Engaging Learning Quotes

I’ve had many enemies over the years. If there’s one thing I’ve learned, it’s never engage in a fight you’re sure to lose. On the other hand, never let anyone who has insulted you get away with it. Bide your time and strike back when you’re in a position of strength—even if you no longer need to strike back.

To love someone fiercely, to believe in something with your whole heart, to celebrate a fleeting moment in time, to fully engage in a life that doesn’t come with guarantees – these are risks that involve vulnerability and often pain. But, I’m learning that recognizing and leaning into the discomfort of vulnerability teaches us how to live with joy, gratitude and grace.

Adrian von Trotha was thinking, “Soldiers must obey their officers and I shall enforce that! As well, the enemy will not obtain any leniency from me!

Those prancing little pants-wetters come here to learn the colorful and gentlemanly art of fencing, with its many sporting limitations and its proscriptions against dishonorable engagements. You on the other hand, you are going to learn how to kill men with a sword.

Everyone is recharged for the second half, no bell, no forced learning, no principal’s office for tardiness or absenteeism; instead, a voluntary return to our collective pane of learning. Final conversations simmer down and the attention is refocused.

To say that straight men are heterosexual is only to say that they engage in sex (fucking exclusively with the other sex, i.e., women). All or almost all of that which pertains to love, most straight men reserve exclusively for other men. The people whom they admire, respect, adore, revere, honor, whom they imitate, idolize, and form profound attachments to, whom they are willing to teach and from whom they are willing to learn, and whose respect, admiration, recognition, honor, reverence and love they desire… those are, overwhelmingly, other men. In their relations with women, what passes for respect is kindness, generosity or paternalism; what passes for honor is removal to the pedestal. From women they want devotion, service and sex. Heterosexual male culture is homoerotic; it is man-loving.

Mara hurries over and takes my hands. "Er, congratulations on your pending nuptials?" I whisper, "He'll be so angry when he learns I have engaged us without his knowledge.

We learn more from people who challenge our thought process than those who affirm our conclusions. Strong leaders engage their critics and make themselves stronger. Weak leaders silence their critics and make themselves weaker. This reaction isn’t limited to people in power. Although we might be on board with the principle, in practice we often miss out on the value of a challenge network.

Again, the exercise begins. For me, the American in me, the city of Detroit comes to mind. A house, once within the bustling city, now lies on the outskirts. Industry has come and gone, and the car manufacturers have relocated. I recall images of the rough lifestyles south of 8 Mile. The city’s borders have changed. Post-apocalyptic, long grasses sway with the wind. The house is melancholy and lonely. The owners: maybe there, maybe not.

Because secrets do not increase in value if kept in a gore-ian lockbox, because one's past is either made useful or else mutates and becomes cancerous. We share things for the obvious reasons: it makes us feel un-alone, it spreads the weight over a larger area, it holds the possibility of making our share lighter. And it can work either way - not simply as a pain-relief device, but, in the case of not bad news but good, as a share-the-happy-things-I've-seen/lessons-I've-learned vehicle. Or as a tool for simple connectivity for its own sake, a testing of waters, a stab at engagement with a mass of strangers.

wanted to read between the lines. I wanted to be someone who truly understood the meaning of an author’s words. I wanted to know more people, to be able to engage in deep conversations, and to learn what it was to be human.

Education is not the piling on of learning, information, data, facts, skills, or abilities--that's training or instruction--but is rather a making visible what is hidden as a seed... To be educated, a person doesn't have to know much or be informed, but he or she does have to have been exposed vulnerably to the transformative events of an engaged human life... One of the greatest problems of our time is that many are schooled but few are educated.

If you aren’t hearing your inner voice, it could mean you’re overburdened or not stimulated enough, or that you’ve learned to shut it off because the people around you have refused to engage it. Perhaps you’ve had a hardening of the arteries around your soul. I believe the choices we make in our lives and the people and places surrounding us increase the volume of our inner voice, decrease it, or annihilate it entirely.

Socializing is more positive than being alone, that’s why meetings are so popular. People don’t like being alone. That would be, however, an important skill to learn...

Philosophy is the toil which can never tire persons engaged in it. All ways are strewn with roses, and the farther you go, the more enchanting objects appear before you and invite you on.

Learning to stop sweating the small stuff involves deciding what things to engage in and what things to ignore. From a certain perspective, life can be described as a series of mistakes, one right after another with a little space in between.

Order is not enough. You can’t just be stable, and secure, and unchanging, because there are still vital and important new things to be learned. Nonetheless, chaos can be too much. You can’t long tolerate being swamped and overwhelmed beyond your capacity to cope while you are learning what you still need to know. Thus, you need to place one foot in what you have mastered and understood and the other in what you are currently exploring and mastering. Then you have positioned yourself where the terror of existence is under control and you are secure, but where you are also alert and engaged. That is where there is something new to master and some way that you can be improved. That is where meaning is to be found.

I know how much you grieve over those who are under your care: those you try to help and fail, those you cannot help. Have faith in God and remember that He will is His own way and in His own time complete what we so poorly attempt. Often we do not achieve for others the good that we intend but achieve something, something that goes on from our effort. Good is an overflow. Where we generously and sincerely intend it, we are engaged in a work of creation which may be mysterious even to ourselves - and because it is mysterious we may be afraid of it. But this should not make us draw back. God can always show us, if we will, a higher and a better way; and we can only learn to love by loving. Remember that all our failures are ultimately failures in love. Imperfect love must not be condemned and rejected but made perfect. The way is always forward, never back.

I often forget that other people's stories aren't simply introductions to my own more engaging, more dramatic, more relevant, and better-told tales, but rather ends in themselves, tales I can learn from or repeat or dissect or savor.

To reiterate: not all things need to be finished, and free reading is a prime example of this. Writing – or the composition of words which are intended to be read – just like painting, sculpting, or composing music, is a form of art. Typically, not all art is able to resonate with each and every viewer – or, in this case, reader. If we walk through a museum and see a boring painting, or listen to an album we don’t enjoy, we won’t keep staring at said painting, nor will we listen to the album. So, if we don’t like a book, if we aren’t learning from it, dreaming about it, enjoying its descriptions, pondering its messages, or whatever else may be redeeming about a specific book, why would we waste our time to “just finish it?” Sure, we may add another book to the list of books read, but is more always better?

