Evolving Education Quotes

Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: 'You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society.

I want to urge you very strongly to travel as much as you can, and to evolve yourself as an internationalist. It's as important a part of your education as a radical as the reading of any book.

The most incredible architecture Is the architecture of Self, which is ever changing, evolving, revolving and has unlimited beauty and light inside which radiates outwards for everyone to see and feel. With every in breathe you are adding to your life and every out breathe you are releasing what is not contributing to your life. Every breathe is a re-birth.

To really change the world, we have to help people change the way they see things. Global betterment is a mental process, not one that requires huge sums of money or a high level of authority. Change has to be psychological. So if you want to see real change, stay persistent in educating humanity on how similar we all are than different. Don't only strive to be the change you want to see in the world, but also help all those around you see the world through commonalities of the heart so that they would want to change with you. This is how humanity will evolve to become better. This is how you can change the world. The language of the heart is mankind's main common language.

Every relationship is an education. Each new person we welcome into our hearts is a chance to evolve into something radically different than we used to be. But what happens when those people disappear from our lives?

I believe that the universe was formed around 15 billion years ago and that humans have evolved from their apelike ancestors over the past few million years. I believe we are more likely to live a good life if all humans try to work together in a world community, preserving planet earth. When decisions for groups are made in this world, I believe that the democratic process should be used. To protect the individual, I believe in freedom of speech, freedom of the press, freedom of religion, freedom from religion, freedom of inquiry, and a wall of separation between church and state. When making decisions about what is right or wrong, I believe I should use my intelligence to reason about the likely consequences of my actions. I believe that I should try to increase the happiness of everyone by caring for other people and finding ways to cooperate. Never should my actions discriminate against people simply because of their race, religion, sex, sexual orientation, age, or national origin. I believe that ideas about what is right and wrong will change with education, so I am prepared to continually question ideas using evidence from experience and science. I believe there is no valid evidence to support claims for the existence of supernatural entities and deities. I will use these beliefs to guide my thinking and my actions until I find good reasons for revising them or replacing them with other beliefs that are more valid.

Never seek to please anyone. Seek to evolve thyself.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects.

The 'polymath' had already died out by the close of the eighteenth century, and in the following century intensive education replaced extensive, so that by the end of it the specialist had evolved. The consequence is that today everyone is a mere technician, even the artist...

Interest and enthusiasm are the wellspring of continually evolving community life: they create bonds which unite us whether we are young or old, nearby or far from each other; they allow human warmth and love to be the formative forces in personal and community life and striving.

I evolved a new understanding of the word “whore,” one that was less about actions and more about essence. It was not that I had done something wrong so much as that I existed in the wrong way. There was something impure in the fact of my being.

The crucial question is not whether evils exist but whether the evils of the past or present are automatically the cause of major economic, educational and other social disparities today. The bedrock assumption underlying many political or ideological crusades is that socioeconomic disparities are automatically somebody's fault, so that our choices are either to blame society or to 'blame the victim.' Yet whose fault are demographic differences, geographic differences, birth order differences or cultural differences that evolved over the centuries before any of us were born?

Our approach to consulting is to be more like educators. For us, it's not only about selling the transfer of knowledge... It's also about teaching and equipping businesses to utilize resources and evolve into the better version of themselves so that they can add more value in the world. Our goal is to help businesses to be more capable of adding value.

In Your Early Years people Tell You, Correct You and Forgive You. But when you become an Adult, they Neither Correct you nor Forgive You

Even if he or she isn’t aware of it, every individual spends an entire lifetime creating and evolving a personal image that others perceive.

A modern soldier returning from combat---or a survivor of Sarajevo---goes from the kind of close-knit group that humans evolved for, back into a society where most people work outside the home, children are educated by strangers, families ae isolated from wider communities, and personal gain almost completely eclipses collective good. Even if he or she is part of a family, that is not the same as belonging to a group that shares resources and experiences almost everything collectively. Whatever the technological advances of modern society---and they're nearly miraculous---the individualized lifestyles that those technologies spawn seem to be deeply brutalizing to the human spirit.

The psychosphere, the logosphere, is permeated by concepts, ideas, verbalizations, a whole apparatus devised, or rather evolved, to form some sort of mental contact with reality--or to block it off. That is, a large circle of the "thinking," "educated" class take ideas as more veridical than facts.

I evolved a new understanding of the word "whore," one that was less about being and more about essence. It was not that I had don something wrong so much as I existed in the wrong way. [...] Shawn had more power over me than I could possibly have imagined. He had defined me to myself.

Every relationship is an education. Each new person we welcome into our hearts is a chance to evolve into something radically different than we used to be.

Modern society becomes more and more complex by the day. What used to be traditional isn’t necessarily traditional anymore.

In the realm of education, true success is achieved by those who fearlessly chase their grandest dreams, embrace adversity as a chance to evolve, and understand that determination outweighs mere intelligence.

No intelligent radical can fail to realize the need of the rational education of the young. The rearing of the child must become a process of liberation by methods which shall not impose ready-made ideas, but which should aid the child's natural self-unfoldment. The purpose of such an education is not to force the child's adaptation to accepted concepts. but to give free play to his [and her] originality, initiative, and individuality. Only by freeing education from compulsion and restraint can we create the environment for the manifestation of the spontaneous interest and inner incentives on the part of the child. Only thus can we supply rational conditions favorable to the development of the child's natural tendencies and his latent emotional and mental faculties. Such methods of education, essentially aiding the child's imitative quality and ardor for knowledge, will develop a generation of healthy intellectual independence. It will produce men and women capable, in the words of Francisco Ferrer, “of evolving without stopping, of destroying and renewing their environment without cessation; of renewing themselves also; always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life.

Keep on exploring. Keep on evolving. Keep on experimenting.

My goal is to educate you about the effects of stress on the body, creating a level of self-awareness that causes you to stop and ask yourself, Is anyone or anything really worth it? So

Immortal existence.. Sometimes Living is not such an easy task.. Being here or there.. The spirit is the same.. Only changes the place where shows.. Here, the make-up is of meat.. There is infinite LIGHT.. In the flesh, or out of it , what does order is what thinks and what creates.. Each thought, a vibration.. Each action, a reaction.. That doesn't change with the death of the body.. Because actually nobody dies.. We are immortal divine existences.. Believing or not.. So many lives.. So many experiences.. So many faces.. So many dreams.. To each life new opportunities.. New learnings.. The soul Request.. Thirsty to experiment, feels, develop, evolve, grow and so it goes.. The spirit Obeys.. Enters and exit the perishable bodies.. Gets right and misses.. rehearses, Conquers and proceeds.. The spirit is a gift of the architect of the universe for the benefit of all.. It's light.. it's love.. it's eternal.. In the Astral or in the Earth.. There is to educate the thought and to clean the energies around yourself.. Gives some work to do that spiritual maintenance, but it is worthwhile. It is Light that cleans the Light! So never forget you are imperishable consciousness.. May a light circle involves and illuminate each soul.. Much light and love in each heart that pulses in the heart of the whole.. Namaste, Dave

The purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world. We are not created only to enjoy the world, we are created in order to evolve the cosmos.

