. Consider the astonishingly rapid transformation of American attitudes toward homosexuality and even gay marriage over the past decades. Gay activism brought these issues to public attention but attitudes were changed during tearful conversations over dinner tables across American when children came out to their parents (and, sometimes, parents came out to their children). Once parents began to accept their children, extended families did too, and today same-sex marriages are celebrated across the country with all the pomp and joy and absurd overspending of traditional American marriages. Race is a wholly different matter. Given the segregation in American society white families have little chance of seeing and therefore understanding the lives of black Americans. I am not black male motorist and never will be. All the more reason, then, that I need some way to identify with one if I am going to be affected by his experience. And citizenship is the only thing I know we share. The more differences between us are emphasized, the less likely I will be to feel outrage at his mistreatment. Black Lives Matter is a textbook example of how not to build solidarity. There is no denying that by publicizing and protesting police mistreatment of African-Americans the movement mobilized supporters and delivered a wake-up call to every American with a conscience. But there is also no denying that the movement's decision to use this mistreatment to build a general indictment of American society, and its law enforcement institutions, and to use Mau-Mau tactics to put down dissent and demand a confession of sins and public penitence (most spectacularly in a public confrontation with Hillary Clinton, of all people), played into the hands of the Republican right. As soon as you cast an issue exclusively in terms of identity you invite your adversary to do the same. Those who play one race card should be prepared to be trumped by another, as we saw subtly and not so subtly in the 2016 presidential election. And it just gives that adversary an additional excuse to be indifferent to you. There is a reason why the leaders of the civil rights movement did not talk about identity the way black activists do today, and it was not cowardice or a failure to be "woke". The movement shamed America into action by consciously appealing to what we share, so that it became harder for white Americans to keep two sets of books, psychologically speaking: one for "Americans" and one for "Negroes". That those leaders did not achieve complete success does not mean that they failed, nor does it prove that a different approach is now necessary. No other approach is likely to succeed. Certainly not one that demands that white Americans agree in every case on what constitutes discrimination or racism today. In democratic politics it is suicidal to set the bar for agreement higher than necessary for winning adherents and elections.

No one acts in a void. We all take cues from cultural norms, shaped by the law. For the law affects our ideas of what is reasonable and appropriate. It does so by what it prohibits--you might think less of drinking if it were banned, or more of marijuana use if it were allowed--but also by what it approves. . . . Revisionists agree that it matters what California or the United States calls a marriage, because this affects how Californians or Americans come to think of marriage. Prominent Oxford philosopher Joseph Raz, no friend of the conjugal view, agrees: "[O]ne thing can be said with certainty [about recent changes in marriage law]. They will not be confined to adding new options to the familiar heterosexual monogamous family. They will change the character of that family. If these changes take root in our culture then the familiar marriage relations will disappear. They will not disappear suddenly. Rather they will be transformed into a somewhat different social form, which responds to the fact that it is one of several forms of bonding, and that bonding itself is much more easily and commonly dissoluble. All these factors are already working their way into the constitutive conventions which determine what is appropriate and expected within a conventional marriage and transforming its significance." Redefining civil marriage would change its meaning for everyone. Legally wedded opposite-sex unions would increasingly be defined by what they had in common with same-sex relationships. This wouldn't just shift opinion polls and tax burdens. Marriage, the human good, would be harder to achieve. For you can realize marriage only by choosing it, for which you need at least a rough, intuitive idea of what it really is. By warping people's view of marriage, revisionist policy would make them less able to realize this basic way of thriving--much as a man confused about what friendship requires will have trouble being a friend. . . . Redefining marriage will also harm the material interests of couples and children. As more people absorb the new law's lesson that marriage is fundamentally about emotions, marriages will increasingly take on emotion's tyrannical inconstancy. Because there is no reason that emotional unions--any more than the emotions that define them, or friendships generally--should be permanent or limited to two, these norms of marriage would make less sense. People would thus feel less bound to live by them whenever they simply preferred to live otherwise. . . . As we document below, even leading revisionists now argue that if sexual complementarity is optional, so are permanence and exclusivity. This is not because the slope from same-sex unions to expressly temporary and polyamorous ones is slippery, but because most revisionist arguments level the ground between them: If marriage is primarily about emotional union, why privilege two-person unions, or permanently committed ones? What is it about emotional union, valuable as it can be, that requires these limits? As these norms weaken, so will the emotional and material security that marriage gives spouses. Because children fare best on most indicators of health and well-being when reared by their wedded biological parents, the same erosion of marital norms would adversely affect children's health, education, and general formation. The poorest and most vulnerable among us would likely be hit the hardest. And the state would balloon: to adjudicate breakup and custody issues, to meet the needs of spouses and children affected by divorce, and to contain and feebly correct the challenges these children face.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