It took me years to learn to sit at my desk for more than two minutes at a time, to put up with the solitude and the terror of failure, and the godawful silence and the white paper. And now that I can take it . . . now that I can finally do it . . . I'm really raring to go. I was in my study writing. I was learning how to go down into myself and salvage bits and pieces of the past. I was learning how to sneak up on the unconscious and how to catch my seemingly random thoughts and fantasies. By closing me out of his world, Bennett had opened all sorts of worlds inside my own head. Gradually I began to realize that none of the subjects I wrote poems about engaged my deepest feelings, that there was a great chasm between what I cared about and what I wrote about. Why? What was I afraid of? Myself, most of all, it seemed. "Freedom is an illusion," Bennett would have said and, in a way, I too would have agreed. Sanity, moderation, hard work, stability . . . I believed in them too. But what was that other voice inside of me which kept urging me on toward zipless fucks, and speeding cars and endless wet kisses and guts full of danger? What was that other voice which kept calling me coward! and egging me on to burn my bridges, to swallow the poison in one gulp instead of drop by drop, to go down into the bottom of my fear and see if I could pull myself up? Was it a voice? Or was it a thump? Something even more primitive than speech. A kind of pounding in my gut which I had nicknamed my "hunger-thump." It was as if my stomach thought of itself as a heart. And no matter how I filled it—with men, with books, with food—it refused to be still. Unfillable—that's what I was. Nymphomania of the brain. Starvation of the heart.

I believe the best managers acknowledge and make room for what they do not know—not just because humility is a virtue but because until one adopts that mindset, the most striking breakthroughs cannot occur. I believe that managers must loosen the controls, not tighten them. They must accept risk; they must trust the people they work with and strive to clear the path for them; and always, they must pay attention to and engage with anything that creates fear. Moreover, successful leaders embrace the reality that their models may be wrong or incomplete. Only when we admit what we don’t know can we ever hope to learn it.

If one has failed to develop curiosity and interest in the early years, it is a good idea to acquire them now, before it is too late to improve the quality of life. To do so is fairly easy in principle, but more difficult in practice. Yet it is sure worth trying. The first step is to develop the habit of doing whatever needs to be done with concentrated attention, with skill rather than inertia. Even the most routine tasks, like washing dishes, dressing, or mowing the lawn become more rewarding if we approach them with the care it would take to make a work of art. The next step is to transfer some psychic energy each day from tasks that we don’t like doing, or from passive leisure, into something we never did before, or something we enjoy doing but don’t do often enough because it seems too much trouble. There are literally millions of potentially interesting things in the world to see, to do, to learn about. But they don’t become actually interesting until we devote attention to them.

We need students who can learn how to learn, who can discover how to push themselves and are generous enough and honest enough to engage with the outside world to make those dreams happen.

If you approach and engage people with respect and empathy, the seemingly impossible can become real.

Instead think, “We have a disagreement,” and engage your curiosity to learn your friend’s perspective. Being curious about your friend’s experience is more important than being right.

The scientific method," Thomas Henry Huxley once wrote, "is nothing but the normal working of the human mind." That is to say, when the mind is working; that is to say further, when it is engaged in corrrecting its mistakes. Taking this point of view, we may conclude that science is not physics, biology, or chemistry--is not even a "subject"--but a moral imperative drawn from a larger narrative whose purpose is to give perspective, balance, and humility to learning.

You are never lonely when the mind is engaged.

You are shameless!” he said angrily. “Nonsense! You only say so because I drove your horses,” she answered. “Never mind! I will engage not to do so again.” “I’ll take care of that!” he retorted. “Let me tell you, my dear Cousin, that I should be better pleased if you would refrain from meddling in the affairs of my family!” “Now, that,” said Sophy, “I am very glad to know, because if ever I should desire to please you I shall know just how to set about it. I daresay I shan’t, but one likes to be prepared for any event, however unlikely.” He turned his head to look at her, his eyes narrowed, and their expression was by no means pleasant. “Are you thinking of being so unwise as to cross swords with me?” he demanded. “I shan’t pretend to misunderstand you, Cousin, and I will leave you in no doubt of my own meaning! If you imagine that I will ever permit that puppy to marry my sister, you have yet something to learn of me!” “Pooh!” said Sophy. “Mind your horses, Charles, and don’t talk fustian to me.

Between the ages of twenty and forty we are engaged in the process of discovering who we are, which involves learning the differences between accidental limitations which it is our duty to outgrow and the necessary limitations of our nature beyond which we cannot trespass with impunity.

If I want to be the best, I have to take risks others would avoid, always optimizing the learning potential of the moment and turning adversity to my advantage. That said, there are times when the body needs to heal, but those are ripe opportunities to deepen the mental, technical, internal side of my game. When aiming for the top, your path requires an engaged, searching mind. You have to make obstacles spur you to creative new angles in the learning process. Let setbacks deepen your resolve. You should always come off an injury or a loss better than when you went down.

Learn to catch yourself and stop yourself immediately when you are engaging in negative self-talk.

A child's reading is guided by pleasure, but his pleasure is undifferentiated; he cannot distinguish, for example, between aesthetic pleasure and the pleasures of learning or daydreaming. In adolescence we realize that there are different kinds of pleasure, some of which cannot be enjoyed simultaneously, but we need help from others in defining them. Whether it be a matter of taste in food or taste in literature, the adolescent looks for a mentor in whose authority he can believe. He eats or reads what his mentor recommends and, inevitably, there are occasions when he has to deceive himself a little; he has to pretend that he enjoys olives or War and Peace a little more than he actually does. Between the ages of twenty and forty we are engaged in the process of discovering who we are, which involves learning the difference between accidental limitations which it is our duty to outgrow and the necessary limitations of our nature beyond which we cannot trespass with impunity. Few of us can learn this without making mistakes, without trying to become a little more of a universal man than we are permitted to be. It is during this period that a writer can most easily be led astray by another writer or by some ideology. When someone between twenty and forty says, apropos of a work of art, 'I know what I like,'he is really saying 'I have no taste of my own but accept the taste of my cultural milieu', because, between twenty and forty, the surest sign that a man has a genuine taste of his own is that he is uncertain of it. After forty, if we have not lost our authentic selves altogether, pleasure can again become what it was when we were children, the proper guide to what we should read.

There’s still much to do; still so much to learn. Mr. La Forge – engage!

...learning always occurs in a context of taking action, and they value engagement and experience as the most effective strategies for deep learning.

Thad: “But this is a boy, and you need to think of your reputation if you’re spending time alone with him—” Ari: ”Learning how to put a man's eye out or take him down at the knees. Very romantic stuff, Thad. Very romantic. Oh, and we also hid a body together, so we're practically engaged.

We go to school for twelve or more years during our childhoods and early adulthoods, and then we’re done. But when the pace of change gets this fast, the only way to retain a lifelong working capacity is to engage in lifelong learning.

It was necessary to keep our religious masters at St. Michael's unacquainted with the fact, that, instead of spending the Sabbath in wrestling, boxing, and drinking whisky, we were trying to learn how to read the will of God; for they had much rather see us engaged in those degrading sports, than to see us behaving like intellectual, moral, and accountable beings.