Let us never weary of repeating, that to think first of the disinherited and sorrowful classes; to relieve, ventilate, enlighten, and love them; to enlarge their horizon to a magnificent extent; to lavish upon them education in every shape; to set them an example of labor, and never of indolence; to lessen the weight of the individual burden by increasing the notion of the universal aim; to limit poverty without limiting wealth; to create vast fields of public and popular activity; to have, like Briareus, a hundred hands to stretch out on all sides to the crushed and the weak; to employ the collective power in the grand task of opening workshops for every arm, schools for every aptitude, and laboratories for every intellect; to increase wages, diminish toil, and balance the debit and credit--that is to say, proportion enjoyment to effort, and supply to demand; in a word, to evolve from the social machine, on behalf of those who suffer and those who are ignorant, more light and more comfort, is (and sympathetic souls must not forget it) the first of brotherly obligations, and (let egotistic hearts learn the fact) the first of political necessities.

There is nothing ideal in Nature, because it was not created by some sort of ideal Almighty Being with perfect peerless craftsmanship. Nature as it is, has evolved through millions of years out of the biological drive for survival.

[N]early every creationist debater will mention the second law of thermodynamics and argue that complex systems like the earth and life cannot evolve, because the second law seems to say that everything in nature is running down and losing energy, not getting more complex. But that's NOT what the second law says; every creationist has heard this but refuses to acknowledge it. The second law only applies to closed systems, like a sealed jar of heated gases that gradually cools down and loses energy. But the earth is not a closed system -- it constantly gets new energy from the sun, and this (through photosynthesis) is what powers life and makes it possible for life to become more complex and evolve. It seems odd that the creationists continue to misuse the second law of thermodynamics when they have been corrected over and over again, but the reason is simple: it sounds impressive to their audience with limited science education, and if a snow job works, you stay with it.

Here’s Gall’s Law : all complex systems that work evolved from simpler systems that worked. Complex systems are full of variables and Interdependencies (discussed later) that must be arranged just right in order to function. Complex systems designed from scratch will never work in the real world, since they haven’t been subject to environmental selection forces while being designed.

1. Myth: Without God, life has no meaning. There are 1.2 billion Chinese who have no predominant religion, and 1 billion people in India who are predominantly Hindu. And 65% of Japan's 127 million people claim to be non-believers. It is laughable to suggest that none of these billions of people are leading meaningful lives. 2. Myth: Prayer works. Studies have now shown that inter-cessionary prayer has no effect whatsoever of the health or well-being of the subject. 3. Myth: Atheists are immoral. There are hundreds of millions of non-believers on the planet living normal, decent, moral lives. They love their children, care about others, obey laws, and try to keep from doing harm to others just like everyone else. In fact, in predominantly non-believing countries such as in northern Europe, measures of societal health such as life expectancy at birth, adult literacy, per capita income, education, homicide, suicide, gender equality, and political coercion are better than they are in believing societies. 4. Myth: Belief in God is compatible with science. In the past, every supernatural or paranormal explanation of phenomena that humans believed turned out to be mistaken; science has always found a physical explanation that revealed that the supernatural view was a myth. Modern organisms evolved from lower life forms, they weren't created 6,000 years ago in the finished state. Fever is not caused by demon possession. Bad weather is not the wrath of angry gods. Miracle claims have turned out to be mistakes, frauds, or deceptions. We have every reason to conclude that science will continue to undermine the superstitious worldview of religion. 5. Myth: We have immortal souls that survive death. We have mountains of evidence that makes it clear that our consciousness, our beliefs, our desires, our thoughts all depend upon the proper functioning of our brains our nervous systems to exist. So when the brain dies, all of these things that we identify with the soul also cease to exist. Despite the fact that billions of people have lived and died on this planet, we do not have a single credible case of someone's soul, or consciousness, or personality continuing to exist despite the demise of their bodies. 6. Myth: If there is no God, everything is permitted. Consider the billions of people in China, India, and Japan above. If this claim was true, none of them would be decent moral people. So Ghandi, the Buddha, and Confucius, to name only a few were not moral people on this view. 7. Myth: Believing in God is not a cause of evil. The examples of cases where it was someone's belief in God that was the justification for their evils on humankind are too numerous to mention. 8. Myth: God explains the origins of the universe. All of the questions that allegedly plague non-God attempts to explain our origins still apply to the faux explanation of God. The suggestion that God created everything does not make it any clearer to us where it all came from, how he created it, why he created it, where it is all going. In fact, it raises even more difficult mysteries: how did God, operating outside the confines of space, time, and natural law 'create' or 'build' a universe that has physical laws? We have no precedent and maybe no hope of answering or understanding such a possibility. What does it mean to say that some disembodied, spiritual being who knows everything and has all power, 'loves' us, or has thoughts, or goals, or plans? 9. Myth: There's no harm in believing in God. Religious views inform voting, how they raise their children, what they think is moral and immoral, what laws and legislation they pass, who they are friends and enemies with, what companies they invest in, where they donate to charities, who they approve and disapprove of, who they are willing to kill or tolerate, what crimes they are willing to commit, and which wars they are willing to fight.

A Medical Affair is more than compelling fiction. It also is a powerful narrative about how relationships between physicians and patients can evolve in unethical, even unlawful ways. And as a medical ethicist and educator, I was delighted to see Strauss deftly weave important information about sexual misconduct by physicians into her story line.” David Orentlicher Professor of law, medicine and ethics at Indiana University. Oversaw drafting of American Medical Association's ethical guidelines on intimate relationships between physicians and their patients

I hope I’m being clear, I didn’t say I hate feminists, that would be weird. I said I hate feminist. I’m talking about the word. I have the privilege living my life inside of words and part of being a writer is creating entire universes, and that's beautiful, but part of being a writer is also living in the very smallest part of every word. ...But the word feminist, it doesn't sit with me, it doesn't add up. I want to talk about my problem that I have with it. ...Ist in it's meaning is also a problem for me. Because you can't be born an ist. It's not natural... So feminist includes the idea that believing men and women to be equal, believing all people to be people, is not a natural state. That we don't emerge assuming that everybody in the human race is a human, that the idea of equality is just an idea that's imposed on us. That we are indoctrinated with it, that it's an agenda... ...My problem with feminist is not the word. It's the question. "Are you now, or have you ever been, a feminist?" The great Katy Perry once said—I'm paraphrasing—"I'm not a feminist but I like it when women are strong."...Don't know why she feels the need to say the first part, but listening to the word and thinking about it, I realize I do understand. This question that lies before us is one that should lie behind us. The word is problematic for me because there's another word that we're missing... ...When you say racist, you are saying that is a negative thing. That is a line that we have crossed. Anything on the side of that line is shameful, is on the wrong side of history. And that is a line that we have crossed in terms of gender but we don't have the word for it... ...I start thinking about the fact that we have this word when we're thinking about race that says we have evolved beyond something and we don't really have this word for gender. Now you could argue sexism, but I'd say that's a little specific. People feel removed from sexism. ‘I'm not a sexist, but I'm not a feminist.' They think there's this fuzzy middle ground. There's no fuzzy middle ground. You either believe that women are people or you don't. It's that simple. ...You don’t have to hate someone to destroy them. You just have to not get it. ...My pitch is this word. ‘Genderist.’ I would like this word to become the new racist. I would like a word that says there was a shameful past before we realized that all people were created equal. And we are past that. And every evolved human being who is intelligent and educated and compassionate and to say I don't believe that is unacceptable. And Katy Perry won't say, "I'm not a feminist but I like strong women," she'll say, "I'm not a genderist but sometimes I like to dress up pretty." And that'll be fine. ...This is how we understand society. The word racism didn't end racism, it contextualized it in a way that we still haven't done with this issue. ...I say with gratitude but enormous sadness, we will never not be fighting. And I say to everybody on the other side of that line who believe that women are to be bought and trafficked or ignored...we will never not be fighting. We will go on, we will always work this issue until it doesn't need to be worked anymore. ...Is this idea of genderist going to do something? I don't know. I don't think that I can change the world. I just want to punch it up a little.