During the second half of the sixties, the center of the crisis shifted to the sprawling ghettos of the North. Here black experience was radically different from that in the South. The stability of institutional relationships was largely absent in Northern ghettos, especially among the poor. Over twenty years ago, the black sociologist E. Franklin Frazier was able to see the brutalizing effect of urbanization upon lower class blacks : ". . . The bonds of sympathy and community of interests that held their parents together in the rural environment have been unable to withstand the disintegrating forces in the city." Southern blacks migrated North in search of work, seeking to become transformed from a peasantry into a working class. But instead of jobs they found only misery, and far from becoming a proletariat, they came to constitute a lumpenproletariat, an underclass of rejected people. Frazier's prophetic words resound today with terrifying precision: ". . . As long as the bankrupt system of Southern agriculture exists, Negro families will continue to seek a living in the towns and cities of the country. They will crowd the slum areas of Southern cities or make their way to Northern cities, where their family life will become disrupted and their poverty will force them to depend upon charity." Out of such conditions, social protest was to emerge in a form peculiar to the ghetto, a form which could never have taken root in the South except in such large cities as Atlanta or Houston. The evils in the North are not easy to understand and fight against, or at least not as easy as Jim Crow, and this has given the protest from the ghetto a special edge of frustration. There are few specific injustices, such as a segregated lunch counter, that offer both a clear object of protest and a good chance of victory. Indeed, the problem in the North is not one of social injustice so much as the results of institutional pathology. Each of the various institutions touching the lives of urban blacks—those relating to education, health, employment, housing, and crime—is in need of drastic reform. One might say that the Northern race problem has in good part become simply the problem of the American city—which is gradually becoming a reservation for the unwanted, most of whom are black.

This is a good moment to remember one of Mansfield’s Manly Maxims: “Manly men tend their fields.” It means that we take care of the lives and property entrusted to us. It means that we take responsibility for everything in the “field assigned to us.” We cannot do this without knowledge. We cannot do it if we are ignorant of our times, blind to the trends shaping our lives, and oblivious to the basic knowledge that allows us to do what we are called to do as men. We must know enough about law, health, science, economics, politics, and technology to fulfill our roles. We should also know enough about our faith to stand our ground in a secular age, resist heresies, and teach our families. We also shouldn’t be without the benefits of literature and poetry, of good novels and stirring stories, all of which make us more relevant and more effective. We need all of this, and no one is going to force it upon us. Nor will we acquire what we need from a degree program or a study group alone, as valuable as these can be. The truth is that men who aspire to be genuine men and serve well have no choice: they must devote themselves to an aggressive program of self-education. They have to read books, stay current with websites and periodicals, consult experts, and put themselves in a position to know. It isn’t as hard as it sounds, particularly in our Internet age. Much of what a man needs to know can land in his iPad while he is sleeping, but he has to know enough to value this power in the first place. To ignore this duty can mean disaster. How many men have lost jobs because they did not see massive trends on the horizon? How many men have failed to stay intellectually sharp and so gave up ground in their professions to others with more active minds? How many have lost money through uninformed investments or have not taken opportunities in expanding fields or have missed promotions because they had not bothered to learn about new technologies or what changes social media, for example, would bring to their jobs? I do not want to be negative. Learning is a joy. Reading is one of the great pleasures of life. A man ought to invest in knowledge because it is part of living in this world fully engaged and glorifying God. Yet our times also make it essential. The amount of knowledge in the world is increasing. Technology is transforming our lives. New trends can rise like floodwaters and sweep devastation into our homes. Men committed to tending their fields learn, study, research, dig out facts, and test theories. They know how to safeguard their families. They serve well because they serve as informed men.