I want to be able to listen to recording of piano sonatas and know who's playing. I want to go to classical concerts and know when you're meant to clap. I want to be able to 'get' modern jazz without it all sounding like this terrible mistake, and I want to know who the Velvet Underground are exactly. I want to be fully engaged in the World of Ideas, I want to understand complex economics, and what people see in Bob Dylan. I want to possess radical but humane and well-informed political ideals, and I want to hold passionate but reasoned debates round wooden kitchen tables, saying things like 'define your terms!' and 'your premise is patently specious!' and then suddenly to discover that the sun's come up and we've been talking all night. I want to use words like 'eponymous' and 'solipsistic' and 'utilitarian' with confidence. I want to learn to appreciate fine wines, and exotic liquers, and fine single malts, and learn how to drink them without turning into a complete div, and to eat strange and exotic foods, plovers' eggs and lobster thermidor, things that sound barely edible, or that I can't pronounce...Most of all I want to read books; books thick as brick, leather-bound books with incredibly thin paper and those purple ribbons to mark where you left off; cheap, dusty, second-hand books of collected verse, incredibly expensive, imported books of incomprehensible essays from foregin universities. At some point I'd like to have an original idea...And all of these are the things that a university education's going to give me.

We must learn to close doors. A business strategy is primarily a statement on what not to engage in. Adopt a life strategy similar to a corporate strategy: Write down what not to pursue in your life. In other words, make calculated decisions to disregard certain possibilities and when an option shows up, test it against your not-to-pursue list. It will not only keep you from trouble but also save you lots of thinking time. Think hard once and then just consult your list instead of having to make up your mind whenever a new door cracks open. Most doors are not worth entering, even when the handle seems to turn so effortlessly.

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

We can learn to pay attention, concentrate, devote ourselves to authors. We can slow down so we can hear the voice of texts, feel the movement of sentences, experience the pleasure of words--and own passages that speak to us. (p. 41)

There weren’t many good things to be said or felt about my situation. Not many at all. But the rule is that after any engagement, won or lost, you replay it in you mind to see how much you can learn. So that’s what I did...

It has meant getting in touch with my body and feelings in real time, and learning to express them. I am learning to engage in generative conflict, to say no, to feel my limits, taking time to feel my heartache when it comes—from living in America, from interpersonal trauma or grief, from movement losses.

The challenge of recovery is to reestablish ownership of your body and your mind — of your self. This means feeling free to know what you know and to feel what you feel without becoming overwhelmed, enraged, ashamed, or collapsed. For most people this involves (1) finding a way to become calm and focused, (2) learning to maintain that calm in response to images, thoughts, sounds, or physical sensations that remind you of the past, (3) finding a way to be fully alive in the present and engaged with the people around you, (4) not having to keep secrets from yourself, including secrets about the ways that you have managed to survive.

What stays with you longest and deepest? Of curious panics, of hard-fought engagements or sieges tremendous what deepest remains?

Now, your Honor, I have spoken about the war. I believed in it. I don’t know whether I was crazy or not. Sometimes I think perhaps I was. I approved of it; I joined in the general cry of madness and despair. I urged men to fight. I was safe because I was too old to go. I was like the rest. What did they do? Right or wrong, justifiable or unjustifiable -- which I need not discuss today -- it changed the world. For four long years the civilized world was engaged in killing men. Christian against Christian, barbarian uniting with Christians to kill Christians; anything to kill. It was taught in every school, aye in the Sunday schools. The little children played at war. The toddling children on the street. Do you suppose this world has ever been the same since? How long, your Honor, will it take for the world to get back the humane emotions that were slowly growing before the war? How long will it take the calloused hearts of men before the scars of hatred and cruelty shall be removed? We read of killing one hundred thousand men in a day. We read about it and we rejoiced in it -- if it was the other fellows who were killed. We were fed on flesh and drank blood. Even down to the prattling babe. I need not tell you how many upright, honorable young boys have come into this court charged with murder, some saved and some sent to their death, boys who fought in this war and learned to place a cheap value on human life. You know it and I know it. These boys were brought up in it. The tales of death were in their homes, their playgrounds, their schools; they were in the newspapers that they read; it was a part of the common frenzy -- what was a life? It was nothing. It was the least sacred thing in existence and these boys were trained to this cruelty.

TEN RULES FOR WINNING THE GAME OF CONFIDENCE The actions of confidence come first; the feelings of confidence come later. Genuine confidence is not the absence of fear; it is a transformed relationship with fear. Negative thoughts are normal. Don’t fight them; defuse them. Self-acceptance trumps self-esteem. True success is living by your values. Hold your values lightly, but pursue them vigorously. Don’t obsess about the outcome; get passionate about the process. Don’t fight your fear: allow it, befriend it, and channel it. Failure hurts—but if we’re willing to learn, it’s a wonderful teacher. The key to peak performance is total engagement in the task.

The schoolmaster is the person who takes the children off the parents' hands for a consideration. That is to say, he establishes a child prison, engages a number of employee schoolmasters as turnkeys, and covers up the essential cruelty and unnaturalness of the situation by torturing the children if they do not learn, and calling this process, which is within the capacity of any fool or blackguard, by the sacred name of Teaching.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

It would be better to have no school at all than the schools we now have. Encouraged, instead of frightened, children could learn several languages before reaching age of four, at that age engaging in the invention of their own languages. Play'd be play instead of being, as now, release of repressed anger.

There is no way to help a learner to be disciplined, active, and thoroughly engaged unless he perceives a problem to be a problem or whatever is to-be-learned as worth learning, and unless he plays an active role in determining the process of solution.

These examples suggest what one needs to learn to control attention. In principle any skill or discipline one can master on one’s own will serve: meditation and prayer if one is so inclined; exercise, aerobics, martial arts for those who prefer concentrating on physical skills. Any specialization or expertise that one finds enjoyable and where one can improve one’s knowledge over time. The important thing, however, is the attitude toward these disciplines. If one prays in order to be holy, or exercises to develop strong pectoral muscles, or learns to be knowledgeable, then a great deal of the benefit is lost. The important thing is to enjoy the activity for its own sake, and to know that what matters is not the result, but the control one is acquiring over one’s attention.

In our democratic society, the library stands for hope, for learning, for progress, for literacy, for self-improvement and for civic engagement. The library is a symbol of opportunity, citizenship, equality, freedom of speech and freedom of thought, and hence, is a symbol for democracy itself.

All the managers I interviewed had the same sense of identity and self-assurance. None of them were arrogant. Instead, they were clear about who they were and what needed accomplishing. They used that sense of self to engage their team and learn each team member’s strengths and contributions. Their courage and confidence were infectious to their team and to anyone who crossed their paths.

If you want to study classical values such as courage or learn about stoicism, don’t necessarily look for classicists. One is never a career academic without a reason. Read the texts themselves: Seneca, Caesar, or Marcus Aurelius, when possible. Or read commentators on the classics who were doers themselves, such as Montaigne—people who at some point had some skin in the game, then retired to write books. Avoid the intermediary, when possible. Or fuhgetaboud the texts, just engage in acts of courage.

