Expanding Education Quotes

No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven.

It's not an endlessly expanding list of rights — the 'right' to education, the 'right' to health care, the 'right' to food and housing. That's not freedom, that's dependency. Those aren't rights, those are the rations of slavery — hay and a barn for human cattle.

Freedom is not empowerment. Empowerment is what the Serbs have in Bosnia. Anybody can grab a gun and be empowered. It's not entitlement. An entitlement is what people on welfare get, and how free are they? It's not an endlessly expanding list of rights -- the "right" to education, the "right" to food and housing. That's not freedom, that's dependency. Those aren't rights, those are the rations of slavery -- hay and a barn for human cattle. There is only one basic human right, the right to do as you damn well please. And with it comes the only basic human duty, the duty to take the consequences.

The past is beautiful because one never realises an emotion at the time. It expands later, & thus we don’t have complete emotions about the present, only about the past. —VIRGINIA WOOLF

Read books by people you disagree with. Listen to others who think differently from you. Watch programming you wouldn't normally watch. Expand your mind and views of the world. As right as you think you are about your own beliefs and experiences, others feel the same way about their own. You'll learn more than you ever imagined if you see the world through beliefs rather than right and wrong.

When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about.

I have known many graduates of Bryn Mawr. They are all of the same mold. They have all accepted the same bright challenge: something is lost that has not been found, something's at stake that has not been won, something is started that has not been finished, something is dimly felt that has not been fully realized. They carry the distinguishing mark – the mark that separates them from other educated and superior women: the incredible vigor, the subtlety of mind, the warmth of spirit, the aspiration, the fidelity to past and to present. As they grow in years, they grow in light. As their minds and hearts expand, their deeds become more formidable, their connections more significant, their husbands more startled and delighted. I once held a live hummingbird in my hand. I once married a Bryn Mawr girl. To a large extent they are twin experiences. Sometimes I feel as though I were a diver who had ventured a little beyond the limits of safe travel under the sea and had entered the strange zone where one is said to enjoy the rapture of the deep.

The meaning of a story should go on expanding for the reader the more he thinks about it, but meaning cannot be captured in an interpretation. If teachers are in the habit of approaching a story as if it were a research problem for which any answer is believable so long as it is not obvious, then I think students will never learn to enjoy fiction. Too much interpretation is certainly worse than too little, and where feeling for a story is absent, theory will not supply it.

[A woman's] education should be as varied and perfect as possible. If for no other reason to enable her properly to educate and rear her own children. Whatever grand truths are planted in the mother's mind may take root in the next generation, and there grow, blossom, and shed their perfume on the world. The child receives the mother's very thought by intuition. If the mother's mind is weak and narrow in its range, the child is affected by this fact long before it finds meaning in the mother's words. But if the mother's mind is cultured and refined by study until her thoughts are grand and far-reaching, the child's soul will grow and expand under the mesmeric influence of these thoughts, as the plant grows under the influence of the sun.

I suppose an active imagination can be a form of madness. Or it can be the thing that keeps you from going mad.

The child brings with him into the world, not character, but disposition. He has tendencies which may need only to be strengthened, or, again, to be diverted or even repressed. His character — the efflorescence of the man wherein the fruit of his life is a-preparing — is original disposition, modified, directed, expanded by education; by circumstances; later, by self-control and self-culture; above all, by the supreme agency of the Holy Ghost, even where that agency is little suspected, and as little solicited.

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

Our understanding of who we are, where we came from, how the world works, and what matters in life depends on partaking of the vast and ever-expanding store of knowledge. Though unlettered hunters, herders, and peasants are fully human, anthropologists often comment on their orientation to the present, the local, the physical. To be aware of one's country and its history, of the diversity of customs and beliefs across the globe and through the ages, of the blunders and triumphs of past civilizations, of the microcosms of cells and atoms and the macrocosms of planets and galaxies, of the ethereal reality of number and logic and pattern—such awareness truly lifts us to a higher plane of consciousness. It is a gift of belonging to a brainy species with a long history.