Always praise your kid even if he/she is unresponsive to learning. By insulting them or constantly criticizing them, you will only push them away and make them feel inadequate around other kids. Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

Henry David Thoreau, Susan B. Anthony, W. E. B. DuBois, and Lyndon B. Johnson are just a few of the famous Americans who taught. They resisted the fantasy of educators as saints or saviors, and understood teaching as a job in which the potential for children’s intellectual transcendence and social mobility, though always present, is limited by real-world concerns such as poor training, low pay, inadequate supplies, inept administration, and impoverished students and families. These teachers’ stories, and those of less well-known teachers, propel this history forward and help us understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion.

In a more evolved world, one a little more alive to the Greek ideal of love, we would perhaps know to be a bit less clumsy, scared, and aggressive when wanting to point something out, and rather less combative and sensitive when receiving feedback. The concept of education within a relationship would thus lose some of its unnecessarily eerie and negative connotations. We would accept that in responsible hands, both projects—teaching and being taught, calling attention to another’s faults, and letting ourselves be critiqued—might

. . . I realized with a growing and startling sense of clarity that the seminary was educating and training me for a world that no longer existed. Moreover, the posture of this particular brand of Christianity toward the surrounding culture was one of enormous suspicion and at times hostility. It seemed that part of this evolving designation involved a posture of entrenchment and argument toward culture. But I loved culture. I loved the freedom to engage with people for the purpose of friendship and dialogue, not simply evangelism.

Three great actions; explore, experiment and experience.

If you are ready to learn and evolve, there is hope for you yet - if not, the world will pity you for a few days and forget you after a week.

In a more evolved world, one a little more alive to the Greek ideal of love, we would perhaps know to be a bit less clumsy, scared, and aggressive when wanting to point something out, and rather less combative and sensitive when receiving feedback. The concept of education within a relationship would thus lose some of its unnecessarily eerie and negative connotations. We would accept that in responsible hands, both projects—teaching and being taught, calling attention to another’s faults, and letting ourselves be critiqued—might after all be loyal to the true purpose of love. Rabih

They know that we are barely evolved apes. Aware that at least half of life is irrational, they try – wherever possible – to budget for madness and are slow to panic when it (reliably) rears its head.

Learning to give and receive freely requires a long, laborious process of re-educating our minds, which have been conditioned by thousands of years of struggle for survival.16 The violent entry of divine revelation and the Gospel into the world is like an evolutionary ferment, intended to make our psychology “evolve” toward an attitude of free giving and free receiving—the attitude of the Kingdom because it is the attitude of love. This is a process of divinization, whose final goal is to love as God loves: “You must be perfect, as your Father in heaven is perfect.”17 And this divinization, this becoming God-like, means becoming human in the truest sense! It is a marvelous, liberating evolution: but we can only enter into the new way of being through the destruction of many of our natural behaviors, a sort of death-agony.

Perhaps the most urgent task facing us is to create a new educational curriculum that will make each child aware, from the first grade on, that life in the universe is interdependent. It should be an education that trains the mind to perceive the network of causes and effects in which our actions are embedded, and trains the emotions and the imagination to respond appropriately to the consequences of those actions.

Cultural identities are always evolving, but education is one of the ways in which communities try to control the rate of change. This is why there’s always such heat generated around the content of education.

In the nearly half-century since then, belief in the promise of education as the universal solution to unemployment and poverty has evolved hardly at all. The machines, however, have changed a great deal. Diminishing

HOW TO CHANGE THE WORLD To really change the world, we have to help people change the way they see things. Global betterment is a mental process, not one that requires huge sums of money or a high level of authority. Change has to be psychological. So if you want to see real change, stay persistent in educating humanity on how similar we all are than different. Don't only strive to be the change you want to see in the world, but also help all those around you see the world through commonalities of the heart so that they would want to change with you. This is how humanity will evolve to become better. This is how you can change the world. The language of the heart is mankind's main common language.

Education has always been a profit-enabler for individuals and the corporation. Education, both conception and delivery, must evolve quickly and radically to keep pace with digital transition. Education is a part of the digital equation.

The revolution I’m advocating is based on different principles from those of the standards movement. It is based on a belief in the value of the individual, the right to self-determination, our potential to evolve and live a fulfilled life, and the importance of civic responsibility and respect for others.

Education is neither writing on a blank slate nor allowing the child's nobility to come into flower. Rather, education is a technology that tries to make up for what the human mind is innately bad at. Children don't have to go to school to learn to walk, talk, recognize objects, or remember the personalities of their friends, even though these tasks are much harder than reading, adding, or remembering dates in history. They do have to go to school to learn written language, arithmetic, and science, because those bodies of knowledge and skill were invented too recently for any species-wide knack for them to have evolved.

The belief that nature is an Other, a separate realm defiled by the unnatural mark of humans, is a denial of our own wild being. Emerging as they do from the evolved mental capacities of primates manipulating their environment, the concrete sidewalk, the spew of liquids from a paint factory, and the city documents that plan Denver’s growth are as natural as the patter of cottonwood leaves, the call of the young dipper to its kind, and the cliff swallow’s nest. Whether all these natural phenomena are wise, beautiful, just or good are different questions. Such puzzles are best resolved by beings who understand themselves to be nature. Muir said he walked “with” nature, and many conservation groups continue that narrative. Educators warn that if we spend too long on the wrong side of the divide, we’ll develop a pathology, the disorder of nature deficit. We can extend Muir’s thought and understand that we walk “within.” Nature needs no home; it is home. We can have no deficit of nature; we are nature, even when we are unaware of this nature. With the understanding that humans belong in this world, discernment of the beautiful and good can emerge from human minds networked within the community of life, not human minds peering in from the outside.

However much he might deny it, then and later, it was clear that Hart had wanted to put some distance between the poor, jug-eared, Bible-toting youth he had been in Kansas and the secular, Yale-educated reformer he later became. But that didn’t make him different from a lot of other Americans who grew up in claustrophobic small towns with overbearing parents and later found themselves caught up in the cultural upheaval of the sixties, where personal identities were always evolving. It didn’t make Hart some shadowy, Gatsby-like figure; the salient facts of his upbringing had been well established since he entered public life.

Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: ‘You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being molded and patterned to fit into the narrow and particular needs of this particular society.

If you don’t allow one to become a lion, one will become a sheep. And the world is already filled with sheeps, which is the major cause of the society’s intellectual and moral downfall. For a better future to evolve, where humanism will be an all-pervading virtue and separatism will be a matter of ancient history, the world needs lions.

As students in this earth school, some of us may be in the first grade, the sixth grade, or high school, but eventually, with enough education, we will all graduate and leave this school behind. And then there are other schools, higher dimensions or levels where we continue our spiritual progression. But until we all graduate, none of us does, for we are all one. We may come back voluntarily to help other people, or animals, or sentient beings to evolve. Or we may help out from the other side even if we do not incarnate in physical bodies, and there we will continue to work to assist those other souls with whom we have been connected for eons of time. Do not be concerned with how many millennia it takes you to complete your classes. If you are progressing to be a kinder, more loving, less selfish, less violent person, then you are moving in the right direction. The direction is more important than the speed. It makes no difference if this is your first lifetime or your last, or if you have many more to go. Only the end matters. Of

L'éducation ne se borne pas à l'enfance et à l'adolescence. L'enseignement ne se limite pas à l'école. Toute la vie, notre milieu est notre éducation, et un éducateur à la fois sévère et dangereux. Learning transcends childhood and adolescence just as teaching transcends the classroom. Our environment is the most strict and dangerous educator we will ever have.

