Effective Teaching Quotes

More generally, as I shall repeat in Chapter 8, one of the truly bad effects of religion is that it teaches us that it is a virtue to be satisfied with not understanding.

All stories teach, whether the storyteller intends them to or not. They teach the world we create. They teach the morality we live by. They teach it much more effectively than moral precepts and instructions.

The home is the first and most effective place to learn the lessons of life: truth, honor, virtue, self control, the value of education, honest work, and the purpose and privilege of life. Nothing can take the place of home in rearing and teaching children, and no worldly success can compensate for failure in the home.

That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.

Writers and artists build by hand little worlds that they hope might effect change in real minds, in the real world where stories are read. A story can make us cry and laugh, break our hearts, or make us angry enough to change the world.

Father, I anticipate the good things You have prepared for me today. Bring complete order to my day as I seek You first and make Your will my priority. I rejoice in the new day You have given me. I praise You for making it fruitful and productive. Thank You for teaching me ways to increase my effectiveness— to work smarter. I work according to Your agenda and perform for an audience of one—the Lord Jesus Christ. In Jesus’s name, amen.

When air is charged with emotions, an attempt to teach is often perceived as a form of judgment and rejection.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

What quantum physics teaches us is that everything we thought was physical is not physical.

Is the beauty myth good to men? It hurts them by teaching them how to avoid loving women. It prevents men from actually seeing women. It does not, contrary to its own professed ideology, stimulate and gratify sexual longing. In suggesting a vision in place of a woman, it has a numbing effect, reducing all senses but the visual, and impairing even that.

NOTE TO SELF – BOOMERANG EFFECT My words, thoughts and deeds have a boomerang effect. So be-careful what you send out!

Attachment principles teach us that most people are only as needy as their unmet needs. When their emotional needs are met, and the earlier the better, they usually turn their attention outward. This is sometimes referred to in attachment literature as the “dependency paradox”: The more effectively dependent people are on one another, the more independent and daring they become.

That’s why encouragement is a much more effective teaching device than punishment.

Parents think they can hand children permanent confidence—like a gift—by praising their brains and talent. It doesn’t work, and in fact has the opposite effect. It makes children doubt themselves as soon as anything is hard or anything goes wrong. If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.

Our greatest duty to our children is to love them first.  Secondly, it is to teach them.  Not to frighten, force, or intimidate our children into submission, but to effectively teach them so that they have the knowledge and tools to govern themselves.

People who smile,” he said, “tend to manage, teach and sell more effectively, and to raise happier children.

There are only two ways to influence human behavior: you can manipulate it or you can inspire it. Very few people or companies can clearly articulate WHY they do WHAT they do. By WHY I mean your purpose, cause or belief - WHY does your company exist? WHY do you get out of bed every morning? And WHY should anyone care? People don’t buy WHAT you do, they buy WHY you do it. We are drawn to leaders and organizations that are good at communicating what they believe. Their ability to make us feel like we belong, to make us feel special, safe and not alone is part of what gives them the ability to inspire us. For values or guiding principles to be truly effective they have to be verbs. It’s not “integrity,” it’s “always do the right thing.” It’s not “innovation,” it’s “look at the problem from a different angle.” Articulating our values as verbs gives us a clear idea - we have a clear idea of how to act in any situation. Happy employees ensure happy customers. And happy customers ensure happy shareholders—in that order. Leading is not the same as being the leader. Being the leader means you hold the highest rank, either by earning it, good fortune or navigating internal politics. Leading, however, means that others willingly follow you—not because they have to, not because they are paid to, but because they want to. You don’t hire for skills, you hire for attitude. You can always teach skills. Great companies don’t hire skilled people and motivate them, they hire already motivated people and inspire them. People are either motivated or they are not. Unless you give motivated people something to believe in, something bigger than their job to work toward, they will motivate themselves to find a new job and you’ll be stuck with whoever’s left. Trust is maintained when values and beliefs are actively managed. If companies do not actively work to keep clarity, discipline and consistency in balance, then trust starts to break down. All organizations start with WHY, but only the great ones keep their WHY clear year after year.

Kiaran and I have little connection beyond our names. We battle, bleed and hunt together almost every night. He teaches me how to slaughter in the most effective, brutal ways possible. But I've never told Kiaran why I hunt, and he has never told me why he kills his own kind. This is our ritual, our dance. The only one that matters.

As an effective teacher, you must not only know that which you would teach—that is, your content—but you must also know those whom you wish to teach.

I think it must be apparent to every thinking mind that the noblest of all professions is that of teaching, and that upon the effectiveness of that teaching hangs the destiny of nations.

Jesus's teaching consistently attracted the irreligious while offending the Bible-believing, religious people of his day. However, in the main, our churches today do not have this effect. The kind of outsiders Jesus attracted are not attracted to contemporary churches, even our most avant-garde ones. We tend to draw conservative, buttoned-down, moralistic people. The licentious and liberated or the broken and marginal avoid church. That can only mean one thing. If the preaching of our ministers and the practice of our parishioners do not have the same effect on people that Jesus had, then we must not be declaring the same message that Jesus did.

Children of narcissists learn that love is abuse. The narcissist teaches them that if someone displeases you, it is okay to harm them and call it love.

My experience has been that there are times to teach and times not to teach. When relationships are strained and the air charged with emotion, an attempt to teach is often perceived as a form of judgment and rejection.

Young girls today are very mistaken to be thinking that their sense of self-worth and their acknowledgment of their beauty depends on whether a man will give that to them or not. Such naïveté! And so what will happen when the man changes his mind about her? Tells her she's not beautiful enough? That she's not good enough? Cheats on her? Leaves her? Then what happens? She will lose all her self-worth, she will think she is not good enough, she is not beautiful enough, because all of those feelings depended on the man in the first place! And along with the loss of the man, it will all be lost as well! Mothers, teach your daughters better. It pains me to see such naive innocence right under my nose! Such naïveté does no good for any girl. It is better for a girl to be worldly-wise and have street-smarts! That's what a girl needs to have in life! Not wide-eyed delusional innocence! The sense of self-worth and acknowledgment of being beautiful must not come from a man, it must come from inside the woman herself, men will come and men will go and their coming and going must not take an effect on the woman's sense of worth and beauty.

...What I have denied and what my reason compels me to deny, is the existence of a Being throned above us as a god, directing our mundane affairs in detail, regarding us as individuals, punishing us, rewarding us as human judges might. When the churches learn to take this rational view of things, when they become true schools of ethics and stop teaching fables, they will be more effective than they are to-day... If they would turn all that ability to teaching this one thing – the fact that honesty is best, that selfishness and lies of any sort must surely fail to produce happiness – they would accomplish actual things. Religious faiths and creeds have greatly hampered our development. They have absorbed and wasted some fine intellects. That creeds are getting to be less and less important to the average mind with every passing year is a good sign, I think, although I do not wish to talk about what is commonly called theology. The criticisms which have been hurled at me have not worried me. A man cannot control his beliefs. If he is honest in his frank expression of them, that is all that can in justice be required of him. Professor Thomson and a thousand others do not in the least agree with me. His criticism of me, as I read it, charged that because I doubted the soul’s immortality, or ‘personality,’ as he called it, my mind must be abnormal, ‘pathological,’ in other, words, diseased... I try to say exactly what I honestly believe to be the truth, and more than that no man can do. I honestly believe that creedists have built up a mighty structure of inaccuracy, based, curiously, on those fundamental truths which I, with every honest man, must not alone admit but earnestly acclaim. I have been working on the same lines for many years. I have tried to go as far as possible toward the bottom of each subject I have studied. I have not reached my conclusions through study of traditions; I have reached them through the study of hard fact. I cannot see that unproved theories or sentiment should be permitted to have influence in the building of conviction upon matters so important. Science proves its theories or it rejects them. I have never seen the slightest scientific proof of the religious theories of heaven and hell, of future life for individuals, or of a personal God. I earnestly believe that I am right; I cannot help believing as I do... I cannot accept as final any theory which is not provable. The theories of the theologians cannot be proved. Proof, proof! That is what I always have been after; that is what my mind requires before it can accept a theory as fact. Some things are provable, some things disprovable, some things are doubtful. All the problems which perplex us, now, will, soon or late, be solved, and solved beyond a question through scientific investigation. The thing which most impresses me about theology is that it does not seem to be investigating. It seems to be asserting, merely, without actual study. ...Moral teaching is the thing we need most in this world, and many of these men could be great moral teachers if they would but give their whole time to it, and to scientific search for the rock-bottom truth, instead of wasting it upon expounding theories of theology which are not in the first place firmly based. What we need is search for fundamentals, not reiteration of traditions born in days when men knew even less than we do now. [Columbian Magazine interview]

One of the ways that your project, your personal healing, or your social invention can change the world is through story. But even if no one ever learns of it, even if it is invisible to every human on Earth, it will have no less of an effect.