The question is, does the educated citizen know he is only a cog in an ecological mechanism? That if he will work with that mechanism his mental wealth and his material wealth can expand indefinitely? But that if he refuses to work with it, it will ultimately grind him to dust? If education does not teach us these things, then what is education for?

Life expands when you dare and share. Life shrinks when you seek consistency and fear.

That's the power of education. It expands one's field of vision, and in so doing, it lifts entire families and communities.

Besides, she had just reached the autumnal period of womanhood, in which reflection is combined with tenderness, in which the beginning of maturity colours the face with a more intense flame, when strength of feeling mingles with experience of life, and when, having completely expanded, the entire being overflows with a richness in unison with its beauty. Never had she possessed more sweetness, more leniency. Secure in the thought that she would not err, she abandoned herself to a sentiment which seemed to her justified by her sorrows. And, moreover, it was so innocent and fresh! What an abyss lay between the coarseness of Arnoux and the adoration of Frederick!

Success is a way of life, which progressively expands your joyfulness, happiness, and fulfillment.

It's certainly a travesty of education, Sister, when those charged with the noble task of expanding our children's minds should try to cage them.

The world needs the kind of education by means of which character is formed, strength of the mind is increased and the human intellect is expanded beyond its own limits.

The past is beautiful because one never realises an emotion at the time. It expands later, & thus we don’t have

Express gratitude for love, joy, and beauty of life, to expand your happiness.

We have the money. We’ve just made choices about how to spend it. Over the years, lawmakers on both sides of the aisle have restricted housing aid to the poor but expanded it to the affluent in the form of tax benefits for homeowners. 57 Today, housing-related tax expenditures far outpace those for housing assistance. In 2008, the year Arleen was evicted from Thirteenth Street, federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined. 58 Each year, we spend three times what a universal housing voucher program is estimated to cost (in total ) on homeowner benefits, like the mortgage-interest deduction and the capital-gains exclusion. Most federal housing subsidies benefit families with six-figure incomes. 59 If we are going to spend the bulk of our public dollars on the affluent—at least when it comes to housing—we should own up to that decision and stop repeating the politicians’ canard about one of the richest countries on the planet being unable to afford doing more. If poverty persists in America, it is not for lack of resources.

Create the reality you want to live in by beginning the process of having the kind of conversations (with yourself and others) that actually shape that reality. A simple way that I reframe my own everyday “problems” is by relating to them as opportunities. They instantly become items in my life that I use to educate and expand myself. I become curious and engaged with them rather than my usual default annoyed and frustrated self!

To compete with China in the twenty-first century, the United States will have to give similar precedence to education reform and expand access to educational and training opportunities for all Americans, not just a select or privileged few.

Every action taken by human beings is based in love or fear, not simply those dealing with relationships. Decisions affecting business, industry, politics, religion, the education of your young, the social agenda of your nations, the economic goals of your society, choices involving war, peace, attack, defense, aggression, submission; determinations to covet or give away, to save or to share, to unite or to divide—every single free choice you ever undertake arises out of one of the only two possible thoughts there are: a thought of love or a thought of fear. Fear is the energy which contracts, closes down, draws in, runs, hides, hoards, harms. Love is the energy which expands, opens up, sends out, stays, reveals, shares, heals. Fear wraps our bodies in clothing, love allows us to stand naked. Fear clings to and clutches all that we have, love gives all that we have away. Fear holds close, love holds dear. Fear grasps, love lets go. Fear rankles, love soothes. Fear attacks, love amends. Every human thought, word, or deed is based in one emotion or the other. You have no choice about this, because there is nothing else from which to choose. But you have free choice about which of these to select.

Some dudes just know what they know, and they are fine with it. They might obsess with sex as much as you do, but never really explore some of the more advanced topics. These guys need their horizons expanded and you are just the girl to do it for him.