MANY CENTURIES AGO, humans realized the importance of harnessing the intellect. From that evolved writing and, eventually, formal education. These days, it is a truism to say that education is vital, but it is important to remind ourselves of the larger purpose of education. After all, what good is the accumulation of knowledge if it does not lead to a happier life?

The most sensitive period of their developmental age, when the kids are supposed to be taught to question everything and nourish their reasoning skills, they are taught that God created the world in seven days – that the human race did not evolve from apes through millions of years, rather it came from the amorous congress between two God-made humans, named Adam and Eve. And if you ask why? The answers of the uneducated primordial teachers would be that the scriptures say so. And now if you ask, can’t the scriptures be wrong – do I have to take these stories literally? They would lash out with rage and shout at you – how dare you question the scriptures! Every single word in it is true. There is no greater truth than the truth of these sacred texts.

We often operate in romantic life under the mistaken impression—unconsciously imported from law courts and school debating traditions—that the person who is “right” or has the stronger case should, legitimately, “win” an argument. But this is fundamentally to misunderstand the point of relationships, which is not so much to defeat an opponent as to help each other evolve into the best versions of ourselves.

Black churches viewed education and litercay as paramount to the success of the African American community...."the vast majorities of HBCUs were founded to be seminaries and divinity schools...schools in church basements evolved into HBCUs: Morehouse College arose from the basement of Springfield Baptist Church in Augusta Georgia; Selman College, from the basement of Friendship Baptist Church in Atlanta; and Tuskegee Institute, out of a room near the local AME Zion church.

Let us not fear to say that we want men capable of evolving without stopping, capable of destroying and renewing their environments without cessation, of renewing themselves also; men, whose intellectual independence will be their greatest force, who will attach themselves to nothing, always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life. Society fears such men; we therefore must not hope that it will ever want an education able to give them to us.

When it was confirmed that I was not pregnant, I evolved a new understanding of the word "whore," one that was less about actions and more about essence. It was not that I had done something wrong so much as that I existed in the wrong way. There was something impure in the fact of my being. It's strange how you give the people you love so much power over you, I had written in my journal. But Shawn had more power over me than I could possibly have imagined. He had defined me to myself, and there's no greater power than that.

Wingate sighs thoughtfully. "Hard to say. He's not static. He began with almost pure Impressionism, which is dead. Anyone can do it. But the vision was there. Between the fifth and twelfth paintings, he began to evolve something much more fascinating. Are you familiar with the Nabis?" The what?" Nabis. It means 'prophets.' Bonnard, Denis, Vuillard?" What I know about art wouldn't fill a postcard." Don't blame yourself. That's the American educational system. They simply don't teach it. Not unless you beg for it. Not even in university.

Days later, when it was confirmed that I was not pregnant, I evolved a new understanding of the word "whore," one that was less about actions and more about essence. It was not that I had done something wrong, so much as that I existed in the wrong way. There was something impure in the fact of my being. It's strange how you give the people you love so much power over you, I had written in my journal. But Shawn had more power over me than I could possibly have imagined. He had defined me to myself, and there's no greater power than that.

are biased toward studying individual organisms. It is often difficult for scientists to grasp the idea that individual brains do not exist in nature. As much as one may adhere to the notion of the isolated self, humans have evolved as social creatures and are constantly regulating one another’s biology. Without mutually stimulating interactions, people (and neurons for that matter) wither and die. In neurons this process is called apoptosis (programmed cell death); in humans it is called failure to thrive, depression, or dying of a broken heart.

At one point he said "Some may not believe it, but I spent hours perfecting whatever I did." He worked not only on sculpting the body but at shaping his mind, educating himself, evolving his practices, developing his potential. He also worked at the little things, like having beautiful handwriting, writing and speaking grammatically well, developing a colloquial understanding of English through joke-telling, learning how to direct a film - the list goes on and on. And as a result, he created a legacy that continues to be relevant forty-seven years after his death.

The oversupply of huge amounts of information free of charge and on demand is changing the world beyond recognition. This is especially true in areas of education where education systems are evolving to reflect the reality that education is about constructing knowledge rather than just remembering facts. The knowledge revolution is correlated with the rise of knowledge economy where information is constructed and organised into knowledge that can be utilised to create economic value. Knowledge management is also allowing us to gradually use machines to perform tasks that need complex decision making.

The rote nature of education in contemporary Muslim societies can be traced to attitudes inherited from traditional education, wherein knowledge is something to be acquired rather than discovered. and in which the attitude of mind is passive and receptive rather than creative and inquisitive. The social conditioning of an authoritarian traditional environment has. as an inescapable consequence. That all knowledge comes to be viewed as unchangeable and all books tend to be memorized or venerated to some degree. The concept of secular knowledge as a problem-solving tool which evolves over time is alien to traditional thought.

The way that we think is dependent upon our flowering formal and informal education. How we think affects our behavior. How we conduct ourselves in the unscripted interactions with our family, friends, and lovers alters our emotional being. Our emotional being funnels our thought processes. Our community modulates our actions and establishes standards for behavior, and our logical reasoning and moral reasoning skills evolve as we mature. The didactical association between education, thinking, behaving, communal relationships, and the ongoing process of making logical and moral decisions continues to shape unions and disunions of our transforming character.

The fundamental problem with learning mathematics is that while the number sense may be genetic, exact calculation requires cultural tools—symbols and algorithms—that have been around for only a few thousand years and must therefore be absorbed by areas of the brain that evolved for other purposes. The process is made easier when what we are learning harmonizes with built-in circuitry. If we can’t change the architecture of our brains, we can at least adapt our teaching methods to the constraints it imposes. For nearly three decades, American educators have pushed “reform math,” in which children are encouraged to explore their own ways of solving problems. Before reform math, there was the “new math,” now widely thought to have been an educational disaster. (In France, it was called les maths modernes and is similarly despised.) The new math was grounded in the theories of the influential Swiss psychologist Jean Piaget, who believed that children are born without any sense of number and only gradually build up the concept in a series of developmental stages. Piaget thought that children, until the age of four or five, cannot grasp the simple principle that moving objects around does not affect how many of them there are, and that there was therefore no point in trying to teach them arithmetic before the age of six or seven.

Her problem was that she thought too much- “toxic thinking” and so forth- so she tried to stop, but a physical sensation of exertion remained. Was it her fault that her husband made more money? That it made more sense for her to quit her job than for him to quit his? Was it her fault that he was always gone, rendering her a de facto single mom for the majority of the week? Was it her fault that she found playing trains really, really boring? That she longed for even the smallest bit of mental stimulation, for a return to her piles of books, to her long-abandoned closet of half-formed projects, to one entire afternoon of solitude and silence? Was it her fault that, though she longed for mental stimulation, she still found herself unable to concoct a single, original thought or opinion? She did not actually care about anything anymore. Politics, art, philosophy, film: all boring. She craved gossip and reality TV. Was it her fault that she hated herself for her preference for reality TV? Was it her fault that she had bought into the popular societal myth that if a young woman merely secured a top-notch education she could then free herself from the historical constraints of motherhood, that if she simply had a career she could easily return to work after having a baby and sidestep the drudgery of previous generations, even though having a baby did not, in any way, represent a departure from work to which a woman might, theoretically, one day return. It actually, instead, marked an immersion in work, and unimaginable weight of work, a multiplication of work exponential in its scope, staggering, so staggering, both physically and psychically (especially psychically), that even the most mentally well person might be brought to her knees beneath such a load, a load that pitted ambition against biology, careerism against instinct, that bade the modern mother be less of an animal in order to be happy, because- come on, now- we’re evolved and civilized, and, really, what is your problem? Pull it together. This is embarrassing.