Working an integral or performing a linear regression is something a computer can do quite effectively. Understanding whether the result makes sense—or deciding whether the method is the right one to use in the first place—requires a guiding human hand. When we teach mathematics we are supposed to be explaining how to be that guide. A math course that fails to do so is essentially training the student to be a very slow, buggy version of Microsoft Excel.

Dead men cannot take effective action; their power of influence on others lasts only till the grave. Deeds and actions that energise others belong only to the living. Well, then, look at the facts in this case. The Saviour is working mightily among men, every day He is invisibly persuading numbers of people all over the world, both within and beyond the Greek-speaking world, to accept His faith and be obedient to His teaching. Can anyone, in face of this, still doubt that He has risen and lives, or rather that He is Himself the Life? Does a dead man prick the consciences of men...?

Many people entertain the idea that Christianity,like almost any other religion,is basically a system of beliefs-you know, a set of doctrines or a code of behavior, a philosophy, an ideology. But that's a myth. Christianity is not at all like Buddhism or Islam or Confucianism. The founders of those religions said (in effect), 'Here is what I teach. Believe my teachings. Follow my philosophy.' Jesus said, 'Follow me'(Matthew 9:9). Leaders of the world's religions said, 'What do you think about what I teach?' Jesus said, 'Who do you say I am?'(Luke 9:20)

Here’s the thing, effective parenting and, more specifically, effective discipline, don’t require punishment. Equating discipline with punishment is an unfortunate, but common misconception. The root word in discipline is actually disciple which in the verb form means to guide, lead, teach, model, and encourage. In the noun form disciple means one who embraces the teaching of, follows the example of, and models their life after.

one of the truly bad effects of religion is that it teaches us that it is a virtue to be satisfied with not understanding.

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

Teaching people doesn’t subtract value from what you do, it actually adds to it. When you teach someone how to do your work, you are, in effect, generating more interest in your work. People feel closer to your work because you’re letting them in on what you know.

The Tetris Effect—When our brains get stuck in a pattern that focuses on stress, negativity, and failure, we set ourselves up to fail. This principle teaches us how to retrain our brains to spot patterns of possibility, so we can see—and seize—opportunity wherever we look.

I would love to teach every kid to say "fuck." Hang on, now, hang on, listen to why. The reason is because to me, that is a word that doesn't have any effect. But "stupid" and "dummy"? You can say it to someone who is six and you can say it to someone who is a hundred and six and they will hunch their shoulders and it will be like somebody kicked them in the stomach because they are harsh, ugly words.

The teachings of a religion should influence the personality and daily conduct of each believer. Thus, each person's conduct will normally be a reflection, to a greater or lesser degree, of that one's religious background. What effect does your religion have on you? Does your religion produce a kinder person? More generous, honest, humble, tolerant, and compassionate?

...nothing is more blissful than to occupy the heights effectively fortified by the teaching of the wise, tranquil sanctuaries from which you can look down upon others and see them wandering everywhere in their random search for the way of life, competing for intellectual eminence, disputing about rank, and striving night and day with prodigious effort to scale the summit of wealth and to secure power. O minds of mortals, blighted by your blindness! Amid what deep darkness and daunting dangers life’s little day is passed! To think that you should fail to see that nature importantly demands only that the body may be rid of pain, and that the mind, divorced from anxiety and fear, may enjoy a feeling of contentment!

i will learn how to love a person and then i will teach you and then we will know" seen from a great enough distance i cannot be seen i feel this as an extremely distinct sensation of feeling like shit; the effect of small children is that they use declarative sentences and then look at your face with an expression that says, ‘you will never do enough for the people you love’; i can feel the universe expanding and it feels like no one is trying hard enough the effect of this is an extremely shitty sensation of being the only person alive; i have been alone for a very long time it will take an extreme person to make me feel less alone the effect of being alone for a very long time is that i have been thinking very hard and learning about mortality, loneliness, people, society, and love; i am afraid that i am not learning fast enough; i can feel the universe expanding and it feels like no one has ever tried hard enough; when i cried in your room it was the effect of an extremely distinct sensation that ‘i am the only person alive,’ ‘i have not learned enough,’ and ‘i can feel the universe expanding and making things be further apart and it feels like a declarative sentence whose message is that we must try harder

You must realize that no matter how intently you count your breaths you will still perceive what is in your line of vision, since your eyes are open, and you will hear the normal sounds about you, as your ears are not plugged. And since your brain likewise is not asleep, various thought forms will dart about your mind. Now, they will not hamper or diminish the effectiveness of zazen unless, evaluating them as "good", you cling to them or, deciding they are "bad", you try to check or eliminate them.

Being a senior doesn't automatically make one wise but the wise & foolish alike have things to teach us.

All that is deformed ought to be reformed. The Word of God alone teaches us what ought to be so, and all reform effected otherwise is vain.

God's grace is the most incredible and insurmountable truth ever to be revealed to the human heart, which is why God has given us His Holy Spirit to superintend the process of more fully revealing the majesty of the work done on our behalf by our Savior. He teaches us to first cling to, and then enables us to adore with the faith He so graciously supplies, the mercy of God. This mercy has its cause and effect in the work of Jesus on the cross. 13.

We want to be clear: The skills we [teach] you for managing your emotions and controlling your urges to self-harm will never be quite as effective or satisfying as self-harm in the short run.

This medicinal potion was additionally consumed as part of a sacred ritual known as Sōmayajña where the Yogis that Jesus himself had taught were helped to reach an enlightened trance. In effect, Jesus had developed the Nirvanalaksanayoga Tantra specifically for women, to heal them from the psychological damage and abuse they had to endure at the hands of men. He wanted to enable them to rise above patriarchal dominance, realise their highest potential, and then he would guide them towards an enlightened state. The first person to benefit from this privilege was Mari [Mary Magdalene] herself. Jesus began teaching this discipline in every place that he visited: from Kashmir in the northernmost region of the Indian subcontinent, to Uttar Pradesh, and Mari would accompany him on every journey he embarked on, from east of the Indus to Nepal.

Because, sir, teaching young gentlemen has a dismal effect upon the soul.It exemplifies the badness of established, artificial authority. The pedagogue has almost absolute authority over pupils: he often beats them and insensibly he loses the sense of respect due to them as fellow human beings.He does them harm, but the harm they do him is far greater. He may easily become the all-knowing tyrant, always right, always virtuous; in any event he perpetually associates with his inferiors, the king of his company; and in a surprising short time alas this brands him with the mark of Cain. Have you ever known a schoolmaster fit to associate with grown men?

And it wasn’t like the company was afraid of GrayCris, but they had to teach them a lesson. (The lesson was: if you’re going to fuck with something bigger and meaner than you, use a quick targeted attack and then run away really fast. (This is the way I always try to operate, too.)

I have learned that neither kindness nor cruelty by themselves; independent of each other, creates any effect beyond themselves; and I have learned that the two combined, together, at the same time, are the teaching emotion. And what is gained is loss.

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

The great ones do not set up offices, charge fees, give lectures, or write books. Wisdom is silent, and the most effective propaganda for truth is the force of personal example. The great ones attract disciples, lesser figures whose mission is to preach and to teach. These are gospelers who, unequal to the highest task, spend their lives in converting others. The great ones are indifferent, in the profoundest sense. They don’t ask you to believe: they electrify you by their behavior. They are the awakeners. What you do with your petty life is of no concern to them. What you do with your life is only of concern to you, they seem to say. In short, their only purpose here on earth is to inspire. And what more can one ask of a human being than that?

All the various types of teachings and spiritual paths are related to the different capacities of understanding that different individuals have. There does not exist, from an absolute point of view, any teaching which is more perfect or effective than another. A teaching's value lies solely in the inner awakening which an individual can arrive at through it. If a person benefits from a given teaching, for that person that teaching is the supreme path, because it is suited to his or her nature and capacities. There's no sense in trying to judge it as more or less elevated in relation to other paths to realization.

I have found that battling despair does not mean closing my eyes to the enormity of the tasks of effecting change, nor ignoring the strength and the barbarity of the forces aligned against us. It means teaching, surviving and fighting with the most important resource I have, myself, and taking joy in that battle. It means, for me, recognizing the enemy outside and the enemy within, and knowing that my work is part of a continuum of women’s work, of reclaiming this earth and our power, and knowing that this work did not begin with my birth nor will it end with my death. And it means knowing that within this continuum, my life and my love and my work has particular power and meaning relative to others.

Psychologists call it “learned helplessness” when a person believes, as I did during my youth, that the choices I made had no effect on the outcomes in my life. From Middletown’s world of small expectations to the constant chaos of our home, life had taught me that I had no control. Mamaw and Papaw had saved me from succumbing entirely to that notion, and the Marine Corps broke new ground. If I had learned helplessness at home, the Marines were teaching learned willfulness. The

Accepting the fact that she did indeed have Alzheimer's, that she could only bank on two unacceptably effective drugs available to treat it, and that she couldn't trade any of this in for some other, curable disease, what did she want? Assuming the in vitro procedure worked, she wanted to live to hold Anna's baby and know it was her grandchild. She wanted to see Lydia act in something she was proud of. She wanted to see Tom fall in love. She wanted one more sabbatical year with John. She wanted to read every book she could before she could no longer read. She laughed a little, surprised at what she'd just revealed about herself. Nowhere in that list was anything about linguistics, teaching, or Harvard. She ate her last bite of cone. She wanted more sunny, seventy-degree days and ice-cream cones.