Effective discipline is based on loving guidance. It is based on the belief that children are born innately good and that our role as parents is to nurture their spirits as they learn about limits and boundaries, rather than to curb their tendencies toward wrongdoing. Effective discipline presumes that children have reasons for their behavior and that cooperation can be engaged to solve shared problems.

He knew that her body was his to engage in all the acrobatics he had learned in the books he kept hidden in a corner of his library, but with Clara even the most abominable contortions were like the thrashings of a newborn; it was impossible to spice them up with the salt of evil or the pepper of submission.

Harvard Business School teams expert Amy Edmondson explains, “Great teams consist of individuals who have learned to trust each other. Over time, they have discovered each other’s strengths and weaknesses, enabling them to play as a coordinated whole.

Therapists are never “done” with growth, they are simply people who should be dedicated to learning as much about themselves and others as they possibly can. The best therapists are fully human and engage in the struggles of life. Our own failures help us to remain open to the struggles of others; our personal victories give us the optimism and courage to inspire those struggling with their lives.

...rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of education as a process of guiding kids' participation in public life more generally, a public life that includes social, recreational, and civic engagement.

Presidents from Roosevelt to Obama have sought to help allies protect themselves and to engage in collective defense against common dangers. We did this not in a spirit of charity but because we had learned the hard way that problems abroad, if unaddressed, could, before long, imperil us.

we’ll be remembered for our love. What I’ve learned following Jesus is we only really find our identities by engaging the people we’ve been avoiding. Jesus wrapped up this concept in three simple and seemingly impossible ideas for us to follow: love Him, love your neighbor, and love your enemies.

These dear souls came not to Sabbath school because it was popular to do so, nor did I teach them because it was reputable to be thus engaged. Every moment they spent in that school, they were liable to be taken up, and given thirty-nine lashes. They came because they wished to learn. Their minds had been starved by their cruel masters. They had been shut up in mental darkness. I taught them, because it was the delight of my soul to be doing something that looked like the bettering the condition of my race

A lonesome town, though. He who had grown up alone had lately learned to avoid solitude. During the past several months he had been careful, when he had no engagement for the evening, to hurry to one of his clubs and find someone. Oh there was a loneliness here--

Some scholars of literature claim that a book is really that virtual place your mind goes to when you are reading. It is a conceptual state of imagination that one might call “literature space.” According to these scholars, when you are engaged in this reading space, your brain works differently than when you are screening. Neurological studies show that learning to read changes the brain’s circuitry. Instead of skipping around distractedly gathering bits, when you read you are transported, focused, immersed.

Before the Law stands a doorkeeper on guard. To this doorkeeper there comes a man from the country who begs for admittance to the Law. But the doorkeeper says that he cannot admit the man at the moment. The man, on reflection, asks if he will be allowed, then, to enter later. 'It is possible,' answers the doorkeeper, 'but not at this moment.' Since the door leading into the Law stands open as usual and the doorkeeper steps to one side, the man bends down to peer through the entrance. When the doorkeeper sees that, he laughs and says: 'If you are so strongly tempted, try to get in without my permission. But note that I am powerful. And I am only the lowest doorkeeper. From hall to hall keepers stand at every door, one more powerful than the other. Even the third of these has an aspect that even I cannot bear to look at.' These are difficulties which the man from the country has not expected to meet, the Law, he thinks, should be accessible to every man and at all times, but when he looks more closely at the doorkeeper in his furred robe, with his huge pointed nose and long, thin, Tartar beard, he decides that he had better wait until he gets permission to enter. The doorkeeper gives him a stool and lets him sit down at the side of the door. There he sits waiting for days and years. He makes many attempts to be allowed in and wearies the doorkeeper with his importunity. The doorkeeper often engages him in brief conversation, asking him about his home and about other matters, but the questions are put quite impersonally, as great men put questions, and always conclude with the statement that the man cannot be allowed to enter yet. The man, who has equipped himself with many things for his journey, parts with all he has, however valuable, in the hope of bribing the doorkeeper. The doorkeeper accepts it all, saying, however, as he takes each gift: 'I take this only to keep you from feeling that you have left something undone.' During all these long years the man watches the doorkeeper almost incessantly. He forgets about the other doorkeepers, and this one seems to him the only barrier between himself and the Law. In the first years he curses his evil fate aloud; later, as he grows old, he only mutters to himself. He grows childish, and since in his prolonged watch he has learned to know even the fleas in the doorkeeper's fur collar, he begs the very fleas to help him and to persuade the doorkeeper to change his mind. Finally his eyes grow dim and he does not know whether the world is really darkening around him or whether his eyes are only deceiving him. But in the darkness he can now perceive a radiance that streams immortally from the door of the Law. Now his life is drawing to a close. Before he dies, all that he has experienced during the whole time of his sojourn condenses in his mind into one question, which he has never yet put to the doorkeeper. He beckons the doorkeeper, since he can no longer raise his stiffening body. The doorkeeper has to bend far down to hear him, for the difference in size between them has increased very much to the man's disadvantage. 'What do you want to know now?' asks the doorkeeper, 'you are insatiable.' 'Everyone strives to attain the Law,' answers the man, 'how does it come about, then, that in all these years no one has come seeking admittance but me?' The doorkeeper perceives that the man is at the end of his strength and that his hearing is failing, so he bellows in his ear: 'No one but you could gain admittance through this door, since this door was intended only for you. I am now going to shut it.

I wrote a line in a song once: “We are never broken.” I believe that truly. It is a hard-earned belief, and rose out of many years of experiencing the opposite. I believe we forget who we are over time, and in our state of forgetfulness we struggle and employ all kinds of learned behaviors that don’t necessarily help us or bring us happiness. Each of us has a self that exists undamaged and whole, from the moment we are born, waiting to be reclaimed. My life has not been about fixing what is broken. It has been about engaging in a loving and tender archaeological dig back to my true self.

Be happy when you find that doctrines you have learned and analysed are being tested by real events. If you’ve succeeded in removing or reducing the tendency to be mean and critical, or thoughtless, or foul-mouthed, or careless, or nonchalant; if old interests no longer engage you, at least not to the same extent; then every day can be a feast day – today because you acquitted yourself well in one set of circumstances, tomorrow because of another.

Every challenge we’ve faced…every turn life has thrown at us…I’m reminded of the lessons I learned in those stories. Lessons of fate and destiny and how the impossible is worth fighting for, no matter how long it takes. But the biggest thing I learned,” he paused and swallowed, “and also, the most relevant…is that in all of the universe, there is only one moon. And you, Alaina Elizabeth Thomas, are my moon. You are my destiny. You are, my Arabian Nights. I am so thankful that in all the stories of the world, you chose to be mine.