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

How did the court feel empowered to put new limits on the settled law of Meyer-Pierce and give public schools the power to override parents on teaching about sex? Simple. The three liberal judges based their decision on “our evolving understanding of the nature of our Constitution.” Liberal judges have no shame in proclaiming their belief that our written Constitution is “evolving.” In this case, the judges bragged that the Constitution has evolved to create the right to abortion, and then ruled that the evolving Constitution takes sex education away from parents and puts it “within the state’s authority as parens patriae.” “The country as parent.” That’s Obama’s view of our future.

To really change the world, we have to help people change the way they see things. Global betterment is a mental process, not one that requires huge sums of money or a high level of authority. Change has to be psychological. So if you want to see real change, stay persistent in educating humanity on how similar we all are than different. Don't only strive to be the change you want to see in the world, but also help all those around you see the world through commonalities of the heart so that they would want to change with you. This is how humanity will evolve to become better. This is how you can change the world. The language of the heart is mankind's main common language. -- Suzy Kassem

Nature vs. nurture is part of this—and then there is what I think of as anti-nurturing—the ways we in a western/US context are socialized to work against respecting the emergent processes of the world and each other: We learn to disrespect Indigenous and direct ties to land. We learn to be quiet, polite, indirect, and submissive, not to disturb the status quo. We learn facts out of context of application in school. How will this history, science, math show up in our lives, in the work of growing community and home? We learn that tests and deadlines are the reasons to take action. This puts those with good short-term memories and a positive response to pressure in leadership positions, leading to urgency-based thinking, regardless of the circumstance. We learn to compete with each other in a scarcity-based economy that denies and destroys the abundant world we actually live in. We learn to deny our longings and our skills, and to do work that occupies our hours without inspiring our greatness. We learn to manipulate each other and sell things to each other, rather than learning to collaborate and evolve together. We learn that the natural world is to be manicured, controlled, or pillaged to support our consumerist lives. Even the natural lives of our bodies get medicated, pathologized, shaved or improved upon with cosmetic adjustments. We learn that factors beyond our control determine the quality of our lives—something as random as which skin, gender, sexuality, ability, nation, or belief system we are born into sets a path for survival and quality of life. In the United States specifically, though I see this most places I travel, we learn that we only have value if we can produce—only then do we earn food, home, health care, education. Similarly, we learn our organizations are only as successful as our fundraising results, whether the community impact is powerful or not. We learn as children to swallow our tears and any other inconvenient emotions, and as adults that translates into working through red flags, value differences, pain, and exhaustion. We learn to bond through gossip, venting, and destroying, rather than cultivating solutions together. Perhaps the most egregious thing we are taught is that we should just be really good at what’s already possible, to leave the impossible alone.

I sat on my bed, knees pressed to my chest, and listened to them shout. Was I pregnant? I wasn’t sure. I considered every interaction I’d had with a boy, every glance, every touch. I walked to the mirror and raised my shirt, then ran my fingers across my abdomen, examining it inch by inch and thought, Maybe. I had never kissed a boy. I had witnessed birth, but I’d been given none of the facts of conception. While my father and brother shouted, ignorance kept me silent: I couldn’t defend myself, because I didn’t understand the accusation. Days later, when it was confirmed that I was not pregnant, I evolved a new understanding of the word “whore,” one that was less about actions and more about essence. It was not that I had done something wrong so much as that I existed in the wrong way. There was something impure in the fact of my being.

What is most characteristically human is not guaranteed to us by our species or by our culture but given only in potential. A spiritual master once expressed it this way: A person must work to become human. What is most distinctly human in us is something more than the role we play in society and more than the conditioning, whether for good or bad, of our culture. It is our essential Self, which is our point of contact with Infinite Spirit. This Spirit is not to be understood as a metaphysical assertion requiring belief, but as something we can experience for ourselves. What if you, as a human being, represent the final result of a process in which this Spirit has evolved better and better reflectors of itself? If the human being is the most evolved carrier of the Creative Spirit – possessing conscious love, will, and creativity – then our humanity is the degree to which this physical and spiritual vehicle, and particularly our nervous system, can reflect or manifest Spirit. That which is most sacred in us, that which is deeper than our individual personality, is our connection to this Spirit, this Creative Power. Whereas conventional religious belief has the tendency to anthropomorphize God/Spirit, this process consists of the human being becoming qualified by the attributes of God. It could be called the „sanctification“ of the human being. Our human nature is realized through the understanding and awareness that the essential human Self is a reflection of Spirit. To become truly human is to attain a tangible awareness of Spirit, to realize oneself as a reflection of Spirit, or God. The education of the Soul is the Great Work. The beginning of this Work consists of awakening a transcending awareness...

invited us, didn’t they? It’d be rude not to enjoy the hotel’s facilities to their fullest extent,” I repeat, mocking my grandfather. “Can you believe him?” A startled laugh escapes Lily’s lips, and I can’t help but smile too. It takes the sting out of the words that followed, the ones I won’t tell Lily about. “I can only hope that your education actually helped smarten you up, because I’m tired of my granddaughter coming second to that Windsor boy. You’re not in school anymore, Celeste. The stakes are higher now, and there’s no margin for error. At the very least, you should be able to raise our hotels to the same standard as the Windsors’.” Sometimes I wonder, would my grandfather’s endless comparisons hurt less if they didn’t result in him finding me lacking every single time? Would my hatred for Zane have evolved into what it is had it not been fueled by Grandpa’s expectations?

One of the biggest shifts in the last decade of anthropology, one of the discoveries in the field that has changed everything, is the realization that we evolved as cooperative breeders. Bringing up kids in a nuclear family is a novelty, a blip on the screen of human family life. We never did child rearing alone, isolated and shut off from others, or with just one other person, the child’s father. It is arduous and anomalous and it’s not the way it “should” be. Indeed, for as long as we have been, we have relied on other females—kin and the kindly disposed—to help us raise our offspring. Mostly we lived as Nisa did—in rangy, multifamily bands that looked out for one another, took care of one another, and raised one another’s children. You still see it in parts of the Caribbean today, where any adult in a small town can tell any kid to toe the line, and does, and the kids listen. Or in Hawaii, where kids and parents alike depend on hanai relationships—aunties and uncles, indispensible honorary relations who take a real interest in an unrelated child’s well-being and education. No, it wasn’t fire or hunting or the heterosexual dyad that gave us a leg up, anthropologists now largely concur; it was our female Homo ancestors holding and handling and caring for and even nursing the babies of other females. That is in large part why Homo sapiens flourished and flourish still, while other early hominins and prehominins bit the dust. This shared history of interdependence, of tending and caring, might explain the unique capacity women have for deep friendship with other women. We have counted on one another for child care, sanity, and survival literally forever. The loss of your child weighs heavily on me in this web of connectedness, because he or she is a little bit my own.