You will not remember much from school. School is designed to teach you how to respond and listen to authority figures in the event of an emergency. Like if there's a bomb in a mall or a fire in an office. It can, apparently, take you more than a decade to learn this. These are not the best days of your life. They are still ahead of you. You will fall in love and have your heart broken in many different, new and interesting ways in college or university (if you go) and you will actually learn things, as at this point, people will believe you have a good chance of obeying authority and surviving, in the event of an emergency. If, in your chosen career path, there are award shows that give out more than ten awards in one night or you have to pay someone to actually take the award home to put on your mantlepiece, then those awards are more than likely designed to make young people in their 20's work very late, for free, for other people. Those people will do their best to convince you that they have value. They don't. Only the things you do have real, lasting value, not the things you get for the things you do. You will, at some point, realise that no trophy loves you as much as you love it, that it cannot pay your bills (even if it increases your salary slightly) and that it won't hold your hand tightly as you say your last words on your deathbed. Only people who love you can do that. If you make art to feel better, make sure it eventually makes you feel better. If it doesn't, stop making it. You will love someone differently, as time passes. If you always expect to feel the same kind of love you felt when you first met someone, you will always be looking for new people to love. Love doesn't fade. It just changes as it grows. It would be boring if it didn't. There is no truly "right" way of writing, painting, being or thinking, only things which have happened before. People who tell you differently are assholes, petrified of change, who should be violently ignored. No philosophy, mantra or piece of advice will hold true for every conceivable situation. "The early bird catches the worm" does not apply to minefields. Perfection only exists in poetry and movies, everyone fights occasionally and no sane person is ever completely sure of anything. Nothing is wrong with any of this. Wisdom does not come from age, wisdom comes from doing things. Be very, very careful of people who call themselves wise, artists, poets or gurus. If you eat well, exercise often and drink enough water, you have a good chance of living a long and happy life. The only time you can really be happy, is right now. There is no other moment that exists that is more important than this one. Do not sacrifice this moment in the hopes of a better one. It is easy to remember all these things when they are being said, it is much harder to remember them when you are stuck in traffic or lying in bed worrying about the next day. If you want to move people, simply tell them the truth. Today, it is rarer than it's ever been. (People will write things like this on posters (some of the words will be bigger than others) or speak them softly over music as art (pause for effect). The reason this happens is because as a society, we need to self-medicate against apathy and the slow, gradual death that can happen to anyone, should they confuse life with actually living.)

The greatest book in the world, the Mahabharata, tells us we all have to live and die by our karmic cycle. Thus works the perfect reward-and-punishment, cause-and-effect, code of the universe. We live out in our present life what we wrote out in our last. But the great moral thriller also orders us to rage against karma and its despotic dictates. It teaches us to subvert it. To change it. It tells us we also write out our next lives as we live out our present. The Mahabharata is not a work of religious instruction. It is much greater. It is a work of art. It understands men will always fall in the shifting chasm between the tug of the moral and the lure of the immoral. It is in this shifting space of uncertitude that men become men. Not animals, not gods. It understands truth is relative. That it is defined by context and motive. It encourages the noblest of men - Yudhishtra, Arjuna, Lord Krishna himself - to lie, so that a greater truth may be served. It understands the world is powered by desire. And that desire is an unknowable thing. Desire conjures death, destruction, distress. But also creates love, beauty, art. It is our greatest undoing. And the only reason for all doing. And doing is life. Doing is karma. Thus it forgives even those who desire intemperately. It forgives Duryodhana. The man who desires without pause. The man who precipitates the war to end all wars. It grants him paradise and the admiration of the gods. In the desiring and the doing this most reviled of men fulfils the mandate of man. You must know the world before you are done with it. You must act on desire before you renounce it. There can be no merit in forgoing the not known. The greatest book in the world rescues volition from religion and gives it back to man. Religion is the disciplinarian fantasy of a schoolmaster. The Mahabharata is the joyous song of life of a maestro. In its tales within tales it takes religion for a spin and skins it inside out. Leaves it puzzling over its own poisoned follicles. It gives men the chance to be splendid. Doubt-ridden architects of some small part of their lives. Duryodhanas who can win even as they lose.

There's always moral instruction whether the writer inserts it deliberately or not. The least effective moral instruction in fiction is that which is consciously inserted. Partly because it won't reflect the storyteller's true beliefs, it will only reflect what he BELIEVES he believes, or what he thinks he should believe or what he's been persuaded of. But when you write without deliberately expressing moral teachings, the morals that show up are the ones you actually live by. The beliefs that you don't even think to question, that you don't even notice-- those will show up. And that tells much more truth about what you believe than your deliberate moral machinations.

Experience teaches effectually, but brutally. It makes us acquainted with all the effects of an action, by causing us to feel them; and we cannot fail to finish by knowing that fire burns, if we have burned ourselves. For this rough teacher, I should like, if possible, to substitute a more gentle one. I mean Foresight. For this purpose I shall examine the consequences of certain economical phenomena, by placing in opposition to each other those which are seen, and those which are not seen.

Once we have broken free of the prejudices of our own provincially limited ecclesiastical, tribal, or national rendition of the world archetypes, it becomes possible to understand that the supreme initiation is not that of the local motherly fathers, who then project aggression onto the neighbors for their own defense. The good news, which the World Redeemer brings and which so many have been glad to hear, zealous to preach, but reluctant, apparently, to demonstrate, is that God is love, the He can be, and is to be, loved, and that all without exception are his children. Such comparatively trivial matters as the remaining details of the credo, the techniques of worship, and devices of episcopal organization (which have so absorbed the interest of Occidental theologians that they are today seriously discussed as the principal questions of religion), are merely pedantic snares, unless kept ancillary to the major teaching. Indeed, where not so kept, they have the regressive effect: they reduce the father image back again to the dimensions of the totem. And this, of course, is what has happened throughout the Christian world. One would think that we had been called upon to decide or to know whom, of all of us, the Father prefers. Whereas, the teaching is much less flattering: "Judge not, that ye be not judged." The World Savior's cross, in spite of the behavior of its professed priests, is a vastly more democratic symbol than the local flag.

I realised from quite early on in my childhood that I saw things differently from other people,' he wrote. 'But, more than not, it's helped me in my life. Psychopathy(if that's what you call it) is like a medicine for modern times. If you take it in moderation it can prove extremely beneficial. It can alleviate a lot of existential ailments that we would otherwise fall victim to because our fragile psychological immune systems just aren't up to the job of protecting us. But if you take too much of it, if you overdose on it, then there can, as is the case with all medicines, be some rather unpleasant side effects.

Before you can be effective in communication with ANYONE else, you must know who YOU are. It begins with you. Believe me when I say, I don't need anyone's approval in this classroom ... I'm great company for myself. Me, myself, and I ... we laugh a lot. (Said on the first week of class each phase, somewhat rewording each time, but the gist is always there).

„All effective propaganda“, Hitler wrote, „must be expressed in a few stereotyped formulas.“ The stereotyped formulas must be constantly repeated for „only constant repetition will finally succeed in im printing an idea upon the memory of a crowd.“ Philosophy teaches us to feel uncertain about the things that seems to us self-evident. Propaganda, on the other hand, teaches us to accept as self-evident matters about which it would be reasonable to suspend our judgement or to feel doubt.

There is a problem that begins in our universities, and it comes down to Social Justice. The most immediate aspect of the problem is that Social Justice scholarship gets passed down to students, who then go out into the world. This effect is strongest within Social Justice fields, which teach students to be skeptical of science, reason, and evidence; to regard knowledge as tied to identity; to read oppressive power dynamics into every interaction; to politicize every facet of life; and to apply ethical principles unevenly, in accordance with identity.

Nothing bothers me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.

The act of making music, clothes, art, or even food has a very different, and possibly more beneficial effect on us than simply consuming those things. And yet for a very long time, the attitude of the state toward teaching and funding the arts has been in direct opposition to fostering creativity among the general population. It can often seem that those in power don’t want us to enjoy making things for ourselves—they’d prefer to establish a cultural hierarchy that devalues our amateur efforts and encourages consumption rather than creation. This might sound like I believe there is some vast conspiracy at work, which I don’t, but the situation we find ourselves in is effectively the same as if there were one. The way we are taught about music, and the way it’s socially and economically positioned, affect whether it’s integrated (or not) into our lives, and even what kind of music might come into existence in the future. Capitalism tends toward the creation of passive consumers, and in many ways this tendency is counterproductive.