No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire

So tell the people that,” he said. “The facts can all be validated through expanded thinking and concern for truth. The point is people need to know about mind control. They need to know what is happening to this country’s education, mental health, and justice systems. They need to know what the New World Order agenda is about before NAFTA makes economic slaves of all of us. Armed with truth, there is no way to lose.

In the end, a person is only know by the impact he or she has on others. The Gift of Work: He who loves his work never labors. The Gift of Money: Money is nothing more than a tool. It can be a force for good, a force for evil, or simple be idle. The Gift of Friends: It is a wealthy person, indeed, who calculates riches not in gold but in friends. The Gift of Learning: Education is a lifelong journey whose destination expands as you travel. The desire and hunger for education is the key to real learning. The Gift of Problems: Problems can only be avoided by exercising good judgment. Good judgment can only be gained by experiencing life's problems. The Gift of Family: Some people are born into wonderful families. Others have to find or create them. Being a member of a family is a priceless privilege which costs nothing but love. The Gift of Laughter: Laughter is good medicine for the soul. Our world is desperately in need of more such medicine. The Gift of Dreams: Faith is all that dreamers need to see into the future. The Gift of Giving: The only way you can truly get more out of life for yourself is to give part of yourself away. One of the key principles in giving, is that the gift must be yours to give-either something you earned or created or maybe, simply, part of yourself. The Gift of Gratitude: In those times when we yearn to have more in our lives, we should dwell on the things we already have. In doing so, we will often find that our lives are already full to overflowing. The Golden List: Every morning before getting up visualize a golden tablet on which is written ten things in your life you are especially thankful for. The Gift of a Day: Life at its essence boils down to one day at a time. Today is the Day! If we can learn how to live one day to its fullest, our lives will be rich and meaningful. The Gift of Love: Love is a treasure for which we can never pay. The only way we keep it is to give it away. The Ultimate Gift: In the end, life lived to its fullest is its own ultimate gift.

MOMA's values were blown through the American education system, from high school upwards-and downwards, too, greatly raising the status of "creativity" and "self-expression" in kindergarten. By the 1970s, the historical study of modern art had expanded to the point where students were scratching for unexploited thesis subjects. By the mid-eighties, twenty-one-year-old art-history majors would be writing papers on the twenty-six-year-old graffitists.

Today so many creative and devoted teachers not only have to struggle against unimaginative administrations, fearful parents, and wearied colleagues, they have also to battle entire legislative bodies that have never taught a child yet dare to equate educational success or failure with the ability of fourth graders to choose one out of four given answers to mind-numbing questions that have nothing to do with the joy of literature or the elegance of math.

But the female mind has demonstrated a capacity for all the mental acquirements and achievements of men, and as generations ensue that capacity will be expanded; the average woman will be as well educated as the average man, and then better educated, for the dormant faculties of her brain will be stimulated to an activity that will be all the more intense and powerful because of centuries of repose. Woman will ignore precedent and startle civilization with their progress.

To broaden your thinking, you have to expand the scope of your mind and imagination

The goal is not necessarily to succeed but to keep trying, to be the kind of person who has ideas and see them through. We’ll

So much of teaching is sharing. Learning results in sharing, sharing results in change, change is learning.

Nobody really knows which is happening when the teacher closes the door. At worst, mediocrity. At best, miracles.

We do not argue about what happened in the past but discuss what we desire for the future.

A man shrinks or expands into the degree and nature of his ambition. Ambition needs to be cultivated and refined, and yet has no teachers.

That’s the power of education. It expands one’s field of vision, and in so doing, it lifts entire families and communities.

of oppressive state power. Gramsci’s theory of hegemony as a form of cultural pedagogy is also invaluable as an element of critical educational thought. By emphasizing the pedagogical force of culture, Gramsci expands the sphere of the political by pointing to those diverse spaces and spheres in which cultural practices are deployed, lived, and mobilized in the service of knowledge, power and authority. For Gramsci, learning and politics were inextricably related and took place not merely in schools but in a vast array of public sites.

With declining state and local spending, total public spending on education, infrastructure, and basic research has dropped from 12 percent of GDP in the 1970s to less than 3 percent in 2011.