Throughout the history of the church, Christians have tended to elevate the importance of one over the other. For the first 1,500 years of the church, singleness was considered the preferred state and the best way to serve Christ. Singles sat at the front of the church. Marrieds were sent to the back.4 Things changed after the Reformation in 1517, when single people were sent to the back and marrieds moved to the front — at least among Protestants.5 Scripture, however, refers to both statuses as weighty, meaningful vocations. We’ll spend more time on each later in the chapter, but here is a brief overview. Marrieds. This refers to a man and woman who form a one-flesh union through a covenantal vow — to God, to one another, and to the larger community — to permanently, freely, faithfully, and fruitfully love one another. Adam and Eve provide the clearest biblical model for this. As a one-flesh couple, they were called by God to take initiative to “be fruitful . . . fill the earth and subdue it” (Genesis 1:28). Singles. Scripture teaches that human beings are created for intimacy and connection with God, themselves, and one another. Marriage is one framework in which we work this out; singleness is another. While singleness may be voluntarily chosen or involuntarily imposed, temporary or long-term, a sudden event or a gradual unfolding, Christian singleness can be understood within two distinct callings: • Vowed celibates. These are individuals who make lifelong vows to remain single and maintain lifelong sexual abstinence as a means of living out their commitment to Christ. They do this freely in response to a God-given gift of grace (Matthew 19:12). Today, we are perhaps most familiar with vowed celibates as nuns and priests in the Roman Catholic or Orthodox Church. These celibates vow to forgo earthly marriage in order to participate more fully in the heavenly reality that is eternal union with Christ.6 • Dedicated celibates. These are singles who have not necessarily made a lifelong vow to remain single, but who choose to remain sexually abstinent for as long as they are single. Their commitment to celibacy is an expression of their commitment to Christ. Many desire to marry or are open to the possibility. They may have not yet met the right person or are postponing marriage to pursue a career or additional education. They may be single because of divorce or the death of a spouse. The apostle Paul acknowledges such dedicated celibates in his first letter to the church at Corinth (1 Corinthians 7). Understanding singleness and marriage as callings or vocations must inform our self-understanding and the outworking of our leadership. Our whole life as a leader is to bear witness to God’s love for the world. But we do so in different ways as marrieds or singles. Married couples bear witness to the depth of Christ’s love. Their vows focus and limit them to loving one person exclusively, permanently, and intimately. Singles — vowed or dedicated — bear witness to the breadth of Christ’s love. Because they are not limited by a vow to one person, they have more freedom and time to express the love of Christ to a broad range of people. Both marrieds and singles point to and reveal Christ’s love, but in different ways. Both need to learn from one another about these different aspects of Christ’s love. This may be a radically new concept for you, but stay with me. God intends this rich theological vision to inform our leadership in ways few of us may have considered. Before exploring the connections between leadership and marriage or singleness, it’s important to understand the way marriage and singleness are commonly understood in standard practice among leaders today.

Collaborative professionalism is about how teachers and other educators transform teaching and learning together to work with all students to develop fulfilling lives of meaning, purpose, and success.

Our children learn reading, writing, math, science, and other subjects in school that can help them earn a living. But ver few school programs teach young people how to live - how to deal with anger, how reconcile conflicts, how to breathe, smile, and transform internal formations. There needs to be a revolution in education,

Lack of personal morality plus “politically correct” prohibition against judging others’ behavior and naming immorality sets up a social environment receptive and vulnerable to a tyrannical government. A tyrannical government transforms every aspect of the cultural day-to-day lives of everyone under its control across all areas from the educational and penal systems to fine art and entertainment dictates right on down to housing regulations and food availabilities.

One of the tragic ironies of modern life is that so many people feel isolated from each other by the very feelings they have in common: including a fear of failure and a sense of not being enough. Brené Brown shines a bright light into these dark recesses of human emotion and reveals how these feelings can gnaw at fulfillment in education, at work, and in the home. She shows too how they can be transformed to help us live more wholehearted lives of courage, engagement, and purpose. Brené Brown writes as she speaks, with wisdom, wit, candor, and a deep sense of humanity. If you’re a student, teacher, parent, employer, employee, or just alive and wanting to live more fully, you should read this book. I double dare you.” —Sir Ken Robinson, New York Times bestselling author

WISDOM KEEPER: My Extraordinary Journey to Unlock the Sacred Within “Chloe’s heartfelt journey is the real deal here to inspire us all. She takes the reader on a journey of darkness to light, struggle to freedom, fear to love. Thank you, Chloe, for this incredible ride. A must read for all who want true transformation.”— Dr. Shannon South, Award-Winning Therapist, Best-Selling Author, and Founder of the Ignite Your Life and business programs “There is a healing purpose in every experience written by Chloe in this spiritual memoir. She shares processes for healing in the physical, emotional and spiritual realms, showing us our ability to use all levels of energy to achieve deep and lasting healing. Chloe reveals to us the importance of connection—with the spiritual and physical world, and our past lives to the present. She reminds us we are essential in the Universe; when we heal, our loved ones, people around us, and the Earth also heals. Chloe inspires us to do the same thing. Well done. I appreciate it very much. This book is truly for everyone. — Eduardo Morales, Shamanic Curandero, Tepoztlán, Mexico “WISDOM KEEPER is filled with wonderful personal experiences on the power of healing, visualizations, dreams, and listening to our inner voices. Chloe Kemp describes encounters with others on a multitude of levels, including sacred beings, shamans, and other deep-souled humans. This book inspires the reader to go deep within themselves and invite their own personal self-healer to emerge. Chloe helps us to understand that anything is possible.”—River Guerguerian, Sound Immersion Healer, Musician, Composer, and Educator  “Having met and worked with Chloe personally, I know she is a genuine woman with a mission and clear determination to fulfill her purpose in this life. She has followed the call from Spirit to share stories from her life and wisdom she has gained, weaving energies and expressing a frequency of consciousness that has a way of bringing readers to a deeper state of awareness and potency upon their own unique journey. Chloe's book shines a light on our ability to reconnect with the origin of what makes us each a special part of the Divine plan, and she does it in a very humble and approachable way."—Michael Brasunas, Holistic Energy Healer and Bodyworker “Your inspiring memoir is engaging and thought-provoking throughout. It brings together the highest spiritual insights and practical frameworks that everyone can understand and apply.”—Louise, Australia  “A fascinating read!”—Caleb, USA  “The narrative is immensely raw and deeply personal. It engaged all of my emotions completely.”—Abantika, India   “A remarkable story.”—Michael, USA “The writing style is amazing.Your life experiences are so unique.”—Taibaya, Pakistan  “You have a gift for spiritual healing and telling a story. You created a hopeful, sincere, compelling, interesting, and important story.”—Jessica, USA “You tell events, dreams, and moments in your life in a very engaging and thought-provoking way.”—Josh, USA  “Very entertaining, awakening, and engaging; as well as informative, practical, motivating and inspiring.”—Susan, USA      