O VENENO ARDENTE DO DESGOSTO. THE WHITE HOT POISON OF ANGER. When others make us angry at them- at their shamelessness, injustice, inconsideration- then they exercise power over us, they proliferate and gnaw at our soul, then anger is like a white-hot poison that corrods all mild, noble and balanced feelings and robs us of sleep. Sleepless, we turn on the light and are angry at the anger that has lodged like a succubus who sucks us dry and debilitates us. We are not only furious at the damage, but also that it develops in us all by itself, for while we sit on the edge of the bed with aching temples, the distant catalyst remains untouched by the corrosive force of the anger that eats at us. On the empty internal stage bathed in the harsh light of mute rage, we perform all by ourselves a drama with shadow figures and shadow words we hurl against enemies in helpless rage we feel as icy blazing fire in our bowels. And the greater our despair that is only a shadow play and not a real discussion with the possibility of hurting the other and producing a balance of suffering, the wilder the poisonous shadows dance and haunt us even in the darkest catacombs of our dreams. (We will turn the tables, we think grimly, and all night long forge words that will produce in the other the effect of a fire bomb so that now he will be the one with the flames of indignation raging inside while we, soothed by schadenfreude, will drink our coffee in cheerful calm.) What could it mean to deal appropriately with anger? We really don't want to be soulless creatures who remain thoroughly indifferent to what they come across, creatures whose appraisals consist only of cool, anemic judgments and nothing can shake them up because nothing really bothers them. Therefore, we can't seriously wish not to know the experience of anger and instead persist in an equanimity that wouldn't be distinguished from tedious insensibility. Anger also teaches us something about who we are. Therefore this is what I'd like to know: What can it mean to train ourselves in anger and imagine that we take advantage of its knowledge without being addicted to its poison? We can be sure that we will hold on to the deathbed as part of the last balance sheet- and this part will taste bitter as cyanide- that we have wasted too much, much too much strength and time on getting angry and getting even with others in a helpless shadow theater, which only we, who suffered impotently, knew anything about. What can we do to improve this balance sheet? Why did our parents, teachers and other instructors never talk to us about it? Why didn't they tell something of this enormous significance? Not give us in this case any compass that could have helped us avoid wasting our soul on useless, self-destructive anger?

A single word indicative of doubt, that any thing, or every thing, in that country is not the very best in the world, produces an effect which must be seen and felt to be understood. If the citizens of the United States were indeed the devoted patriots they call themselves, they would surely not thus encrust themselves in the hard, dry, stubborn persuasion, that they are the first and best of the human race, that nothing is to be learnt, but what they are able to teach, and that nothing is worth having, which they do not possess.

Here one comes upon an all-important English trait: the respect for constituitionalism and legality, the belief in 'the law' as something above the state and above the individual, something which is cruel and stupid, of course, but at any rate incorruptible. It is not that anyone imagines the law to be just. Everyone knows that there is one law for the rich and another for the poor. But no one accepts the implications of this, everyone takes for granted that the law, such as it is, will be respected, and feels a sense of outrage when it is not. Remarks like 'They can't run me in; I haven't done anything wrong', or 'They can't do that; it's against the law', are part of the atmosphere of England. The professed enemies of society have this feeling as strongly as anyone else. One sees it in prison-books like Wilfred Macartney's Walls Have Mouths or Jim Phelan's Jail Journey, in the solemn idiocies that take places at the trials of conscientious objectors, in letters to the papers from eminent Marxist professors, pointing out that this or that is a 'miscarriage of British justice'. Everyone believes in his heart that the law can be, ought to be, and, on the whole, will be impartially administered. The totalitarian idea that there is no such thing as law, there is only power, has never taken root. Even the intelligentsia have only accepted it in theory. An illusion can become a half-truth, a mask can alter the expression of a face. The familiar arguments to the effect that democracy is 'just the same as' or 'just as bad as' totalitarianism never take account of this fact. All such arguments boil down to saying that half a loaf is the same as no bread. In England such concepts as justice, liberty and objective truth are still believed in. They may be illusions, but they are powerful illusions. The belief in them influences conduct,national life is different because of them. In proof of which, look about you. Where are the rubber truncheons, where is the caster oil? The sword is still in the scabbard, and while it stays corruption cannot go beyond a certain point. The English electoral system, for instance, is an all but open fraud. In a dozen obvious ways it is gerrymandered in the interest of the moneyed class. But until some deep change has occurred in the public mind, it cannot become completely corrupt. You do not arrive at the polling booth to find men with revolvers telling you which way to vote, nor are the votes miscounted, nor is there any direct bribery. Even hypocrisy is powerful safeguard. The hanging judge, that evil old man in scarlet robe and horse-hair wig,whom nothing short of dynamite will ever teach what century he is living in, but who will at any rate interpret the law according to the books and will in no circumstances take a money bribe,is one of the symbolic figures of England. He is a symbol of the strange mixture of reality and illusion, democracy and privilege, humbug and decency, the subtle network of compromises, by which the nation keeps itself in its familiar shape.

Reaction against the machine-culture. - The machine, itself a product of the highest intellectual energies, sets in motion in those who server it almost nothing but the lower, non-intellectual energies. It thereby releases a vast quantity of energy in general that would otherwise lie dormant, it is true; but it provides no instigation to enhancement, to improvement, to becoming an artist. It makes men active and uniform - but in the long run this engenders a counter-effect, a despairing boredom of soul, which teaches to long for idleness in all it varieties.

In short, honesty is more than a moral principle. It is also a major economic factor. While government can do little to create honesty directly, in various ways it can indirectly either support or undermine the traditions on which honest conduct is based. This it can do by what it teaches in its schools, by the examples set by public officials, or by the laws that it passes. These laws can create incentives toward either moral or immoral conduct. Where laws create a situation in which the only way to avoid ruinous losses is by violating the law, the government is in effect reducing public respect for laws in general, as well as rewarding specific dishonest behavior.

As I discussed in the previous chapter, attachment researchers have shown that our earliest caregivers don't only feed us, dress us, and comfort us when we are upset; they shape the way our rapidly growing brain perceives reality. Our interactions with our caregivers convey what is safe and what is dangerous: whom we can count on and who will let us down; what we need to do to get our needs met. This information is embodied in the warp and woof of our brain circuitry and forms the template of how we think of ourselves and the world around us. These inner maps are remarkably stable across time. This doesn‘t mean, however, that our maps can‘t be modified by experience. A deep love relationship, particularly during adolescence, when the brain once again goes through a period of exponential change, truly can transform us. So can the birth of a child, as our babies often teach us how to love. Adults who were abused or neglected as children can still learn the beauty of intimacy and mutual trust or have a deep spiritual experience that opens them to a larger universe. In contrast, previously uncontaminated childhood maps can become so distorted by an adult rape or assault that all roads are rerouted into terror or despair. These responses are not reasonable and therefore cannot be changed simply by reframing irrational beliefs.

The effect of legalised prostitution on women outside prostitution is to lower the status of all women. Women are recognised by the state in this system as the appropriate objects of male penetration with no consideration for their personhood or pleasure. This teaches that the penetration and use of an unwilling woman is ‘sex’, an idea that lies at the root of sexual violence against women in general. There is no chance of developing a sexuality of equality in which women’s pleasure, right to say no, and bodily integrity are respected whilst the violence of prostitution is allowed to continue with state support for men’s behaviour.

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

Unfortunately we find systems of education today that have departed so far from the plain truth that they now teach us to be proud of what we know and ashamed of ignorance. This is doubly corrupt. It is corrupt not only because pride is in itself a mortal sin, but also because to teach pride in knowledge is to put an effective barrier against any advance upon what is already known, since it makes one ashamed to look beyond the bounds imposed by one’s ignorance. To any person prepared to enter with respect into the realm of this great and universal ignorance, the secrets of being will eventually unfold, and they will do so in a measure according to his freedom from natural and indoctrinated shame in his respect of their revelation.

her mother in order to win her love and approval. The daughter doesn’t realize that the behaviors that will please her mother are entirely arbitrary, determined only by her mother’s self-seeking concern. Most damaging is that a narcissistic mother never approves of her daughter simply for being herself, which the daughter desperately needs in order to grow into a confident woman. A daughter who doesn’t receive validation from her earliest relationship with her mother learns that she has no significance in the world and her efforts have no effect. She tries her hardest to make a genuine connection with Mom, but fails, and thinks that the problem of rarely being able to please her mother lies within herself. This teaches the daughter that she is unworthy of love. The daughter’s notion of mother-daughter love is warped; she feels she must “earn” a close connection by seeing to Mom’s needs and constantly doing what it takes to please her. Clearly, this isn’t the same as feeling loved. Daughters of narcissistic mothers sense that their picture of love is distorted, but they don’t know what the real picture would look like. This early, learned equation of love—pleasing another with no return for herself—has far-reaching, negative effects on a daughter’s future romantic relationships,

Artists and artisans both demonstrate with perfect clarity that a person is least able to appropriate for himself those things which are most peculiarly his. His works leave him as birds do the best in which they were hatched. In this respect an architect's fate is the strangest of all. How often he employs his whole intellect and warmth of feeling in the creation of rooms from which he must exclude himself. Royal halls owe their splendor to him, and he may not share in the enjoyment of their finest effects. In temples he draws the line between himself and the holy of holies; the steps he built to ceremonies that lift up the heady, he may no longer climb; just as the goldsmith worships only from afar the monstrance which he wrought in the fire and set with jewels. With the keys of the palace the architect hands over all it's comforts to the wealthy man, and has not the least part in them. Surely in this way art must little by little grow away from the artist, if the work, like a child provided for, no longer teaches back to touch its father.