. . .To go as a river . .had taken me a long while to understand. . . meant. . .flowing forward against obstacle . . .like the river, I had also gathered along the way all the tiny pieces connecting me to everything else, and doing this had delivered me here, with two fists of forest soil in my palms and a heart still learning to be unafraid of itself. I had been shaped by my kindred— my lost family and lost love; my found friendships, though few; my trees that kept on living and every tree that gave me shelter; every creature I met along the way, every raindrop and snowflake choosing my shoulder, and every breeze that shifted the air; every winding path beneath my feet, every place I laid my hands and head, and every creek like the one before me, rolling off the hillside, gaining strength in gravity, spinning through the next eddy, pushing around the next bend, taking and giving in quiet agreement with every living thing.

[L]et us not overlook the further great fact, that not only does science underlie sculpture, painting, music, poetry, but that science is itself poetic. The current opinion that science and poetry are opposed is a delusion. ... On the contrary science opens up realms of poetry where to the unscientific all is a blank. Those engaged in scientific researches constantly show us that they realize not less vividly, but more vividly, than others, the poetry of their subjects. Whoever will dip into Hugh Miller's works on geology, or read Mr. Lewes's “Seaside Studies,” will perceive that science excites poetry rather than extinguishes it. And whoever will contemplate the life of Goethe will see that the poet and the man of science can co-exist in equal activity. Is it not, indeed, an absurd and almost a sacrilegious belief that the more a man studies Nature the less he reveres it? Think you that a drop of water, which to the vulgar eye is but a drop of water, loses anything in the eye of the physicist who knows that its elements are held together by a force which, if suddenly liberated, would produce a flash of lightning? Think you that what is carelessly looked upon by the uninitiated as a mere snow-flake, does not suggest higher associations to one who has seen through a microscope the wondrously varied and elegant forms of snow-crystals? Think you that the rounded rock marked with parallel scratches calls up as much poetry in an ignorant mind as in the mind of a geologist, who knows that over this rock a glacier slid a million years ago? The truth is, that those who have never entered upon scientific pursuits know not a tithe of the poetry by which they are surrounded. Whoever has not in youth collected plants and insects, knows not half the halo of interest which lanes and hedge-rows can assume. Whoever has not sought for fossils, has little idea of the poetical associations that surround the places where imbedded treasures were found. Whoever at the seaside has not had a microscope and aquarium, has yet to learn what the highest pleasures of the seaside are. Sad, indeed, is it to see how men occupy themselves with trivialities, and are indifferent to the grandest phenomena—care not to understand the architecture of the universe, but are deeply interested in some contemptible controversy about the intrigues of Mary Queen of Scots!—are learnedly critical over a Greek ode, and pass by without a glance that grand epic... upon the strata of the Earth!

Be fearless. Most people run from what they’re afraid of. I run toward it. That doesn’t mean I think I’m bulletproof (I’ve learned the hard way that I’m not) or that I’m unaware of danger. I experience fear as much as the next man. But one of the greatest mistakes people can make is becoming comfortable with their fears. Whatever is worrying me, I meet it head-on and engage it until the situation is resolved. My refusal to become comfortable with fear gives me an advantage in almost every situation.

My only comfort was the knowledge that I was not alone. Huddled in the hallways and making the most of our pathetic French, my fellow students and I engaged in the sort of conversation commonly overheard in refugee camps. "Sometime me cry alone at night." "That be common for I, also, but be more strong, you. Much work and someday you talk pretty. People start love you soon. Maybe tomorrow, okay.

I am trying to get to an airport hotel. I can see it. I know it’s the right hotel because the name is shining out from the top of it in 10-foot-high illuminated letters. It is huge. It is right next to the highway. But there is no exit. I have no idea how to get there or, more pressingly, how to get off this road in the first place. There’s a lot of traffic and, worse, motorcycles with no lights are buzzing past me on the nearside. They all know where they are going and are determined to go there as fast as they can. They have no patience for a foreign visitor searching for an exit. This is no time to learn to drive all over again.

Appreciation involves being alert to the positive aspects of the current situation and feeling thankful for what one has and for one's circumstances. This requires not only a positive perspective in the present but also conscious awareness of features in the surround. The latter, in fact, is something that may be surprisingly rare. Especially when we are engaging in routine activities, we often do so mindlessly (Langer, 1997) or as though we were on automatic pilot (Cialdini, 1993). If we learn to bring our attention to the current state, we can choose to focus on positive aspects of the situation and to remind ourselves of the potential sources of good feelings that might otherwise pass unnoticed.

Under stress, an unexercised heart will explode in frustration or fury. If the situation is especially tense, that exploding heart may be hurled like a fragment grenade toward the source of its pain. But a heart that has been consistently exercised through conscious engagement with suffering is more likely to break open instead of apart. Such a heart has learned how to flex to hold tension in a way that expands its capacity for both suffering and joy.

People can learn to control and change their behavior, but only if they feel safe enough to experiment with new solutions. The body keeps the score: If trauma is encoded in heartbreaking and gut-wrenching sensations, then our first priority is to help people move out of fight-or-flight states, reorganize their perception of danger, and manage relationships. Where traumatized children are concerned, the last things we should be cutting from school schedules are the activities that can do precisely that: chorus, physical education, recess, and anything else that involves movement, play, and other forms of joyful engagement.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

Find out what faith is and how you can put it into practice. Learn how to pray, and do it. Discover what pride is, and get rid of it. Develop a self-concept that is adequate and accurate. Clarify your values. Identify your talents. Probe the fact, meaning, and use of your sexuality. Face the fact that you engage in self-deception. Reflect on truth that you are made in the image of God. Use your spiritual gift. Clear your conscience. Feel deeply. Enjoy life. Face death. Treat your body right. Conquer the flesh. Depend on the Holy Spirit. Be humble.

The acquisition of knowledge from books provides an experience different from the Internet. Reading is relatively time-consuming; to ease the process, style is important. Because it is not possible to read all books on a given subject, much less the totality of all books, or to organize easily everything one has read, learning from books places a premium on conceptual thinking—the ability to recognize comparable data and events and project patterns into the future. And style propels the reader into a relationship with the author, or with the subject matter, by fusing substance and aesthetics. Traditionally, another way of acquiring knowledge has been through personal conversations. The discussion and exchange of ideas has for millennia provided an emotional and psychological dimension in addition to the factual content of the information exchanged. It supplies intangibles of conviction and personality. Now the culture of texting produces a curious reluctance to engage in face-to-face interaction, especially on a one-to-one basis.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

six obvious ways to make an activity less convenient: •  Increase the amount of physical or mental energy required (leave the cell phone in another room, ban smoking inside or near a building). •  Hide any cues (put the video game controller on a high shelf). •  Delay it (read email only after 11:00 a.m.). •  Engage in an incompatible activity (to avoid snacking, do a puzzle). •  Raise the cost (one study showed that people at high risk for smoking were pleased by a rise in the cigarette tax; after London imposed a congestion charge to enter the center of the city, people’s driving habits changed, with fewer cars on the road and more use of public transportation). •  Block it altogether (give away the TV set).