Life is for certain an educational, magical, mysterious process- a privilege of our birthright and a gift.

But here’s the deeper irony. You are not the same. Life is a dynamic, ongoing process. Change is always happening, and decline can happen quickly and quietly. As someone once said, “You’re either growing or you’re dying. There’s no standing still.” Even trying to stand still is risky. Other people in your life, your work, and in your world aren’t standing still. Especially in the twenty-first century, planning to stay the same is really planning to be left behind. The world moves forward, our careers demand more of us, our relationships face more barriers to successful communication, our children are raised in a different universe than we were. We need to grow just to stay influential in their lives. We can lose connections with our own families and if we don’t continue our education throughout our lives.

As adults, we can also protect ourselves from vulnerability with cool. We worry about being perceived as laughing too loud, buying in, caring too much, being too eager. We don’t wear hoodies as often, but we can use our titles, education, background, and positions as handles on the shields of criticism, cynicism, cool, and cruelty: I can talk to you this way or blow you off because of who I am or what I do for a living. And, make no mistake, when it comes to this shield, handles are also fashioned out of nonconformity and rejection of traditional status markers: I dismiss you because you’ve sold out and you spend your life in a cubicle or I’m more relevant and interesting because I rejected the trappings of higher education, traditional employment, etc. DARING GREATLY: TIGHTROPE WALKING, PRACTICING SHAME RESILIENCE, AND REALITY CHECKING Over the course of one year, I interviewed artists, writers, innovators, business leaders, clergy, and community leaders about these issues, and how they stayed open to the constructive (albeit difficult-to-hear) criticism while filtering out the mean-spirited attacks.

For me, and for many of us, our first waking thought of the day is "I didn't get enough sleep." The next one is "I don't have enough time." Whether true or not, that thought of not enough occurs to us automatically before we ever think to question or examine it. We spend most of the hours and the days of our lives hearing, explaining, complaining, or worrying about what we don't have enough of... We don't have enough exercise. We don't have enough work. We don't have enough profits. We don't have enough power. We don't have enough wilderness. We don't have enough weekends. Of course, we don't have enough money -- ever. We're not thin enough, we're not smart enough, we're not pretty enough or fit enough or educated or successful enough, or rich enough -- ever. Before we even sit up in bed, before our feet touch the floor, we're already inadequate, already behind, already losing, already lacking something. And by the time we go to bed at night, our minds race with a litany of what we didn't get, or didn't get done, that day. We go to sleep burdened by those thoughts and wake up to the reverie of lack... What begins as a simple expression of the hurried life, or even the challenged life, grows into the great justification for an unfulfilled life.

Many scholars want to understand themselves as the people who are solving problems, but I think one of the things Nelson [Flores] and I – that brings us together in our work is our deep suspicion that many of the scholarly labels and categories and approaches have in fact emerged from the very systems of power that we’re trying to critique here. I think when we keep pushing – and we always push – “What’s your theory of change? What is it that changes?” These families use language in this way, so this school institutionalizes language in this way to change these behaviors. Then, what happens? Then, people have access to a different world? Then, the structure of the economy transforms? Then, stable housing and living wages and political representation – then that emerges from language use? Or are we facing a fundamentally different kind of challenge? Should our critique, should our efforts towards promoting language learning and our engagement with language, be oriented towards those bigger challenges? Or should they be narrowly focused on changing people’s language practices in their homes, in classrooms – really changing the behaviors of the marginalized? (4/10/2020 on Vocal Fries podcast)

Formal education will make you a living; self-education will make you a fortune.