To avoid the hard necessity of either obeying or rejecting the plain instructions of our Lord in the New Testament we take refuge in a liberal interpretation of them. We evangelicals also know how to avoid the sharp point of obedience by means of fine and intricate explanations. These are tailor-made for the flesh. They excuse disobedience, comfort carnality and make the words of Christ of none effect. And the essence of it all is that Christ simply could not have meant what He said. His teachings are accepted even theoretically only after they have been weakened by interpretation.

I think Skyblock at its core is the ultimate challenge in resource management. You spawn on a tiny island in an empty universe. All you have is a tree, some supplies and some dirt to stand on. You have to treasure EVERY dirt block, because if one falls into the void, there's no way to replace it and as you carefully navigate your absurd circumstance, you gain a new appreciation for the few things you have as you meticulously use them to their fullest effect. With nothing but some ice, lava and saplings you slowly transform this empty expanse into a world of your very own. Skyblock teaches us that no matter how ridiculous the odds may seem, within us resides the power to overcome these challenges and achieve something beautiful. That one day, we'll look back at where we started and be amazed by how far we've come.

I cannot write myself. What, after all, is this "I" who would write himself? Even as he would enter into the writing, the writing would take the wind out of his sails, would render him null and void -- futile; a gradual dilapidation would occur, in which the other's image, too, would be gradually involved (to write on something is to outmode it), a disgust whose conclusion could only be: what's the use? what obstructs amorous writing is the illusion of expressivity: as a writer, or assuming myself to be one, I continue to fool myself as to the effects of language: I do not know that the word "suffering" expresses no suffering and that, consequently, to use it is not only to communicate nothing but even, and immediately, to annoy, to irritate (not to mention the absurdity). Someone would have to teach me that one cannot write without burying "sincerity" (always the Orpheus myth: not to turn back). What writing demands, and what any lover cannot grant it without laceration, is to sacrifice a little of his Image-repertoire, and to assure thereby, through his language, the assumption of a little reality. All I might produce, at best, is a writing of the Image-repertoire; and for that I would have to renounce the Image-repertoire of writing -- would have to let myself be subjugated by my language, submit to the injustices (the insults) it will not fail to inflict upon the double Image of the lover and of his other. The language of the Image-repertoire would be precisely the utopia of language: an entirely original, paradisiac language, the language of Adam -- "natural, free of distortion or illusion, limpid mirror of our sense, a sensual language (die sensualische Sprache)": "In the sensual language, all minds converse together, they need no other language, for this is the language of nature.

Philosophy is a bitter medicine with many fearsome side effects, but if you are able to stomach it, it can cure your soul of the many ills and infirmities of ignorance. Given the choice, most men prefer not to take it, and many of those who do soon find that they cannot carry on with it. In the end, they choose what is more pleasant over what is more wholesome, and prefer the society of those who encourage them in their follies to that of those who admonish and improve them. You, on the other hand, appear to be minded otherwise, for when a young men sets for himself the highest standards of education and conduct, he naturally shuns the company of mindless nobodies and boldly seeks out that of the singular men who are prepared to teach him and challenge him and exhort him to virtue. In time, by his strivings, he will come to realize that it is from the hardest toil and noblest deeds that the purest and most persisting pleasures are to be had, and, taking pity on other men, and thinking also of the gods, he will do everything in his power to share this precious secret.

Words can evoke emotions, change minds, teach lessons, convey ideas, lift spirits, or simply make us smile. I am here to tell you that as a young boy, when I read the great authors, the words sang and danced for me; the words caused me to dream; the words caused me to laugh and smile; The words gave me hope; The words brought me to tears. Young and unaware, I wondered how this is possible-how can words on a page in a book have such a profound effect on me? So many years later, I believe I finally know the answer to that question: Words are the foundation of our humanity. We exist in our words. We are the words that we choose. Words matter. It’s as simple as that.

Morals do exist outside of organized religion, and the ‘morality’ taught by many of these archaic systems is often outdated, sexist, racist, and teaches intolerance and inequality. When a parent forces a child into a religion, the parent is effectively handicapping his or her own offspring by limiting the abilities of the child to question the world around him or her and make informed decisions. Children raised under these conditions will mature believing that their religion is the only correct one, and, in the case of Christianity, they will believe that all who doubt their religion’s validity will suffer eternal damnation. This environment is one that often breeds hate, ignorance, and ‘justified’ violence.

I had a pupil who turned in a couple of well-crafted essays on Descartes, subjecting "cogito ergo sum" to effective and damaging criticism...This was the sort of thing the best students did, and it was thought to be Oxford intellectual training at its most sophistocated. But I said to him, "If all the criticisms you've made of Descartes are valid-- and on the whole I think they are-- why are we spending our time here now discussing him? Why have you just devoted a fortnight of your life to reading his main works and writing two essays about them? ...More to the point: if all these things are wrong with his ideas--and I think they are-- why is his name known to every educated person in the Western world today, three and a half centuries after his death? ...[text].. The pupil saw my point straight away but was at a loss to answer...[text].. Along such lines as these I made it a conscious principle of my teaching, whatever the subject, to get the pupil first of all to do the necessary learning, and the detailed work of analysis and criticism, and then to raise "Yes, but what is the point of all this-- why are we doing it?" questions. And students almost invariably found that it was only when that stage was reached that the really exciting interest and importantance of what it was they were doing opened up before their eyes.

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

In some circumstances, a focus on extrinsic rewards (money) can actually diminish effort. Most (or at least many) teachers enter their profession not because of the money but because of their love for children and their dedication to teaching. The best teachers could have earned far higher incomes if they had gone to banking. It is almost insulting to assume that they are not doing what they can to help their students learn, and that by paying them an extra $500 or $1,500, they would exert greater effort. Indeed, incentive pay can be corrosive: it reminds teachers of how bad their pay is, and those who are led thereby to focus on money may be induced to find a better paying job, leaving behind only those for whom teaching is the only alternative. (Of course, if teachers perceive themselves to be badly paid, that will undermine morale, and that will have adverse incentive effects)

After an injunction had been judicially intimated to me by this Holy Office, to the effect that I must altogether abandon the false opinion that the sun is the center of the world and immovable, and that the earth is not the center of the world, and moves, and that I must not hold, defend, or teach in any way whatsoever, verbally or in writing, the said false doctrine, and after it had been notified to me that the said doctrine was contrary to Holy Scripture — I wrote and printed a book in which I discuss this new doctrine already condemned, and adduce arguments of great cogency in its favor, without presenting any solution of these, and for this reason I have been pronounced by the Holy Office to be vehemently suspected of heresy, that is to say, of having held and believed that the Sun is the center of the world and immovable, and that the earth is not the center and moves: Therefore, desiring to remove from the minds of your Eminences, and of all faithful Christians, this vehement suspicion, justly conceived against me, with sincere heart and unfeigned faith I abjure, curse, and detest the aforesaid errors and heresies, and generally every other error, heresy, and sect whatsoever contrary to the said Holy Church, and I swear that in the future I will never again say or assert, verbally or in writing, anything that might furnish occasion for a similar suspicion regarding me; but that should I know any heretic, or person suspected of heresy, I will denounce him to this Holy Office, or to the Inquisitor or Ordinary of the place where I may be. Further, I swear and promise to fulfill and observe in their integrity all penances that have been, or that shall be, imposed upon me by this Holy Office. And, in the event of my contravening, any of these my promises and oaths, I submit myself to all the pains and penalties imposed and promulgated in the sacred canons and other constitutions, general and particular, against such delinquents.

Oh, those lapses, darling. So many of us walk around letting fly with “errors.” We could do better, but we’re so slovenly, so rushed amid the hurly-burly of modern life, so imprinted by the “let it all hang out” ethos of the sixties, that we don’t bother to observe the “rules” of “correct” grammar. To a linguist, if I may share, these “rules” occupy the exact same place as the notion of astrology, alchemy, and medicine being based on the four humors. The “rules” make no logical sense in terms of the history of our language, or what languages around the world are like. Nota bene: linguists savor articulateness in speech and fine composition in writing as much as anyone else. Our position is not—I repeat, not—that we should chuck standards of graceful composition. All of us are agreed that there is usefulness in a standard variety of a language, whose artful and effective usage requires tutelage. No argument there. The argument is about what constitutes artful and effective usage. Quite a few notions that get around out there have nothing to do with grace or clarity, and are just based on misconceptions about how languages work. Yet, in my experience, to try to get these things across to laymen often results in the person’s verging on anger. There is a sense that these “rules” just must be right, and that linguists’ purported expertise on language must be somehow flawed on this score. We are, it is said, permissive—perhaps along the lines of the notorious leftist tilt among academics, or maybe as an outgrowth of the roots of linguistics in anthropology, which teaches that all cultures are equal. In any case, we are wrong. Maybe we have a point here and there, but only that.