We largely persist in modelling our sense of what other people are like – and of what might be going on in their heads – on our experience of ourselves. We find it remarkably difficult to imagine clearly and calmly that others might not be very much like us at all. Others have different skills, different weaknesses, different motives and fears. It is as if the human brain did not evolve with the need to address this particular problem. And it may have been that for most of the time that human beings have existed it has been sufficient – for individual and group survival – to operate with a very limited interest in how people might differ from us in terms of how their minds work. In the office, other people are out of our control – and yet we need their assistance in performing delicate, complicated tasks. When we are doing things ourselves, we don’t actually give ourselves clear instructions. If

Is there a difference between having been coded to present a vast set of standardized responses to certain human facial, vocal, and linguistic states and having evolved to exhibit response B to input A in order to bring about a desired social result? ... What I mean is, you call it feelings when you cry, but you are only expressing a response to external stimuli. Crying is one of a set of standardized responses to that stimuli. Your social education has dictated which responses are appropriate. My programming has done the same. I can cry, too. I can choose that subroutine and perform sadness. How is that different from what you are doing, except that you use the word feelings and I use the word feelings, out of deference for your cultural memes which say: there is all the difference in the world. I erase the word even as I say it, obliterate it at the same time that I initiate it, because I must use some word yet this one offends you. I delete it, yet it remains.

Woke is not merely a state of awareness; it is a force that dismantles the walls of ignorance and complacency. It is the unwavering commitment to truth, justice, and equality, igniting a flame within the hearts of those who seek a better world. To be woke is to rise above the shadows of indifference and confront the uncomfortable realities that permeate our society. It is to acknowledge the deep-rooted biases, systemic injustices, and the pervasive discrimination that persistently plague our communities. Woke is the courage to challenge the status quo, to question the narratives that uphold oppression, and to demand accountability from those who hold power. It is the unwavering belief that every voice matters, regardless of race, gender, or social standing. Woke is the realization that progress requires action, not just words. It is the recognition that the fight for justice extends beyond hashtags and viral trends. It is a constant pursuit of education, empathy, and empathy and the willingness to stand up for what is right, even in the face of adversity. Woke is a movement that refuses to be silenced. It is the collective power of individuals coming together to amplify marginalized voices, to challenge the systems that perpetuate inequality, and to build a future where everyone has an equal opportunity to thrive. Being woke is not an endpoint; it is a lifelong journey. It is the commitment to unlearn and relearn, to listen and understand, and to continuously evolve in the pursuit of a more inclusive and equitable world. So, let us embrace our woke-ness, not as a trend or a buzzword, but as a guiding principle in our lives. Let us use our awareness to foster meaningful change, to uplift the marginalized, and to build bridges where there were once divides. For in our collective awakening lies the power to reshape the world, to create a future where justice, compassion, and equality prevail. Let us be woke, let us be bold, and let us be the catalysts of a brighter tomorrow.

It is absolutely fascinating to see how far educated, intelligent, self-proclaimed feminist women end up submitting to the authority of psychotic and mediocre men. It is as if these highly evolved women struggled intellectually with machismo but, in their daily life, end up submitting to a man. Women who have been beaten, even raped, forgive their attackers. One must ask whether they do not love them because of their brutality. Cases of men submitting to women exist, but are far more rare. What is extraordinary is that many of these submissive women who allow their lives to be degraded are economically independent and have no need of a man. The explanation of female submission by violence or economic dependence (as in traditional societies) does not hold water, since mistreated women today could easily take off. One explanation could be that women tolerate loneliness less well than men, and that they end, even after a free and emancipated youth, by needing a guardian — even if a disagreeable and hateful one. One often gets the impression that the idea of freedom is less important for women than the fear of loneliness.

To understand Bashō’s place in Japanese poetry, it’s useful to have some sense of the literary culture he entered. The practice of the fine arts had been central to Japanese life from at least the seventh century, and virtually all educated people painted, played musical instruments, and wrote poems. In 17th century Japan, linked-verse writing was as widespread and popular as card games or Scrabble in mid-20th-century America. A certain amount of rice wine was often involved, and so another useful comparison might be made to playing pool or darts at a local bar. The closest analogy, though, can be found in certain areas of online life today. As with Dungeons and Dragons a few years ago, or Worlds of War and Second Life today, linked verse brought its practitioners into an interactive community that was continually and rapidly evolving. Hovering somewhere between art-form and competition, renga writing provided both a party and a playing field in which intelligence, knowledge, and ingenuity might be put to the test. Add to this mix some of street rap’s boundary-pushing language, and, finally, the video images of You-Tube. Now imagine the possibility that a “high art” form of very brief films might emerge from You-Tube, primarily out of one extraordinarily talented young film-maker’s creations and influence. In the realm of 17th-century Japanese haiku, that person was Basho.

Pull approaches differ significantly from push approaches in terms of how they organize and manage resources. Push approaches are typified by "programs" - tightly scripted specifications of activities designed to be invoked by known parties in pre-determined contexts. Of course, we don't mean that all push approaches are software programs - we are using this as a broader metaphor to describe one way of organizing activities and resources. Think of thick process manuals in most enterprises or standardized curricula in most primary and secondary educational institutions, not to mention the programming of network television, and you will see that institutions heavily rely on programs of many types to deliver resources in pre-determined contexts. Pull approaches, in contrast, tend to be implemented on "platforms" designed to flexibly accommodate diverse providers and consumers of resources. These platforms are much more open-ended and designed to evolve based on the learning and changing needs of the participants. Once again, we do not mean to use platforms in the literal sense of a tangible foundation, but in a broader, metaphorical sense to describe frameworks for orchestrating a set of resources that can be configured quickly and easily to serve a broad range of needs. Think of Expedia's travel service or the emergency ward of a hospital and you will see the contrast with the hard-wired push programs.

Brainhacking works. By following a few simple instructions, you can, over time, change the nature of your brain to make it more resilient, more resistant to aging, and more capable of happiness, compassion, and clarity. The data is in, and it matters. It matters, in fact, in two distinct ways. First, as this hard data filters through the U.S. healthcare industry, the educational system, the military, and the corporate world, to name just a few examples, it will become clear that mindfulness is among the most cost-effective methods ever for reducing hospital stays, advancing educational opportunity, and improving the functioning of organizations. This will be a game-changer. Second, the science changes how the dharma is even to be understood. This hard data is the opposite of soft spirituality. Meditation and mindfulness are tools, not a set of spiritual exercises whose merit depends on faith or some unknown forces. This is why I’ve used the word “technology” in describing the work of meditation, why Kenneth Folk calls it a form of “contemplative fitness,” and why I like the term “brainhacking.” We’re not referring here to actual, physical technologies like electrodes or vibrating implants or special sounds that put you into an altered state (although all of these exist). Rather, when I say “technology,” I’m thinking of how meditation and mindfulness are tools—processes that lead to predictable results.