Christians talk about love a lot. It's one of our favorite words, especially when the topic is race. If we could just learn to love one another… Love trumps hate… Love someone different from you today… But I have found this love to be largely inconsequential. More often than not, my experience has been that whiteness sees love as a prize it is owed, rather than a moral obligation it must demonstrate. Love, for whiteness, dissolves into a demand for grace, for niceness, for endless patience—to keep everyone feeling comfortable while hearts are being changed. In this way, so-called love dodges any responsibility for action and waits for the great catalytic moment that finally spurs accountability I am not interested in love that is aloof. In a love that refuses hard work, instead demanding a bite-size education that doesn’t transform anything. In a love that qualifies the statement “Black lives matter,” because it is unconvinced this is true. I am not interested in a love that refuses to see systems and structures of injustice, preferring to ask itself only about personal intentions. This aloof kind of love is useless to me. I need a love that is troubled by injustice. A love that is provoked to anger when Black folks, including our children, lie dead in the streets. A love that can no longer be concerned with tone because it is concerned with life. A love that has no tolerance for hate, no excuses for racist decisions, no contentment in the status quo. I need a love that is fierce in its resilience and sacrifice. I need a love that chooses justice.

From the moment you entered the world, you have been learning all the time, and as a baby and young child the speed and power of your learning were enormous. Most of this learning was unconscious, occurring through a simple cycle of learning that James Zull, a biologist and founding director of Case Western Reserve University Center for Innovation in Teaching and Education (UCITE), calls the exploration/mimicry learning process.2 This cycle uses only a limited part of the brain and the sensory and motor regions without intervening reflection and thinking. The child learns language in this way, mimicking and repeating the sounds of the mother’s voice. Through this process, we learn many complex skills from walking, talking, reading, and writing to even more sophisticated expert skills, such as medical diagnosis.

I cannot claim what we film will make a huge difference to your lives,’ I said. ‘It is just a ripple on a lake.’ It was the first time I used a line that I have said repeatedly in the years since. I don’t want people to think their lives are going to be transformed by our presence. It is rare that television makes a sudden, profound change, even though I do still believe it enlightens, even educates. But I have to be honest with them. I would never want to force anyone to film with us.

At a Gates Foundation conference, former US president Barack Obama declared, “If you had to choose one moment in history in which to be born, and you didn’t know in advance whether you were going to be male or female, which country you were going to be from, what your status was, you’d choose right now.” He observes that the world has never been “healthier, or wealthier, or better educated, or in many ways more tolerant, or less violent, than it is today.” As a species, we’re moving far beyond the survival mentality of Caveman Brain. We’re leaving behind the standards of behavior that defined “normal” in the last century. A critical mass of people is using the human superpower—unique in evolutionary history—to reshape the tissue of their own brains. Bliss Brain is a wonderful-feeling state, but when practiced consistently, it leads to trait change, as neural pathways are repatterned in much healthier ways. This isn’t simply helping us feel better as individuals. It’s contributing to Jump Time in collective planetary evolution. Just as the Renaissance of the 1300s changed art, law, education, politics, religion, agriculture, science, and every other facet of human existence, the compassion produced by Bliss Brain transforms the material reality in which we live. This is the most exciting time in all of history to be alive. As we as a species jump to the next level of flourishing, we are unlocking creative potential the world has never known before. From changing our minds to changing our brains to changing our societies to solving global problems, we’re ushering in a completely different future for the planet.

Before you invest in a company or a mentor, delve into their educational journey. Seek authenticity, and distinguish between those with genuine life experiences and those who merely package someone else's story as their own. Your investments should echo true wisdom, not just borrowed narratives.

Driving University: Listen to audio books or financial news radio while stuck in traffic. Traffic nuisances transformed to education. Exercise University: Absorb books, podcasts, and magazines while exercising at the gym. In between sets, on the treadmill, or on the stationary bike, exercise is transformed to education. Waiting University: Bring something to read with you when you anticipate a painful wait: Airports, doctor’s offices, and your state’s brutal motor vehicle department. Don’t sit there and twiddle your thumbs—learn! Toilet University: Never throne without reading something of educational value. Extend your “sit time” (even after you finish) with the intent of learning something new, every single day. Toilet University is the best place to change your oil, since it occurs daily and the time expenditure cannot be avoided. This means the return on your time investment is infinite! Toilet time transformed to education. Jobbing University: If you can, read during work downtimes. During my dead-job employment (driving limos, pizza delivery) I enjoyed significant “wait times” between jobs. While I waited for passengers, pizzas, and flower orders, I read. I didn’t sit around playing pocket-poker; no, I read. If you can exploit dead time during your job, you are getting paid to learn. Dead-end jobs transformed to education. TV-Time University: Can’t wean yourself off the TV? No problem; put a television near your workspace and simultaneously work your Fastlane plan while the TV does its thing. While watching countless reruns of Star Trek, boldly going where no man has gone before, I simultaneously learned how to program websites. In fact, as I write this, I am watching the New Orleans Saints pummel the New England Patriots on Monday Night Football. Gridiron gluttony transformed to work and education.