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

The answer is not to expand Lies My Teacher Told Me to cover every distortion and error in history as traditionally taught, to say nothing of the future lies yet to be developed. That approach would make me the arbitrator - I who surely still unknowingly accept all manner of hoary legends as historical fact. Instead, the answer is for all of us to become, in Postman and Weingartner's vulgar term, 'crap detectors' - independent learners who can sift through arguments and evidence and make reasoned judgements. Then we will have learned how to learn, as Postman and Weingartner put it, and neither a one-sided textbook nor a one-sided critique of textbooks will be able to confuse us.

K-12 teaching is a low-status profession in this country, and in academia, teaching (what is already known) is less highly valued than research (expanding what is known). Teaching teachers is then the lowest of the low, totem pole-wise.

Too many people who teach have no idea of the principle of teaching. The goal of education is to expand the mind. A person’s mind cannot be expanded unless he or she is motivated. There are many ways to motivate a person, but there is only one underlying principle: raise expectations.

One of the longest-running public health studies dates from the 1970s, when half of the families in a number of villages in Bangladesh were given contraceptives and the other half were not. Twenty years later, the mothers who took contraceptives were healthier. Their children were better nourished. Their families had more wealth. The women had higher wages. Their sons and daughters had more schooling. The reasons are simple: When the women were able to time and space their pregnancies, they were more likely to advance their education, earn an income, raise healthy children, and have the time and money to give each child the food, care, and education needed to thrive. When children reach their potential, they don’t end up poor. This is how families and countries get out of poverty. In fact, no country in the last fifty years has emerged from poverty without expanding access to contraceptives.

Some of his [Chester Bowles's] friends thought that his entire political career reflected his background, that he truly believed in the idea of the Republic, with an expanded town-hall concept of politics, of political leaders consulting with their constituency, hearing them out, reasoning with them, coming to terms with them, government old-fashioned and unmanipulative. Such governments truly had to reflect their constituencies. It was his view not just of America, but of the whole world. Bowles was fascinated by the political process in which people of various countries expressed themselves politically instead of following orders imposed by an imperious leadership. In a modern world where most politicians tended to see the world divided in a death struggle between Communism and free-world democracies, it was an old-fashioned view of politics; it meant that Bowles was less likely to judge a country on whether or not it was Communist, but on whether or not its government seemed to reflect genuine indigenous feeling. (If he was critical of the Soviet leadership, he was more sympathetic to Communist governments in the underdeveloped world.) He was less impressed by the form of a government than by his own impression of its sense of legitimacy. ... He did not particularly value money (indeed, he was ill at ease with it), he did not share the usual political ideas of the rich, and he was extremely aware of the hardships with which most Americans lived. Instead of hiring highly paid consultants and pollsters to conduct market research, Bowles did his own canvassing, going from door to door to hundreds of middle- and lower-class homes. That became a crucial part of his education; his theoretical liberalism became reinforced by what he learned about people’s lives during the Depression.

Indeed, in government, the worse a government agency performs, the more money it can claim from a legislature, city council, or county commission. If state-run schools fail to educate children, then obviously they need more money (even if government-run schools often already spend several times more per student than private schools do). If the welfare state fails to reduce, or actually increases, poverty then obviously, say the bureaucrats, we need to expand welfare programs even further. The Obama administration actually bragged about expanding food stamp rolls and claimed they were good for the economy.

reproductive choice to be fundamental to economic uplift. When women exercise control over family planning, including the ability to seek an abortion, they expand their educational and economic possibilities. And when reproductive choice is constricted, women and their children are often cast into poverty.

Less than a decade after the explosion of the first atom bomb the megamachine had expanded to a point where it began to dominate key areas of the whole economy of the United States: its system of control reached beyond the airfields, the rocket sites, the bomb factories, the universities, to a hundred other related areas, tying the once separate and independent enterprises to a central organization whose irrational and humanly subversive policies ensured the still further expansion of the megamachine. Financial subventions, research grants, educational subsidies, all worked unceasingly for the 'Life, Prosperity, Health' of the new rulers, headed by Goliaths in brass armor bellowing threats of defiance and destruction at the entire world. In a short time, the original military-industrial-scientific elite became the supreme Pentagon of Power, for it incorporated likewise both the bureaucratic and the educational establishments.