The parable teaches us the nature of that union. The connection between the vine and the branch is a living one. No external, temporary union will suffice; no work of man can effect it: the branch, whether an original or an engrafted one, is such only by the Creator's own work, in virtue of which the life, the sap, the fatness, and the fruitfulness of the vine communicate themselves to the branch. And just so it is with the believer too. His union with his Lord is no work of human wisdom or human will, but an act of God, by which the closest and most complete life-union is effected between the Son of God and the sinner. "God hath sent forth the Spirit of His Son into your hearts." The same Spirit which dwelt and still dwells in the Son, becomes the life of the believer; in the unity of that one Spirit, and the fellowship of the same life which is in Christ, he is one with Him. As between the vine and branch, it is a life-union that makes them one.

They're arguing for giving homework and tests to all young children, or separating them into winners and losers, because these tykes need to get used to such things -- as if exposure itself will inoculate them against the negative effects they would otherwise experience later. If we were interested in helping children to anticipate and deal with unpleasant experiences, it might make sense to discuss the details with them and perhaps guide them through role-playing exercises. But why would we subject kids to those experiences? After all, to teach children how to handle a fire emergency, we talk to them about the dangers of smoke inhalation and advise them where to go when the alarm sounds. We don't actually set them on fire. But the key point is this: From a developmental perspective, BGUTI [Better-Get-Used-To-It worldview] is flat-out wrong. People don't get better at coping with unhappiness because they were because they were deliberately made unhappy when they were young On the contrary, what best prepares children to deal with the challenges of the real world is to experience success and joy, to feel supported and respected, to receive loving guidance and unconditional care and the chance to have some say about what happens to them.

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

...The spiritual Oriental teachers say a person has three forms of mind,'' Beatrice was explaining to him once, while they were on break between one lesson and another at university, ''which are the dense mind, the subtle level and the ultra-subtle mind. Primary Consciousness, or the dense mind, is that existential, Sartrean mind which is related to our senses and so it is guided directly by human primitive instincts; in Sanskrit, this is referred to as ālaya-vijñāna which is directly tied to the brain. The subtle mind comes into effect when we begin to be aware of our true nature or that which in Sanskrit is called Ātman or self-existent essence that eventually leads us to the spiritual dimension. Ultimately there is the Consciousness-Only or the Vijñapti-Mātra, an ultra-subtle mind which goes beyond what the other two levels of mind can fabricate, precisely because this particular mind is not a by-product of the human brain but a part of the Cosmic Consciousness of the Absolute, known in Sanskrit as Tathāgatagarbha, and it is at this profound level of Consciousness that we are able to achieve access to the Divine Wisdom and become one with it in an Enlightened State.'' ''This spiritual subject really fascinates me,'' the Professor would declare, amazed at the extraordinary knowledge that Beatrice possessed.'' ''In other words, a human being recognises itself from its eternal essence and not from its existence,'' Beatrice replied, smiling, as she gently touched the tip of his nose with the tip of her finger, as if she was making a symbolic gesture like when children are corrected by their teachers. ''See, here,'' she had said once, pulling at the sleeve of his t-shirt to make him look at her book. ''For example, in the Preface to the 1960 Notes on Dhamma, the Buddhist philosopher from the University of Cambridge, Ñāṇavīra Thera, maintains those that have understood Buddhist teachings have gone way beyond Existential Thought. And on this same theme, the German scholar of Buddhist texts, Edward Conze, said that the possible similarity that exists between Buddhist and Existential Thought lies only on the preliminary level. He said that in terms of the Four Noble Truths, or in Sanskrit Catvāri Āryasatyāni, the Existentialists have only the first, which teaches everything is ill. Of the second - which assigns the origin of ill to craving - they have a very imperfect grasp. As for the third and fourth, which consist of letting go of craving, and the Noble Eightfold Path that leads to liberation from the cycle of rebirth in the form of Nirvāṇa - these are unheard of. Knowing no way out, the Existentialists are manufacturers of their own woes...

Here’s the short version of how to practice mindfuless: 1. Start with two minutes. For two minutes a day, direct your attention to your breath: the way the air comes into your body and your chest and belly expand, and the way the breath leaves your body and your chest and belly deflate. 2. The first thing that will happen is your mind will wander to something else. That’s normal. That’s healthy. That’s actually the point. Notice that your mind wandered, let those extraneous thoughts go—you can return to them as soon as the two minutes are up—and allow your attention to return to your breath. 3. Noticing that your mind wandered and then returning your attention to your breath is the real work of mindfulness. It’s not so much about paying attention to your breath as it is about noticing what you’re paying attention to without judgment, and making a choice about whether you want to pay attention to it. What you’re “mindful” of is both your breath and your attention to your breath. By practicing this skill of noticing what you’re paying attention to, you are teaching yourself to be in control of your brain, so that your brain is not in control of you. This regular two-minute practice will gradually result in periodic moments throughout the day when you notice what you’re paying attention to and then decide if that’s what you want to pay attention to right now, or if you want to pay attention to something else. What you pay attention to matters less than how you pay attention. This is a sideways strategy for weeding trauma out of your garden. It’s a way of simply noticing a weed and then deciding if you want to water it or not, pull it or not, fertilize it or not. The weed of trauma will gradually disappear as long as at least half the time you choose not to nurture it. And the more you choose to withdraw your protection from the trauma, the faster it will wither and die. Mindfulness is good for everyone and everything. It is to your mind what exercise and green vegetables are to your body. If you change only one thing in your life as a result of reading this book, make it this daily two-minute practice. The practice grants the opportunity to “cultivate deep respect for emotions,” differentiating their causes from their effects and granting you choice over how you manage them.

Don’t get me wrong. I’m not recommending one form of love over another. I don’t know if prudent or reckless love is the better, monied or penniless love the surer, heterosexual or homosexual love the sexier, married or unmarried love the stronger. I may be tempted towards didacticism, but this isn’t an advice column. I can’t tell you whether or not you’re in love. If you need ask, then you probably aren’t, that’s my only advice… But I can tell you why to love. Because the history of the world, which only stops at the half-house of love to bulldoze it into rubble, is ridiculous without it. The history of the world becomes brutally self-important without love. Our random mutation is essential because it is unnecessary. Love won’t change the history of the world (that nonsense about Cleopatra’s nose is strictly for sentimentalists), but it will do something much more important: teach us to stand up to history, to ignore its chin-out strut. I don’t accept your terms, love says; sorry, you don’t impress, and by the way what a silly uniform you’re wearing. Of course, we don’t fall in love to help out with the world’s ego problem; yet this is one of love’s surer effects.’ Love and truth, that's the vital connection, love and truth. [. . .] How you cuddle in the dark governs how you see the history of the world.

Why would I what?” Will asked, wanting another bite of his burger. “Why would you risk your job teaching some stupid fantasy book?” “Because alternative universe literature promotes critical thinking, imagination, empathy, and creative problem solving. Children who are fluent in fiction are more able to interpret nonfiction and are better at understanding things like basic cause and effect, sociology, politics, and the impact of historical events on current events. Many of our technological advances were imagined by science fiction writers before the tech became available to create them, and many of today’s inventors were inspired by science fiction and fantasy to make a world more like the world in the story. Many of today’s political conundrums were anticipated by science fiction writers like Orwell, Huxley, and Heinlein, and sci-fi and fantasy tackle ethical problems in a way that allows people to analyze the problem with some emotional remove, which is important because the high emotions are often what lead to violence. Works like Harry Potter tackle the idea of abuse of power and—” Will stopped himself and swallowed. Everybody at the table, including Kenny, was staring at him in openmouthed surprise. “Anyway,” he said before taking a monster bite of his cooling hamburger on a sudden attack of nerves, “iss goomfer umf.” “It’s good for us,” Kenny translated, sounding a little stunned