Education systems play a central role in any society. For example, Christianity influenced civilization in the West, which had an impact on schooling, medical care, and politics. Education is a tool for transformation, and a strong education ministry creates opportunities for the church to impart Christian values and skills to young people, hence shaping their lives. When the church has a robust educational ministry, it can produce leaders for the next generation.

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

As Sergey has commented: “I do think I benefited from the Montessori education, which in some ways gives the students a lot more freedoms to do things at their own pace.” Marissa Mayer, at the time a Google vice president of product management and now CEO of Yahoo, told Steven Levy in his book In the Plex: “You can’t understand Google… unless you know that both Larry and Sergey were Montessori kids.”22 This teaching environment is tailored to a child’s learning needs and personality, and children are encouraged to question everything, act of their own volition, and create.

For a nation to be truly transformed, there must be movements, civil societies, NGOs that are spread all across the land to educate people on the issues of Personal Responsibility. If a nation or rather active citizens of a nation could successfully launch such campaigns and a good percentage of the populace begin to live by the principles of Personal Responsibility, which is “don’t blame others”, think of what you can do to fix it. Such a nation would cross the huddle of civilization in a record time.

Next to the education of the child,” he wrote, road building ranked as “the greatest public responsibility.” It contributed to the common good and did more to increase the “possibilities of enjoyment and happiness of life than any other public undertaking.” Good roads could improve the living standards of all, but especially rural Americans. For decades, agrarian life had been on the decline as young men and women on farms, unable to tolerate their isolation, abandoned their parents’ land and succumbed to the lure of the city. It was only a matter of time before people living in cities would outnumber those living on farms. Surely, MacDonald and others believed naively, roads connecting the country with the city could reverse this decline.

the problem of being a scribe and a sage. Sometimes, education and learning became a flood that darkens the mind with confusion rather than a sun that enlightens it with truth. Enoch hoped one day Elohim would clear that up for him, since he was now his servant. Enoch had also wondered what it would be like to live forever. Was it transformation of the body? Was it perpetual regeneration? And what was it like to be in communion with Elohim so perfectly as to not need the dreams and visions that Enoch had become dependent upon for his own sense of real presence of the deity?

People aren’t learning social, communication, or relationship skills in the education system. Instead they have to trust the school of hard knocks, their street smarts, a mentor/coach, or a book. Today, almost everyone is struggling and overwhelmed by how to put what they learn into action—how to find and develop new friends, business colleagues, and romantic relationships, and create a meaningful life. Many people are just giving up and feel hopeless and lost, and they disengage from the world around them or self-medicate with drugs, alcohol, prescriptions, etc. In this way, they create a cycle of failure in their relationships and enter new toxic relationships…over and over again.

Principle #23 - Poverty is a disease of the mind. There is a very contagious disease in our world today and people don’t even know it exists. Most people don’t even know they have it but it is the number one killer in the world. It’s the number one killer of dreams, potential and therefore lives. This disease is called poverty of the mind. The disease “poverty of the mind” has very little to do with its cousin poverty (not a disease) which says “I don’t have anything now”, but poverty of the mind says, “I don’t want any more out of life, I don’t believe I can have any more in life or I don’t think I deserve any more in life.” This disease effects your: Vision - you don’t see your life changing. Energy - you don’t want to do anything to change your life. Speech - your words are all about what you can’t do or have. Dreams - you don’t have any. Relationships - you only want to be around people who have the disease because they wouldn’t challenge you to do more with your potential. The worse part about this disease is that you pass it on to those that are closest to you like your spouse, children and your friends. There are millions of groups of people in churches, clubs, and companies that have infected one another without anyone being aware. Any time one of the infected members attempts to find a cure for the disease, because they are tired (it takes your energy), the infected members begin to re-infect them again, eliminating their desire to become free. The disease does have cures and here are three of them: Mentorship - obtain a mentor who will stretch you and who cares more about your future than your feelings. Friends - who want more out of life and will push you to want the same. Education - invest in your informal education with books, audios and seminars. Life is so much better without this disease.   Principle #24 - Every decision you make, you should make with your future in mind.