Hive Queen: They never know anything. They don't have enough years in their little lives to come to an understanding of anything at all. And yet they think they understand. From earliest childhood, they delude themselves into thinking they comprehend the world, while all that's really going on is that they've got some primitive assumptions and prejudices. As they get older they learn a more elevated vocabulary in which to express their mindless pseudo- knowledge and bully other people into accepting their prejudices as if they were truth, but it all amounts to the same thing. Individually, human beings are all dolts. Pequenino: While collectively... Hive Queen: Collectively, they're a collection of dolts. But in all their scurrying around and pretending to be wise, throwing out idiotic half-understood theories about this and that, one or two of them will come up with some idea that is just a little bit closer to the truth than what was already known. And in a sort of fumbling trial and error, about half the time the truth actually rises to the top and becomes accepted by people who still don't understand it, who simply adopt it as a new prejudice to be trusted blindly until the next dolt accidentally comes up with an improvement.> Pequenino: So you're saying that no one is ever individually intelligent, and groups are even stupider than individuals-- and yet by keeping so many fools engaged in pretending to be intelligent, they still come up with some of the same results that an intelligent species would come up with. Hive Queen: Exactly.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

But seeking is a kind of work. I don’t mean heading off on wild road trips just to see the stars that are shining above your own roof. I mean committing to a lifetime of engagement: to noticing the world around you, to actively looking for small distillations of beauty, to making time to contemplate and reflect. To learning the names of the plants and places that surround you, or training your mind in the rich pathways of the metaphorical. To finding a way to express your interconnectedness with the rest of humanity. To putting your feet on the ground, every now and then, and feeling the tingle of life that the earth offers in return. It’s all there, waiting for our attention. Take off your shoes, because you are always on holy ground.

In projecting onto others their own moral sense, therapists sometimes make terrible errors. Child physical abusers are automatically labeled “impulsive," despite extensive evidence that they are not necessarily impulsive but more often make thinking errors that justify the assaults. Sexual and physical offenders who profess to be remorseful after they are caught are automatically assumed to be sincere. After all, the therapist would feel terrible if he or she did such a thing. It makes perfect sense that the offender would regret abusing a child. People routinely listen to their own moral sense and assume that others share it. Thus, those who are malevolent attack others as being malevolent, as engaging in dirty tricks, as being “in it for the money,“ and those who are well meaning assume others are too, and keep arguing logically, keep producing more studies, keep expecting an academic debate, all the time assuming that the issue at hand is the truth of the matter. Confessions of a Whistle-Blower: Lessons Learned Author: Anna C. Salter. Ethics & Behavior, Volume 8, Issue 2 June 1998 p122

At schools, the children who are too stupid or lazy to learn languages, mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—"parity of esteem." An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval's attempts to spell out 'A Cat Sat On A Mat'.

In a universe where all life is in movement, where ever fact seen in perspective is totally engaging, we impose stillness on lively young bodies, distort reality to dullness, make action drudgery. Those who submit - as the majority does - are conditioned to a life lived without their human birthright: work done with the joy and creativity of love. But what are schools for if not to make children fall so deeply in love with the world that they really want to learn about it? That is the true business of schools. And if they succeed in it, all other desirable developments follow of themselves. In a proper school, no fact would ever be presented as a soulless one, for the simple reason that there is no such thing. Every facet of reality, discovered where it lives, startles with its wonder, beauty, meaning.

They have learned not to expect their father to attend to them or to be expressive about much of anything. They have come to expect him to be psychologically unavailable. They have also learned that he is not accountable in his emotional absence, that Mother does not have the power either to engage him or to confront him. In other words, Father’s neglect and Mother’s ineffectiveness at countering it teach the boys that, in this family at least, men’s participation is not a responsibility but rather a voluntary and discretionary act. Third, they learn that Mother, and perhaps women in general, need not be taken too seriously. Finally, they learn that not just Mother but the values she manifests in the family—connection, expressivity—are to be devalued and ignored. The subtext message is, “engage in ‘feminine’ values and activities and risk a similar devaluation yourself.” The paradox for the boys is that the only way to connect with their father is to echo his disconnection. Conversely, being too much like Mother threatens further disengagement or perhaps, even active reprisal. In this moment, and thousands of other ordinary moments, these boys are learning to accept psychological neglect, to discount nurture, and to turn the vice of such abandonment into a manly virtue.

The gnostic understands Christ’s message not as offering a set of answers, but as encouragement to engage in a process of searching: “seek and inquire about the ways you should go, since there is nothing else as good as this.”48 The rational soul longs to see with her mind, and perceive her kinsmen, and learn about her root … in order that she might receive what is hers …49 What is the result? The author declares that she attains fulfillment:  … the rational soul who wearied herself in seeking—she learned about God. She labored with inquiring, enduring distress in the body, wearing out her feet after the evangelists, learning about the Inscrutable One.… She came to rest in him who is at rest. She reclined in the bride-chamber. She ate of the banquet for which she had hungered.… She found what she had sought.50

A critical analysis of the present global constellation-one which offers no clear solution, no “practical” advice on what to do, and provides no light at the end of the tunnel, since one is well aware that this light might belong to a train crashing towards us-usually meets with reproach: “Do you mean we should do nothing? Just sit and wait?” One should gather the courage to answer: “YES, precisely that!” There are situations when the only true “practical” thing to do is to resist the temptation to engage immediately and to “wait and see” by means of a patient, critical analysis. Engagement seems to exert its pressure on us from all directions. In a well-known passage from his ‘Existentialism and Humanism’, Sartre deployed the dilemma of a young man in France in 1942, torn between the duty to help his lone, ill mother and the duty to enter the war and fight the Germans; Sartre’s point is, of course, that there is no a priori answer to this dilemma. The young man needs to make a decision grounded only in his own abyssal freedom and assume full responsibility for it. An obscene third way out of this dilemma would have been to advise the young man to tell his mother that he will join the Resistance, and to tell his Resistance friends that he will take care of his mother, while, in reality, withdrawing to a secluded place and studying. There is more than cheap cynicism in this advice. It brings to mind a well-known Soviet joke about Lenin. Under socialism; Lenin’s advice to young people, his answer to what they should do, was “Learn, learn, and learn.” This was evoked all the time and displayed on the school walls. The joke goes: Marx, Engels, and Lenin are asked whether they would prefer to have a wife or a mistress. As expected, Marx, rather conservative in private matters, answers, “A wife!” while Engels, more of a bon vivant, opts for a mistress. To everyone’s surprise, Lenin says, “I’d like to have both!” Why? Is there a hidden stripe of decadent jouisseur behind his austere revolutionary image? No-he explains: “So that I can tell my wife that I am going to my mistress and my mistress that I am going to my wife. . .” “And then, what do you do?” “I go to a solitary place to learn, learn, and learn!” Is this not exactly what Lenin did after the catastrophe in 1914? He withdrew to a lonely place in Switzerland, where he “learned, learned, and learned,” reading Hegel’s logic. And this is what we should do today when we find ourselves bombarded with mediatic images of violence. We need to “learn, learn, and learn” what causes this violence.