Among this bewildering multiplicity of ideals which shall we choose? The answer is that we shall choose none. For it is clear that each one of these contradictory ideals is the fruit of particular social circumstances. To some extent, of course, this is true of every thought and aspiration that has ever been formulated. Some thoughts and aspirations, however, are manifestly less dependent on particular social circumstances than others. And here a significant fact emerges: all the ideals of human behaviour formulated by those who have been most successful in freeing themselves from the prejudices of their time and place are singularly alike. Liberation from prevailing conventions of thought, feeling and behaviour is accomplished most effectively by the practice of disinterested virtues and through direct insight into the real nature of ultimate reality. (Such insight is a gift, inherent in the individual; but, though inherent, it cannot manifest itself completely except where certain conditions are fulfilled. The principal pre-condition of insight is, precisely, the practice of disinterested virtues.) To some extent critical intellect is also a liberating force. But the way in which intellect is used depends upon the will. Where the will is not disinterested, the intellect tends to be used (outside the non-human fields of technology, science or pure mathematics) merely as an instrument for the rationalization of passion and prejudice, the justification of self-interest. That is why so few even of die acutest philosophers have succeeded in liberating themselves completely from the narrow prison of their age and country. It is seldom indeed that they achieve as much freedom as the mystics and the founders of religion. The most nearly free men have always been those who combined virtue with insight. Now, among these freest of human beings there has been, for the last eighty or ninety generations, substantial agreement in regard to the ideal individual. The enslaved have held up for admiration now this model of a man, now that; but at all times and in all places, the free have spoken with only one voice. It is difficult to find a single word that will adequately describe the ideal man of the free philosophers, the mystics, the founders of religions. 'Non-attached* is perhaps the best. The ideal man is the non-attached man. Non-attached to his bodily sensations and lusts. Non-attached to his craving for power and possessions. Non-attached to the objects of these various desires. Non-attached to his anger and hatred; non-attached to his exclusive loves. Non-attached to wealth, fame, social position. Non-attached even to science, art, speculation, philanthropy. Yes, non-attached even to these. For, like patriotism, in Nurse Cavel's phrase, 'they are not enough, Non-attachment to self and to what are called 'the things of this world' has always been associated in the teachings of the philosophers and the founders of religions with attachment to an ultimate reality greater and more significant than the self. Greater and more significant than even the best things that this world has to offer. Of the nature of this ultimate reality I shall speak in the last chapters of this book. All that I need do in this place is to point out that the ethic of non-attachment has always been correlated with cosmologies that affirm the existence of a spiritual reality underlying the phenomenal world and imparting to it whatever value or significance it possesses.

Most of the time, we have to be strong, we must not show our fragility. We’ve known that since the schoolyard. There is always a fragile bit of us, but we keep it very hidden. Yet Venetian glass doesn’t apologise for its weakness. It admits its delicacy; it is confident enough to demand careful treatment; it makes the world understand it could easily be damaged. It’s not fragile because of a deficiency, or by mistake. It's not as if its maker was trying to make it tough and hardy and then - stupidly - ended up with something a child could snap, or that would be shattered by clumsy mishandling. It is fragile and easily harmed as the consequence of its search for transparency and refinement and its desire to welcome sunlight and candle light into its depths. Glass can achieve wonderful effects but the necessary price is fragility. Some good things things have to be delicate - the dish says: ‘I am delightful, but if you knock me about I’ll break, and that’s not my fault.’ It is the duty of civilisation to allow the more delicate forms of human activity to thrive; to create environments where it is OK to be fragile. And we know, really, that it is not glass which most needs this care, it is ourselves. It’s obvious the glass could easily be smashed, so it makes you use your fingers tenderly; you have to be careful how you grasp the stem. It teaches us that moderation is admirable, and elegant, not just a tedious demand. It tells us that being careful is glamorous and exciting - even fashionable. It is a moral tale about gentleness, told by means of a drinking vessel. This is training for the more important moments in life when moderation will make a real difference to other people. Being mature - and civilised - means being aware of the effect of one’s strength on others.

As Christians we face two tasks in our evangelism: saving the soul and saving the mind, that is to say, not only converting people spiritually, but converting them intellectually as well. And the Church is lagging dangerously behind with regard to this second task. If the church loses the intellectual battle in one generation, then evangelism will become immeasurably more difficult in the next. The war is not yet lost, and it is one which we must not lose: souls of men and women hang in the balance. For the sake of greater effectiveness in witnessing to Jesus Christ Himself, as well as for their own sakes, evangelicals cannot afford to keep on living on the periphery of responsible intellectual existence. Thinking about your faith is indeed a virtue, for it helps you to better understand and defend your faith. But thinking about your faith is not equivalent to doubting your faith. Doubt is never a purely intellectual problem. There is a spiritual dimension to the problem that must be recognized. Never lose sight of the fact that you are involved in spiritual warfare and there is an enemy of your soul who hates you intensely, whose goal is your destruction, and who will stop at nothing to destroy you. Reason can be used to defend our faith by formulating arguments for the existence of God or by refuting objections. But though the arguments so developed serve to confirm the truth of our faith, they are not properly the basis of our faith, for that is supplied by the witness of the Holy Spirit Himself. Even if there were no arguments in defense of the faith, our faith would still have its firm foundation. The more I learn, the more desperately ignorant I feel. Further study only serves to open up to one's consciousness all the endless vistas of knowledge, even in one's own field, about which one knows absolutely nothing. Don't let your doubts just sit there: pursue them and keep after them until you drive them into the ground. We should be cautious, indeed, about thinking that we have come upon the decisive disproof of our faith. It is pretty unlikely that we have found the irrefutable objection. The history of philosophy is littered with the wrecks of such objections. Given the confidence that the Holy Spirit inspires, we should esteem lightly the arguments and objections that generate our doubts. These, then, are some of the obstacles to answered prayer: sin in our lives, wrong motives, lack of faith, lack of earnestness, lack of perseverance, lack of accordance with God’s will. If any of those obstacles hinders our prayers, then we cannot claim with confidence Jesus’ promise, “Whatever you ask in my name, I will do it”. And so I was led to what was for me a radical new insight into the will of God, namely, that God’s will for our lives can include failure. In other words, God’s will may be that you fail, and He may lead you into failure! For there are things that God has to teach you through failure that He could never teach you through success. So many in our day seem to have been distracted from what was, is and always will be the true priority for every human being — that is, learning to know God in Christ. My greatest fear is that I should some day stand before the Lord and see all my works go up in smoke like so much “wood, hay, and stubble”. The chief purpose of life is not happiness, but knowledge of God. People tend naturally to assume that if God exists, then His purpose for human life is happiness in this life. God’s role is to provide a comfortable environment for His human pets. But on the Christian view, this is false. We are not God’s pets, and the goal of human life is not happiness per se, but the knowledge of God—which in the end will bring true and everlasting human fulfilment. Many evils occur in life which may be utterly pointless with respect to the goal of producing human happiness; but they may not be pointless with respect to producing a deeper knowledge of God.

There is a vast difference between being a Christian and being a disciple. The difference is commitment. Motivation and discipline will not ultimately occur through listening to sermons, sitting in a class, participating in a fellowship group, attending a study group in the workplace or being a member of a small group, but rather in the context of highly accountable, relationally transparent, truth-centered, small discipleship units. There are twin prerequisites for following Christ - cost and commitment, neither of which can occur in the anonymity of the masses. Disciples cannot be mass produced. We cannot drop people into a program and see disciples emerge at the end of the production line. It takes time to make disciples. It takes individual personal attention. Discipleship training is not about information transfer, from head to head, but imitation, life to life. You can ultimately learn and develop only by doing. The effectiveness of one's ministry is to be measured by how well it flourishes after one's departure. Discipling is an intentional relationship in which we walk alongside other disciples in order to encourage, equip, and challenge one another in love to grow toward maturity in Christ. This includes equipping the disciple to teach others as well. If there are no explicit, mutually agreed upon commitments, then the group leader is left without any basis to hold people accountable. Without a covenant, all leaders possess is their subjective understanding of what is entailed in the relationship. Every believer or inquirer must be given the opportunity to be invited into a relationship of intimate trust that provides the opportunity to explore and apply God's Word within a setting of relational motivation, and finally, make a sober commitment to a covenant of accountability. Reviewing the covenant is part of the initial invitation to the journey together. It is a sobering moment to examine whether one has the time, the energy and the commitment to do what is necessary to engage in a discipleship relationship. Invest in a relationship with two others for give or take a year. Then multiply. Each person invites two others for the next leg of the journey and does it all again. Same content, different relationships. The invitation to discipleship should be preceded by a period of prayerful discernment. It is vital to have a settled conviction that the Lord is drawing us to those to whom we are issuing this invitation. . If you are going to invest a year or more of your time with two others with the intent of multiplying, whom you invite is of paramount importance. You want to raise the question implicitly: Are you ready to consider serious change in any area of your life? From the outset you are raising the bar and calling a person to step up to it. Do not seek or allow an immediate response to the invitation to join a triad. You want the person to consider the time commitment in light of the larger configuration of life's responsibilities and to make the adjustments in schedule, if necessary, to make this relationship work. Intentionally growing people takes time. Do you want to measure your ministry by the number of sermons preached, worship services designed, homes visited, hospital calls made, counseling sessions held, or the number of self-initiating, reproducing, fully devoted followers of Jesus? When we get to the shore's edge and know that there is a boat there waiting to take us to the other side to be with Jesus, all that will truly matter is the names of family, friends and others who are self initiating, reproducing, fully devoted followers of Jesus because we made it the priority of our lives to walk with them toward maturity in Christ. There is no better eternal investment or legacy to leave behind.