Technology is transforming nearly every sector of our lives. Music, books, retailing, communication, news, photography, medicine, architecture, etc. etc. etc. have changed drastically, have become more efficient, and we all expect that those changes, improvements, and progress will continue. Education cannot sit in this customized world as an island, embracing the Industrial Age, and expect to survive.

Life expectancy rose only modestly between the Neolithic era of 8500 to 3500 BC and the Victorian era of 1850 to 1900.13 An American born in the late nineteenth century had an average life expectancy of around forty-five years, with a large share never making it past their first birthdays.14 Then something remarkable happened. In countries on the frontier of economic development, human health began to improve rapidly, education levels shot up, and standards of living began to grow and grow. Within a century, life expectancies had increased by two-thirds, average years of schooling had gone from single to double digits, and the productivity of workers and the pay they took home had doubled and doubled and then doubled again. With the United States leading the way, the rich world crossed a Great Divide—a divide separating centuries of slow growth, poor health, and anemic technical progress from one of hitherto undreamed-of material comfort and seemingly limitless economic potential. For the first time, rich countries experienced economic development that was both broad and deep, reaching all major segments of society and producing not just greater material comfort but also fundamental transformations in the health and life horizons of those it touched. As the French economist Thomas Piketty points out in his magisterial study of inequality, “It was not until the twentieth century that economic growth became a tangible, unmistakable reality for everyone.”15 The mixed economy was at the heart of this success—in the United States no less than in other Western nations. Capitalism played an essential role. But capitalism was not the new entrant on the economic stage. Effective governance was. Public health measures made cities engines of innovation rather than incubators of illness.16 The meteoric expansion of public education increased not only individual opportunity but also the economic potential of entire societies. Investments in science, higher education, and defense spearheaded breakthroughs in medicine, transportation, infrastructure, and technology. Overarching rules and institutions tamed and transformed unstable financial markets and turned boom-bust cycles into more manageable ups and downs. Protections against excessive insecurity and abject destitution encouraged the forward-looking investments and social integration that sustained growth required. At every level of society, the gains in health, education, income, and capacity were breathtaking. The mixed economy was a spectacularly positive-sum bargain: It redistributed power and resources, but as its impacts broadened and diffused, virtually everyone was made massively better off.

How would education be different if students, teachers, and parents sat on the same side of the table? How would engagement change if leaders sat down next to folks and said, “Thank you for your contributions. Here’s how you’re making a difference. This issue is getting in the way of your growth, and I think we can tackle it together.

Bill Gates wrote this in a New York Times op-ed: “Developing a systematic way to help teachers get better is the most powerful idea in education today. The surest way to weaken it is to twist it into a capricious exercise in public shaming. Let’s focus on creating a personnel system that truly helps teachers improve.

Happiness equals simplicity. It’s so easy to want to complicate life, to think that happiness is an impossibly long calculus equation that only the truly brilliant or truly successful or truly spiritual can solve, but I realized that if a half-educated chap like me could achieve it, maybe the formula wasn’t so complicated, after all.

To reignite creativity, innovation, and learning, leaders must rehumanize education and work. This means understanding how scarcity is affecting the way we lead and work, learning how to engage with vulnerability, and recognizing and combating shame. Make no mistake: honest conversations about vulnerability and shame are disruptive. The reason that we’re not having these conversations in our organizations is that they shine light in dark corners. Once there is language, awareness, and understanding, turning back is almost impossible and carries with it severe consequences. We all want to dare greatly. If you give us a glimpse into that possibility, we’ll hold on to it as our vision. It can’t be taken away.

Randy says, “You asked me earlier what is the highest and best purpose to which we could dedicate our lives. And the obvious answer is ‘to prevent future Holocausts.’ ” Avi laughs darkly. “I’m glad it’s obvious to you, my friend. I was beginning to think I was the only one.” “What!? Get over yourself, Avi. People are commemorating the Holocaust all the time.” “Commemorating the Holocaust is not, not not not not not, the same thing as fighting to prevent future holocausts. Most of the commemorationists are just whiners. They think that if everyone feels bad about past holocausts, human nature will magically transform, and no one will want to commit genocide in the future.” “I take it you do not share this view, Avi?” “Look at Bosnia!” Avi scoffs. “Human nature doesn’t change, Randy. Education is hopeless. The most educated people in the world can turn into Aztecs or Nazis just like that.” He snaps his fingers. “So what hope is there?” “Instead of trying to educate the potential perpetrators of holocausts, we try to educate the potential victims. They will at least pay some fucking attention.

We must "distil favorable ideas and sentiments in our soul," and must then transform these abstract ideas into warm, living, affective feelings.

Transformative teaching isn't just about bettering students’ life in the classroom; it's about empowering students to do better in all areas of their lives – now and in future.