The Prayer Process 1. Gratitude: Begin by thanking God in a personal dialogue for whatever you are most grateful for today. 2. Awareness: Revisit the times in the past twenty-four hours when you were and were not the-best-version-of-yourself. Talk to God about these situations and what you learned from them. 3. Significant Moments: Identify something you experienced today and explore what God might be trying to say to you through that event (or person). 4. Peace: Ask God to forgive you for any wrong you have committed (against yourself, another person, or him) and to fill you with a deep and abiding peace. 5. Freedom: Speak with God about how he is inviting you to change your life, so that you can experience the freedom to be the-best-version-of-yourself. 6. Others: Lift up to God anyone you feel called to pray for today, asking God to bless and guide them. 7. Finish by praying the Our Father.

I asked for strength that I might achieve; He made me weak that I might obey. I asked for health that I might do greater things; I was given grace that I might do better things. I asked for riches that I might be happy; I was given poverty that I might be wise. I asked for power that I might have the praise of men; I was given weakness that I might feel the need of God. I asked for all things that I might enjoy life; I was given life that I might enjoy all things. I received nothing that I asked for, all that I hoped for. My prayer was answered, I was most blessed.” ― Pete Greig, God on Mute: Engaging the Silence of Unanswered Prayer 1 likes Like “A Creed For Those Who Have Suffered I asked God for strength, that I might achieve. I was made weak, that I might learn humbly to obey ... I asked for health, that I might do great things. I was given infirmity, that I might do better things ... I asked for riches, that I might be happy. I was given poverty, that I might be wise ... I asked for power, that I might have the praise of men. I was given weakness, that I might feel the need of God ... I asked for all things, that I might enjoy life. I was given life, that I might enjoy all things ... I got nothing I asked for—but everything I had hoped for. Almost despite myself, my unspoken prayers were answered. I am, among men, most richly blessed

The only gain of civilisation for mankind is the greater capacity for variety of sensations--and absolutely nothing more. And through the development of this many-sidedness man may come to finding enjoyment in bloodshed. In fact, this has already happened to him. Have you noticed that it is the most civilised gentlemen who have been the subtlest slaughterers, to whom the Attilas and Stenka Razins could not hold a candle, and if they are not so conspicuous as the Attilas and Stenka Razins it is simply because they are so often met with, are so ordinary and have become so familiar to us. In any case civilisation has made mankind if not more bloodthirsty, at least more vilely, more loathsomely bloodthirsty. In old days he saw justice in bloodshed and with his conscience at peace exterminated those he thought proper. Now we do think bloodshed abominable and yet we engage in this abomination, and with more energy than ever. Which is worse? Decide that for yourselves. They say that Cleopatra (excuse an instance from Roman history) was fond of sticking gold pins into her slave-girls' breasts and derived gratification from their screams and writhings. You will say that that was in the comparatively barbarous times; that these are barbarous times too, because also, comparatively speaking, pins are stuck in even now; that though man has now learned to see more clearly than in barbarous ages, he is still far from having learnt to act as reason and science would dictate. But yet you are fully convinced that he will be sure to learn when he gets rid of certain old bad habits, and when common sense and science have completely re-educated human nature and turned it in a normal direction. You are confident that then man will cease from INTENTIONAL error and will, so to say, be compelled not to want to set his will against his normal interests. That is not all; then, you say, science itself will teach man (though to my mind it's a superfluous luxury) that he never has really had any caprice or will of his own, and that he himself is something of the nature of a piano-key or the stop of an organ, and that there are, besides, things called the laws of nature; so that everything he does is not done by his willing it, but is done of itself, by the laws of nature. Consequently we have only to discover these laws of nature, and man will no longer have to answer for his actions and life will become exceedingly easy for him. All human actions will then, of course, be tabulated according to these laws, mathematically, like tables of logarithms up to 108,000, and entered in an index; or, better still, there would be published certain edifying works of the nature of encyclopaedic lexicons, in which everything will be so clearly calculated and explained that there will be no more incidents or adventures in the world.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. “I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

Not to waste the spring I threw down everything, And ran into the open world To sing what I could sing... To dance what I could dance! And join with everyone! I wandered with a reckless heart beneath the newborn sun. First stepping through the blushing dawn, I crossed beneath a garden bower, counting every hermit thrush, counting every hour. When morning's light was ripe at last, I stumbled on with reckless feet; and found two nymphs engaged in play, approaching them stirred no retreat. With naked skin, their weaving hands, in form akin to Calliope's maids, shook winter currents from their hair to weave within them vernal braids. I grabbed the first, who seemed the stronger by her soft and dewy leg, and swore blind eyes, Lest I find I, before Diana, a hunted stag. But the nymphs they laughed, and shook their heads. and begged I drop beseeching hands. For one was no goddess, the other no huntress, merely two girls at play in the early day. "Please come to us, with unblinded eyes, and raise your ready lips. We will wash your mouth with watery sighs, weave you springtime with our fingertips." So the nymphs they spoke, we kissed and laid, by noontime's hour, our love was made, Like braided chains of crocus stems, We lay entwined, I laid with them, Our breath, one glassy, tideless sea, Our bodies draping wearily. We slept, I slept so lucidly, with hopes to stay this memory. I woke in dusty afternoon, Alone, the nymphs had left too soon, I searched where perched upon my knees Heard only larks' songs in the trees. "Be you, the larks, my far-flung maids? With lilac feet and branchlike braids... Who sing sweet odes to my elation, in your larking exaltation!" With these, my clumsy, carefree words, The birds they stirred and flew away, "Be I, poor Actaeon," I cried, "Be dead… Before they, like Hippodamia, be gone astray!" Yet these words, too late, remained unheard, By lark, that parting, morning bird. I looked upon its parting flight, and smelled the coming of the night; desirous, I gazed upon its jaunt, as Leander gazes Hellespont. Now the hour was ripe and dark, sensuous memories of sunlight past, I stood alone in garden bowers and asked the value of my hours. Time was spent or time was tossed, Life was loved and life was lost. I kissed the flesh of tender girls, I heard the songs of vernal birds. I gazed upon the blushing light, aware of day before the night. So let me ask and hear a thought: Did I live the spring I’d sought? It's true in joy, I walked along, took part in dance, and sang the song. and never tried to bind an hour to my borrowed garden bower; nor did I once entreat a day to slumber at my feet. Yet days aren't lulled by lyric song, like morning birds they pass along, o'er crests of trees, to none belong; o'er crests of trees of drying dew, their larking flight, my hands, eschew Thus I'll say it once and true… From all that I saw, and everywhere I wandered, I learned that time cannot be spent, It only can be squandered.