A Letter to the Reader I thought my dog dying was going to kill me. If I’m being honest, I still think it, some days. Most days. If I’m being honest, I still think it every day. Soul-mutt. Best friend. Not everyone understands, or will. That’s fine. I’ve never been one to want to share in grief, never been one to share much of anything. Only child, writer. A dog removes itself from the pack to lick wounds clean. A dog goes off, alone, to die. But we all know it—a family member, a friend, the sudden glazing of the eyes, the feel of a heart stopping beneath our hand. Our souls and selves dropping pieces each time someone exits this earth. Our identities, foundations shaken. Even sometimes bulldozed to nothing. This one brought me to my knees. At the time of writing this note, I can honestly say, I have never felt anything like this. I am truly surprised it hasn’t killed me. I always knew Barghest was going to die. Barghest’s death was (with the deaths of the others) the worst thing I could think of, and my job as I see it is to explore all the worsts. And all the bests, too. This book, or more accurately, an early, now unrecognizable version of it, was the first thing I ever seriously wrote. It was also what got me started on this path of Writer. Someone read this early snippet and believed in it, in me. This was a story that I wanted to tell from day one, ideas that hounded me then and have for all the years since. It’s taken ten years, an education, all the events of a decade of life, and more drafts than I’d like to count for me to tell this story in a way that felt right. In a way that is (I hope) befitting of you, most precious reader. And these dogged questions of guilt, shame, faith have nipped at my heels through everything. Funny, how they always draw just enough blood to keep us from running full tilt. But now. In the wake of a loss that has shaken me more than any I’ve lived through before, in a moment in which I find myself, like Sophie, questioning everything, questioning what the point of being here is at all, I have to say, It all feels very human and very small to confine and bind ourselves to anything that seeks to diminish us. This world and universe and existence is so expansive and evolving, and we choose to let ourselves be crippled by someone else’s ideas. We share life with mortality. We will die. Everyone we love will die. We will all face the dark. Together, or separate. We just don’t know. There is no self-help book, no textbook, no how-to that can tell us, definitively, what comes after. By the time any of us has the answers, we won’t be here to write them. None of us knows, even if we think we do. But here is what I do know: We live with death. And horror chooses not to turn away from it. Horror looks the darkness in the eyes. Horror dances with the absence, the loss. Explores ways for us—you, the reader, and me—to take it in our arms and spin around together. Ways to embrace the centrifugal force that is human striving, human searching. Mortal life. Dogs die. Humans die. We live with it, whether we want to or not. But from choosing to look, choosing not to turn away, from our embrace in the darkness, I hope that guilt and shame and any idea invented to hold you down in this glorious, nearly blinding existence, will seem, at the end of it all, very, very small. You, and me, spinning too fast for them to catch us. Thank you for continuing on this journey with me. With my characters, who are of course, now yours. These questions and worlds that I humbly share with you. That now belong to you. And while we keep hurtling through the unknown, as we spin round and round, I want to say, Here’s to dancing, book by book, question by question, through this vast, shining existence. Together.

Furthermore, we suggest a fractal self is capable of growth and a kind of metamorphosis. Daoists refer to a seasoned human cooperator and facilitator, working adroitly, with a natural ease in the smooth, orderly, adaptive spirit of wuwei, as a sage. Such an individual is typically embedded in a particular affinitive complex system. An affinitive system is virtually anything in nature or human endeavor that is avidly sought by an individual in pursuit of vocation or avocation-a business, social, educational, artistic, scientific, or governmental enterprise, and so forth. Such systems typically develop chaotic structures and behaviors; envisioned as geometrical forms, they often constitute complicated attractors; around the edges of their coherent existence they would tend to be fractally organized, transcending classic dimensionality (see introduction). The sage tends to develop into a leader or catalyst within his or her affinitive system as he or she progressively "evolves" over time into increasing levels of intimacy and coherence with the system.

The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity.

Jarvious Cotton cannot vote. Like his father, grandfather, great-grandfather, and great-great-grandfather, he has been denied the right to participate in our electoral democracy. Cotton’s family tree tells the story of several generations of black men who were born in the United States but who were denied the most basic freedom that democracy promises—the freedom to vote for those who will make the rules and laws that govern one’s life. Cotton’s great-great-grandfather could not vote as a slave. His great-grandfather was beaten to death by the Ku Klux Klan for attempting to vote. His grandfather was prevented from voting by Klan intimidation. His father was barred from voting by poll taxes and literacy tests. Today, Jarvious Cotton cannot vote because he, like many black men in the United States, has been labeled a felon and is currently on parole.1 Cotton’s story illustrates, in many respects, the old adage “The more things change, the more they remain the same.” In each generation, new tactics have been used for achieving the same goals—goals shared by the Founding Fathers. Denying African Americans citizenship was deemed essential to the formation of the original union. Hundreds of years later, America is still not an egalitarian democracy. The arguments and rationalizations that have been trotted out in support of racial exclusion and discrimination in its various forms have changed and evolved, but the outcome has remained largely the same. An extraordinary percentage of black men in the United States are legally barred from voting today, just as they have been throughout most of American history. They are also subject to legalized discrimination in employment, housing, education, public benefits, and jury service, just as their parents, grandparents, and great-grandparents once were. What has changed since the collapse of Jim Crow has less to do with the basic structure of our society than with the language we use to justify it. In the era of colorblindness, it is no longer socially permissible to use race, explicitly, as a justification for discrimination, exclusion, and social contempt. So we don’t. Rather than rely on race, we use our criminal justice system to label people of color “criminals” and then engage in all the practices we supposedly left behind. Today it is perfectly legal to discriminate against criminals in nearly all the ways that it was once legal to discriminate against African Americans. Once you’re labeled a felon, the old forms of discrimination—employment discrimination, housing discrimination, denial of the right to vote, denial of educational opportunity, denial of food stamps and other public benefits, and exclusion from jury service—are suddenly legal. As a criminal, you have scarcely more rights, and arguably less respect, than a black man living in Alabama at the height of Jim Crow. We have not ended racial caste in America; we have merely redesigned it.

colorblindness is such a bad idea, though, why have people across the political spectrum become so attached to it? For conservatives, the ideal of colorblindness is linked to a commitment to individualism. In their view, society should be concerned with individuals, not groups. Gross racial disparities in health, wealth, education, and opportunity should be of no interest to our government, and racial identity should be a private matter, something best kept to ourselves. For liberals, the ideal of colorblindness is linked to the dream of racial equality. The hope is that one day we will no longer see race because race will lose all of its significance. In this fantasy, eventually race will no longer be a factor in mortality rates, the spread of disease, educational or economic opportunity, or the distribution of wealth. Race will correlate with nothing; it will mean nothing; we won’t even notice it anymore. Those who are less idealistic embrace colorblindness simply because they find it difficult to imagine a society in which we see race and racial differences yet consistently act in a positive, constructive way. It is easier to imagine a world in which we tolerate racial differences by being blind to them. The uncomfortable truth, however, is that racial differences will always exist among us. Even if the legacies of slavery, Jim Crow, and mass incarceration were completely overcome, we would remain a nation of immigrants (and indigenous people) in a larger world divided by race and ethnicity. It is a world in which there is extraordinary racial and ethnic inequality, and our nation has porous boundaries. For the foreseeable future, racial and ethnic inequality will be a feature of American life. This reality is not cause for despair. The idea that we may never reach a state of perfect racial equality—a perfect racial equilibrium—is not cause for alarm. What is concerning is the real possibility that we, as a society, will choose not to care. We will choose to be blind to injustice and the suffering of others. We will look the other way and deny our public agencies the resources, data, and tools they need to solve problems. We will refuse to celebrate what is beautiful about our distinct cultures and histories, even as we blend and evolve. That is cause for despair. Seeing race is not the problem. Refusing to care for the people we see is the problem.

Failure doesn't Teach us! Learning from it, is our Choice.