A woman named Cynthia once told me a story about the time her father had made plans to take her on a night out in San Francisco. Twelve-year-old Cynthia and her father had been planning the “date” for months. They had a whole itinerary planned down to the minute: she would attend the last hour of his presentation, and then meet him at the back of the room at about four-thirty and leave quickly before everyone tried to talk to him. They would catch a tram to Chinatown, eat Chinese food (their favourite), shop for a souvenir, see the sights for a while and then “catch a flick” as her dad liked to say. Then they would grab a taxi back to the hotel, jump in the pool for a quick swim (her dad was famous for sneaking in when the pool was closed), order a hot fudge sundae from room service, and watch the late, late show. They discussed the details over and over again before they left. The anticipation was part of the whole experience. This was all going according to plan until, as her father was leaving the convention centre, he ran into an old college friend and business associate. It had been years since they had seen each other, and Cynthia watched as they embraced enthusiastically. His friend said, in effect: “I am so glad you are doing some work with our company now. When Lois and I heard about it we thought it would be perfect. We want to invite you, and of course Cynthia, to get a spectacular seafood dinner down at the Wharf!” Cynthia’s father responded: “Bob, it’s so great to see you. Dinner at the wharf sounds great!” Cynthia was crestfallen. Her daydreams of tram rides and ice cream sundaes evaporated in an instant. Plus, she hated seafood and she could just imagine how bored she would be listening to the adults talk all night. But then her father continued: “But not tonight. Cynthia and I have a special date planned, don’t we?” He winked at Cynthia and grabbed her hand and they ran out of the door and continued with what was an unforgettable night in San Francisco. As it happens, Cynthia’s father was the management thinker Stephen R. Covey (author of The Seven Habits of Highly Effective People) who had passed away only weeks before Cynthia told me this story. So it was with deep emotion she recalled that evening in San Francisco. His simple decision “Bonded him to me forever because I knew what mattered most to him was me!” she said.5 One simple answer is we are unclear about what is essential. When this happens we become defenceless. On the other hand, when we have strong internal clarity it is almost as if we have a force field protecting us from the non-essentials coming at us from all directions. With Rosa it was her deep moral clarity that gave her unusual courage of conviction. With Stephen it was the clarity of his vision for the evening with his loving daughter. In virtually every instance, clarity about what is essential fuels us with the strength to say no to the non-essentials. Stephen R. Covey, one of the most respected and widely read business thinkers of his generation, was an Essentialist. Not only did he routinely teach Essentialist principles – like “The main thing is to keep the main thing the main thing” – to important leaders and heads of state around the world, he lived them.6 And in this moment of living them with his daughter he made a memory that literally outlasted his lifetime. Seen with some perspective, his decision seems obvious. But many in his shoes would have accepted the friend’s invitation for fear of seeming rude or ungrateful, or passing up a rare opportunity to dine with an old friend. So why is it so hard in the moment to dare to choose what is essential over what is non-essential?

On the labour front in 1919 there was an unprecedented number of strikes involving many millions of workers. One of the lager strikes was mounted by the AF of L against the United States Steel Corporation. At that time workers in the steel industry put in an average sixty-eight-hour week for bare subsistence wages. The strike spread to other plants, resulting in considerable violence -- the death of eighteen striking workers, the calling out of troops to disperse picket lines, and so forth. By branding the strikers Bolsheviks and thereby separating them from their public support, the Corporation broke the strike. In Boston, the Police Department went on strike and governor Calvin Coolidge replaced them. In Seattle there was a general strike which precipitated a nationwide 'red scare'. this was the first red scare. Sixteen bombs were found in the New York Post Office just before May Day. The bombs were addressed to men prominent in American life, including John D. Rockefeller and Attorney General Mitchell Palmer. It is not clear today who was responsible for those bombs -- Red terrorists, Black anarchists, or their enemies -- but the effect was the same. Other bombs pooped off all spring, damaging property, killing and maiming innocent people, and the nation responded with an alarm against Reds. It was feared that at in Russia, they were about to take over the country and shove large cocks into everyone's mother. Strike that. The Press exacerbated public feeling. May Day parades in the big cities were attacked by policemen, and soldiers and sailors. The American Legion, just founded, raided IWW headquarters in the State of Washington. Laws against seditious speech were passed in State Legislatures across the country and thousands of people were jailed, including a Socialist Congressman from Milwaukee who was sentenced to twenty years in prison. To say nothing of the Espionage and Sedition Acts of 1917 which took care of thousands more. To say nothing of Eugene V. Debs. On the evening of 2 January 1920, Attorney General Palmer, who had his eye on the White House, organized a Federal raid on Communist Party offices throughout the nation. With his right-hand assistant, J. Edgar Hoover, at his right hand, Palmer effected the arrest of over six thousand people, some Communist aliens, some just aliens, some just Communists, and some neither Communists nor aliens but persons visiting those who had been arrested. Property was confiscated, people chained together, handcuffed, and paraded through the streets (in Boston), or kept in corridors of Federal buildings for eight days without food or proper sanitation (in Detroit). Many historians have noted this phenomenon. The raids made an undoubted contribution to the wave of vigilantism winch broke over the country. The Ku Klux Klan blossomed throughout the South and West. There were night raidings, floggings, public hangings, and burnings. Over seventy Negroes were lynched in 1919, not a few of them war veterans. There were speeches against 'foreign ideologies' and much talk about 'one hundred per cent Americanism'. The teaching of evolution in the schools of Tennessee was outlawed. Elsewhere textbooks were repudiated that were not sufficiently patriotic. New immigration laws made racial distinctions and set stringent quotas. Jews were charged with international conspiracy and Catholics with trying to bring the Pope to America. The country would soon go dry, thus creating large-scale, organized crime in the US. The White Sox threw the Series to the Cincinnati Reds. And the stage was set for the trial of two Italian-born anarchists, N. Sacco and B. Vanzetti, for the alleged murder of a paymaster in South Braintree, Mass. The story of the trial is well known and often noted by historians and need not be recounted here. To nothing of World War II--

and confused if someone does not appreciate their niceness. Others often sense this and avoid giving them feedback not only, effectively blocking the nice person’s emotional growth, but preventing risks from being taken. You never know with a nice person if the relationship would survive a conflict or angry confrontation. This greatly limits the depths of intimacy. And would you really trust a nice person to back you up if confrontation were needed? 3. With nice people you never know where you really stand. The nice person allows others to accidentally oppress him. The “nice” person might be resenting you just for talking to him, because really he is needing to pee. But instead of saying so he stands there nodding and smiling, with legs tightly crossed, pretending to listen. 4. Often people in relationship with nice people turn their irritation toward themselves, because they are puzzled as to how they could be so upset with someone so nice. In intimate relationships this leads to guilt, self-hate and depression. 5. Nice people frequently keep all their anger inside until they find a safe place to dump it. This might be by screaming at a child, blowing up a federal building, or hitting a helpless, dependent mate. (Timothy McVeigh, executed for the Oklahoma City bombing, was described by acquaintances as a very, very nice guy, one who would give you the shirt off his back.) Success in keeping the anger in will often manifest as psychosomatic illnesses, including arthritis, ulcers, back problems, and heart disease. Proper Peachy Parents In my work as a psychotherapist, I have found that those who had peachy keen “Nice Parents” or proper “Rigidly Religious Parents” (as opposed to spiritual parents), are often the most stuck in chronic, lowgrade depression. They have a difficult time accessing or expressing any negative feelings towards their parents. They sometimes say to me “After all my parents did for me, seldom saying a harsh word to me, I would feel terribly guilty complaining. Besides, it would break their hearts.” Psychologist Rollo May suggested that it is less crazy-making to a child to cope with overt withdrawal or harshness than to try to understand the facade of the always-nice parent. When everyone agrees that your parents are so nice and giving, and you still feel dissatisfied, then a child may conclude that there must be something wrong with his or her ability to receive love. -§ Emotionally starving children are easier to control, well fed children don’t need to be. -§ I remember a family of fundamentalists who came to my office to help little Matthew with his anger problem. The parents wanted me to teach little Matthew how to “express his anger nicely.” Now if that is not a formula making someone crazy I do not know what would be. Another woman told me that after her stinking drunk husband tore the house up after a Christmas party, breaking most of the dishes in the kitchen, she meekly told him, “Dear, I think you need a breath mint.” Many families I work with go through great anxiety around the holidays because they are going to be forced to be with each other and are scared of resuming their covert war. They are scared that they might not keep the nice garbage can lid on, and all the rotting resentments and hopeless hurts will be exposed. In the words to the following song, artist David Wilcox explains to his parents why he will not be coming home this Thanksgiving: Covert War by David Wilcox