Through transformative teaching, underachieving students can be empowered to rewrite the narrative of their lives and transform their perceived limitations into boundless opportunities for unparalleled achievement.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

First and foremost every Catholic educational institution is a place to encounter the living God who in Jesus Christ reveals his transforming love and truth.”67

Since the days of enslavement, African Americans have fought to gain access to quality education. Education can be transformative. It reshapes the health outcomes of a people; it breaks the cycle of poverty; it improves housing conditions; it raises the standard of living. Perhaps, most meaningfully, educational attainment significantly increases voter participation.135 In short, education strengthens a democracy.

When a nation's defense budget overwhelms its spending on education, know that something is fundamentally wrong with that nation.

Denial is the most predictable human response. Many people today are in denial of the radical change to the way humans live and do business, including the way we learn [education] courtesy of automation and cutting edge technology such as Artificial Intelligence [AI].

The rabbinical form of Judaism that emerged from this movement emphasized literacy and the skills to read and interpret the Torah. Even before the destruction of the temple, the Pharisee high priest Joshua ben Gamla issued a requirement in 63 or 65 AD that every Jewish father should send his sons to school at age six or seven. The goal of the Pharisees was universal male literacy so that everyone could understand and obey Jewish laws. Between 200 and 600 AD, this goal was largely attained, as Judaism became transformed into a religion based on study of the Torah (the first five books of the Bible) and the Talmud (a compendium of rabbinic commentaries). This remarkable educational reform was not accomplished without difficulty. Most Jews at the time earned their living by farming, as did everyone else. It was expensive for farmers to educate their sons and the education had no practical value. Many seem to have been unwilling to do so because the Talmud is full of imprecations against the ammei ha-aretz, which in Talmudic usage means boorish country folk who refuse to educate their children. Fathers are advised on no account to let their daughters marry the untutored sons of the ammei ha-aretz. The scorned country folk could escape this hectoring without totally abandoning Judaism. They could switch to a form of Judaism Lite developed by a diaspora Jew, one that did not require literacy or study of the Torah and was growing in popularity throughout this period. The diaspora Jew was Paul of Tarsus, and Christianity, the religion he developed, seamlessly wraps Judaism around the mystery cult creed of an agricultural vegetation god who dies in the fall and is resurrected in the spring.

If you wanna transform a nation's future, first and foremost, elevate the conditions of parents and teachers.

we end up spending more on beauty and body-related products than on education. Sadly, because of our magical eating, we are more likely to suffer from depression, anxiety, disordered eating (and, in some cases, eating disorders), and to have lower self-confidence, ambition, cognitive function, and achievement. This is a direct result of the message that our worth is based on our weight and of that message’s impact on our thoughts, feelings, behaviors, and how we live our lives.

The illiteracy of the 21st century will no longer be defined by the inability to read or write, but by the incapacity to adapt and innovate through the language of computer code.

Engagement through active learning is the alchemy of education, transforming classrooms into lively workshops where students don't just consume knowledge but actively forge their understanding through dynamic participation.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

We realized that our previous scramble to accumulate and upgrade everything about ourselves and our life was another kind of hunger, and we addressed it head-on by realizing that what we really hungered for was to have lives of meaning. We hungered to make a difference and began to devote ourselves to doing that. Some of us turned our energies to hunger initiatives, some to education, some to poverty, some to stopping abuse or providing shelter and healing for victims of abuse.

The key method Paul underscores as the means to the transformed life is by the “renewal of the mind.” This means nothing more and nothing less than education. Serious education. In-depth education. Disciplined education in the things of God. It calls for a mastery of the Word of God. We need to be people whose lives have changed because our minds have changed. True transformation comes by gaining a new understanding of God, ourselves, and the world.

When people ask me what I do, I don’t respond with my career. I don’t say I’m a mother, a therapist, an educator, or a coach. Those things are part of what I do, but they don’t define me. I live my life on purpose with a lot of passion and a desire to bring change and transformation to the world. My purpose defines me, and I work in alignment with that purpose.

It’s very important always to live your life by an inner scorecard, not an outer scorecard,

my experience has been that whiteness sees love as a prize it is owed, rather than a moral obligation it must demonstrate. Love, for whiteness, dissolves into a demand for grace, for niceness, for endless patience—to keep everyone feeling comfortable while hearts are being changed. In this way, so-called love dodges any responsibility for action and waits for the great catalytic moment that finally spurs accountability. I am not interested in love that is aloof. In a love that refuses hard work, instead demanding a bite-size education that doesn’t transform anything. In a love that qualifies the statement “Black lives matter,” because it is unconvinced this is true. I am not interested in a love that refuses to see systems and structures of injustice, preferring to ask itself only about personal intentions. This aloof kind of love is useless to me.