Cizek had used art as the point of entry of his thinking into a whole new world of education—an avenue that had never occurred to me. He realized that children by nature are capable of real, indeed often great, art; that artistic activity is natural for them; and that adult interference in the natural development of children as artists was detrimental to that development. From that starting point, he made a leap into the entire realm of education and child development, concluding that the natural, unhindered growth of children enables them to reach their full potential as human beings, and that adult interference in general is more of a liability than an asset in this process of growth. That leap, from art to all domains of maturation, was an intuitive one for Cizek and his followers. It was not until I read the article referred to in the opening paragraph of this section that I not only gained an understanding of the real basis for Cizek’s intuitive leap, but I also achieved a new and enriching perspective on the nature of education, one that I had hitherto hardly noticed. The key is the observation that certain activities are universal, transcultural, and therefore related to the very essence of being a human. Even more significant and telling—and here once again Cizek hit upon the truth, albeit not consciously—is the fact that these same activities are engaged in by children from the earliest age, and therefore are not, indeed cannot be, the products of sociocultural influences. This places these activities in the realm of biological evolution rather than the realm of cultural history.50 And because these three activities—making music, decorating things, and talking—are the outcome of hundreds of millions of years of evolution, they must represent in and of themselves an important aspect of the exalted place humans occupy in the natural world. In other words, these activities not only represent the outcome of evolution, but they also represent important features that account for the specific place that the Homo sapiens species occupies in the natural order. To allow children—and indeed adults—to engage in these three activities to their heart’s desire is to allow them to realize their fullest potential as human beings. External interference in their exercise, although perhaps sometimes justifiable for social reasons (man is, after all, a social animal too, another aspect of evolution), always involves some diminishing of their ability to become what they by nature are inclined to be. Once this is realized, it is almost impossible to comprehend the enthusiasm with which educators and child development specialists advocate systems for coercing children, against their clear inclination and will, to curtail these activities in favor of an externally imposed adult agenda. Although there might have been some economic justification for such curtailment in the industrial age, there is no longer the slightest pretext of an advantage gained through the suppression of the natural, evolved behavior of children. In

Finally, a word about teachers. My argument should not be construed as an attack on them. Teaching is a difficult job, as I have found in my experience of working with aspiring young journalists. In France as in every country, there are extraordinary teachers who inspire and motivate their students. As elsewhere, there are also some bad teachers, and a big majority that is diligent, conscientious and not properly recognized for their work. My quarrel is not with them. Quite the contrary : as I will discuss, teachers are the solution to France’s biggest educational problems. Teachers, that is, who are well trained and flexible, more autonomous, better paid and more respected. Unfortunately, the French education system has failed to allow teachers to evolve with the times. It leaves them with no margin for manoeuvre, no responsibility and no encouragement. They shoot teachers here, too, don’t they?

I no longer believe that the current education system is able to equip our children for a fast-moving future. Technology has evolved so rap-idly in the last five years that to put a child in an education system that was designed for a future that will most likely no longer exist for the majority, seems almost absurd.

An active moral life cannot be evolved except where people are free to express their feelings and act upon the insights of conscience.

Midwest Book Full Review It's unusual to find a political and supernatural thriller so intrinsically woven into current issues about the fabric of American society that its fiction bleeds into a cautionary nonfiction tale, but Robert Hamilton's Crux: A Country That Cannot Feed Its People and Its Animals Will Fall represents such an achievement. Its saga of race, food security, violence and prejudice from religious and social circles alike, and the vulnerability of the American food supply chain provides a powerful story that holds many insights, perspectives, and warnings for modern-day readers concerned about this nation's trajectory. Readers who choose the story for its political and supernatural thriller elements won't be disappointed. The tale adopts a nonstop staccato, action-filled atmosphere as a series of catastrophes force veterinarian Dr. Thomas Pickett to move beyond his experience and objectives to become an active force in effecting change in America. How (and why) does a vet become involved in political scenarios? As Dr. Pickett becomes entangled in pork issues, kill pens, and a wider battle than that against animal cruelty, readers are carried into a thought-provoking scenario in which personal and environmental disasters change his upward trajectory with his new wife and their homestead. As Dr. Pickett is called on stage to testify about his beliefs and the Hand of God indicates his life and involvements will never be the same, readers receive a story replete in many social, spiritual, and political inquiries that lead to thought-provoking reflections and insights. True miracles and false gods are considered as he navigates unfamiliar territory of the heart, soul, and mind, coming to understand that his unique role as a vet and a caring, evolving individual can make a difference in the role America plays both domestically and in the world. From the Vice President's involvement in a national security crisis to the efforts to return the country to "its true Christian foundations," Robert Hamilton examines the crux of good intentions and beliefs gone awry and the true paths of those who link their personal beliefs with a changing political scenario. Whose side is God on, anyway? These and other questions make Crux not just a highly recommended read for its political thriller components, but a powerful social and spiritual examination that contains messages that deserve to be inspected, debated, and absorbed by book clubs and a broad audience of concerned American citizens. How do you reach hearts and minds? By producing a story that holds entertainment value and educational revelations alike. That's why libraries need to not only include Crux in their collections, but highlight it as a pivot point for discussions steeped in social, religious, and political examination. There is a bad storm coming. Crux is not just a riveting story, but a possible portent of a future America operating in the hands of a dangerous, attractive demagogue.

You do not just become, you evolve as, a Chartered Accountant.

Blackrock, the world’s largest manager and custodian of Index ETFs, is now the most important owner of multinational companies. Bizarrely, our capital market system, based on wide ownership of joint stock companies, has evolved to confer ownership on a group of fund managers with no intention, incentive or mandate to act in a responsible manner.

An Indirect quote - Some visitors came to a planet to see its resources and available benefits for them. They knew the universal secrets, but when they visited this planet, only primitive humans were living and there were dark in nature. So they tried to utilize them and to rule them, but as days and minutes passed these visitors started loving those dark people, and then they started teaching them about morality, perseverance, how to talk, how to walk and everything about utopian or high life style but some of these dark people misused it and some love stories became harassing stories and these visitors got tensed as they were teachers, they wanted to be respectful. But their main motive was to use the resources on this planet, because their planet already dead. And guy from those dark people asked a serious question after getting taught from them, you people came to utilize us and now you guys are enslaving us, just like you people we are also organisms of universe, and that sentence was a damn shocking for them then there was rain, a heavy rain or Indra. These dark people prayed a lot to preserve their culture with the knowledge they got from these visitors which in turn gave births of visitors souls to their children. Some of these dark people were used to build a plan against enemies as it was their psychology against thrests, and then there was manu smiriti or psychology given by visitors to not to give high positions to to these dark skinned people as they build a plan to destroy threats, they may turn violent people against universe. And then there was a girl in these dark people who said that, destruction is also another creation , and she was shakthi. Finally these visitors lost with their intention because these dark people started speaking truths, and still they had bad motives to kill these visitors those were called asuras, and this indra made his clans to protect humanity from these asuras. And people those who were interested in love and too much love to utilize these situations were given business opportunities on daily needs, people that were interested in extreme love I e - harassing people from these visitors were given protection duties. souls turned into another sex called trans, other than man and women to find out divergent i e mixed people. languages evolves, teaching evolved, business evolved, education evolved, there was silent guy who seems to be creator of these visitors, were given no duties at all other than science. But he himself was not a creator because for creating something new , he needs destruction or shiv and for protecting he needed another visitor called krishna, but what he forgot was this creator himself was a visitor from another planet were diamonds harvested and so called fairy tales and beautiful life was there but that planet was destroyed because of greediness. Because these visitors destroyed lots of planets already and with greedy, too much sex there were completely tired on this beautiful planet. and so finally they had no other planets to visit and whomever been sent did not return. So they finally found this is the final planet to survive. The unmentioned people are from west, and completely north and they were given important tasks to protect the planet which is the only available right now. These manu smiriti or visitors psychology did not enclose the details of creator but only said about who designed it - Bram. The god was born on west, north, south and down earth to find out what is the actual problem and when to end it for recreation. He found that there is no need of re creation as far as now because he loves all. But the problem is these visitors are from another planet or heaven or hell , and so they were greedy to enough to utilise all they had and sent their clans to search more but they did not return at all. And in between time frame, some visited but couldnt enter properly and those entered were affected much because of completely dynamic atmosphere.