Rea­sons Why I Loved Be­ing With Jen I love what a good friend you are. You’re re­ally en­gaged with the lives of the peo­ple you love. You or­ga­nize lovely ex­pe­ri­ences for them. You make an ef­fort with them, you’re pa­tient with them, even when they’re side­tracked by their chil­dren and can’t pri­or­i­tize you in the way you pri­or­i­tize them. You’ve got a gen­er­ous heart and it ex­tends to peo­ple you’ve never even met, whereas I think that ev­ery­one is out to get me. I used to say you were naive, but re­ally I was jeal­ous that you al­ways thought the best of peo­ple. You are a bit too anx­ious about be­ing seen to be a good per­son and you def­i­nitely go a bit over­board with your left-wing pol­i­tics to prove a point to ev­ery­one. But I know you re­ally do care. I know you’d sign pe­ti­tions and help peo­ple in need and vol­un­teer at the home­less shel­ter at Christ­mas even if no one knew about it. And that’s more than can be said for a lot of us. I love how quickly you read books and how ab­sorbed you get in a good story. I love watch­ing you lie on the sofa read­ing one from cover-to-cover. It’s like I’m in the room with you but you’re in a whole other gal­axy. I love that you’re al­ways try­ing to im­prove your­self. Whether it’s running marathons or set­ting your­self chal­lenges on an app to learn French or the fact you go to ther­apy ev­ery week. You work hard to be­come a bet­ter ver­sion of your­self. I think I prob­a­bly didn’t make my ad­mi­ra­tion for this known and in­stead it came off as ir­ri­ta­tion, which I don’t re­ally feel at all. I love how ded­i­cated you are to your fam­ily, even when they’re an­noy­ing you. Your loy­alty to them wound me up some­times, but it’s only be­cause I wish I came from a big fam­ily. I love that you al­ways know what to say in con­ver­sa­tion. You ask the right ques­tions and you know ex­actly when to talk and when to lis­ten. Ev­ery­one loves talk­ing to you be­cause you make ev­ery­one feel im­por­tant. I love your style. I know you think I prob­a­bly never no­ticed what you were wear­ing or how you did your hair, but I loved see­ing how you get ready, sit­ting in front of the full-length mir­ror in our bed­room while you did your make-up, even though there was a mir­ror on the dress­ing ta­ble. I love that you’re mad enough to swim in the English sea in No­vem­ber and that you’d pick up spi­ders in the bath with your bare hands. You’re brave in a way that I’m not. I love how free you are. You’re a very free per­son, and I never gave you the sat­is­fac­tion of say­ing it, which I should have done. No one knows it about you be­cause of your bor­ing, high-pres­sure job and your stuffy up­bring­ing, but I know what an ad­ven­turer you are un­der­neath all that. I love that you got drunk at Jack­son’s chris­ten­ing and you al­ways wanted to have one more drink at the pub and you never com­plained about get­ting up early to go to work with a hang­over. Other than Avi, you are the per­son I’ve had the most fun with in my life. And even though I gave you a hard time for al­ways try­ing to for al­ways try­ing to im­press your dad, I ac­tu­ally found it very adorable be­cause it made me see the child in you and the teenager in you, and if I could time-travel to any­where in his­tory, I swear, Jen, the only place I’d want to go is to the house where you grew up and hug you and tell you how beau­ti­ful and clever and funny you are. That you are spec­tac­u­lar even with­out all your sports trophies and mu­sic cer­tifi­cates and in­cred­i­ble grades and Ox­ford ac­cep­tance. I’m sorry that I loved you so much more than I liked my­self, that must have been a lot to carry. I’m sorry I didn’t take care of you the way you took care of me. And I’m sorry I didn’t take care of my­self, ei­ther. I need to work on it. I’m pleased that our break-up taught me that. I’m sorry I went so mental. I love you. I always will. I'm glad we met.

Leaders instill courage in the hearts of those who follow. This rarely happens through words alone. It generally requires action. It goes back to what we said earlier: Somebody has to go first. By going first, the leader furnishes confidence to those who follow. As a next generation leader, you will be called upon to go first. That will require courage. But in stepping out you will give the gift of courage to those who are watching. What do I believe is impossible to do in my field, but if it could be done would fundamentally change my business? What has been done is safe. But to attempt a solution to a problem that plagues an entire industry - in my case, the local church - requires courage. Unsolved problems are gateways to the future. To those who have the courage to ask the question and the tenacity to hang on until they discover or create an answer belongs the future. Don’t allow the many good opportunities to divert your attention from the one opportunity that has the greatest potential. Learn to say no. There will always be more opportunities than there is time to pursue them. Leaders worth following are willing to face and embrace current reality regardless of how discouraging or embarrassing it might be. It is impossible to generate sustained growth or progress if your plan for the future is not rooted in reality. Be willing to face the truth regardless of how painful it might be. If fear causes you to retreat from your dreams, you will never give the world anything new. it is impossible to lead without a dream. When leaders are no longer willing to dream, it is only a short time before followers are unwilling to follow. Will I allow my fear to bind me to mediocrity? Uncertainty is a permanent part of the leadership landscape. It never goes away. Where there is no uncertainty, there is no longer the need for leadership. The greater the uncertainty, the greater the need for leadership. Your capacity as a leader will be determined by how well you learn to deal with uncertainty. My enemy is not uncertainty. It is not even my responsibility to remove the uncertainty. It is my responsibility to bring clarity into the midst of the uncertainty. As leaders we can afford to be uncertain, but we cannot afford to be unclear. People will follow you in spite of a few bad decisions. People will not follow you if you are unclear in your instruction. As a leader you must develop the elusive skill of leading confidently and purposefully onto uncertain terrain. Next generation leaders must fear a lack of clarity more than a lack of accuracy. The individual in your organization who communicates the clearest vision will often be perceived as the leader. Clarity is perceived as leadership. Uncertainty exposes a lack of knowledge. Pretending exposes a lack of character. Express your uncertainty with confidence. You will never maximize your potential in any area without coaching. It is impossible. Self-evaluation is helpful, but evaluation from someone else is essential. You need a leadership coach. Great leaders are great learners. God, in His wisdom, has placed men and women around us with the experience and discernment we often lack. Experience alone doesn’t make you better at anything. Evaluated experience is what enables you to improve your performance. As a leader, what you don’t know can hurt you. What you don’t know about yourself can put a lid on your leadership. You owe it to yourself and to those who have chosen to follow you to open the doors to evaluation. Engage a coach. Success doesn’t make anything of consequence easier. Success just raises the stakes. Success brings with it the unanticipated pressure of maintaining success. The more successful you are as a leader, the more difficult this becomes. There is far more pressure at the top of an organization than you might imagine.

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.