Gradually, however, the liberal story expanded its horizons, and at least in theory came to value the liberties and rights of all human beings without exception. As the circle of liberty expanded, the liberal story also came to recognize the importance of communist-style welfare programs. Liberty is not worth much unless it is coupled with some kind of social safety net. Social-democratic welfare states combined democracy and human rights with state-sponsored education and healthcare. Even the ultracapitalist United States has realized that the protection of liberty requires at least some government welfare services. Starving children have no liberties.

More than 70 percent of the American people believe that students should have a chance at a debt-free education. •  Nearly three-quarters of Americans support expanding Social Security. •  Two-thirds of all Americans support raising the federal minimum wage. •  Three-quarters of Americans want the federal government to increase spending on infrastructure.

A century ago, historians of technology felt that individual inventors were the main actors that brought about the Industrial Revolution. Such heroic interpretations were discarded in favor of views that emphasized deeper economic and social factors such as institutions, incentives, demand, and factor prices. It seems, however, that the crucial elements were neither brilliant individuals nor the impersonal forces governing the masses, but a small group of at most a few thousand people who formed a creative community based on the exchange of knowledge. Engineers, mechanics, chemists, physicians, and natural philosophers formed circles in which access to knowledge was the primary objective. Paired with the appreciation that such knowledge could be the base of ever-expanding prosperity, these elite networks were indispensable, even if individual members were not. Theories that link education and human capital to technological progress need to stress the importance of these small creative communities jointly with wider phenomena such as literacy rates and universal schooling.

In formal education, children are introduced to new ideas about God and must reconcile their image of God with what the teacher tells them about God. As we teach children, at home and in the church, we do not give them our understanding of God; rather, we guide them as they reshape their God in the light of what they learn from us and in their ever expanding life experiences.[19]

It would be naive to overlook the self-interest behind many of the glowing pleas for “expanded educational opportunity for youth.” Since youth must compete against each other for jobs, more “opportunity” for tax-subsidized education of middle-class students means a continued escalation of degree requirements for jobs and corresponding restriction of opportunity for youths from poorer families.

Step One: Dress your kid up in pink frilly bullshit. Tell her repeatedly that she needs to be rescued from a life of solitude by a rapey prince who will one day come along, plant a kiss on her lips and ensure that she never needs to lift a finger, read a book or expand her knowledge in any way. Check. Step Two: Grow up. Earn a very moderate education. Just enough to convince yourself that you’re properly liberated from the shackles of the Patriarchy. Check. Step Three: Meet a man who’s not quite Satan, but thinks he’s God. Check. Step Four: Marry him, thereby cementing his legal claim to your body and soul. Check. Step Five: Pop out a kid. Check. Step Six: Make banana bread at least once a week until bananas become contraband, while sporting a highly flammable apron that says, “Kiss the Cook” in big stupid red letters. Check.

If an economy has a stagnant labor force operating at a constant level of productivity, it will have constant output but no growth. The main drivers of labor force expansion are demographics and education, while the main drivers of productivity are capital and technology. Without those factor inputs, an economy cannot expand. But when those factor inputs are available in abundance, rapid growth is well within reach.

The most important specialized skills are sales and marketing. The ability to sell—to communicate to another human being, be it a customer, employee, boss, spouse, or child—is the base skill of personal success. Communication skills such as writing, speaking, and negotiating are crucial to a life of success. These are skills I work on constantly, attending courses or buying educational resources to expand my knowledge.

Conservatives favor educational reform, such as vouchers and scholarships and charter schools. Again we need to explain why: because education reform empowers parents and expands opportunities for kids struggling to get ahead in schools that have failed them. It is at its core a civil rights issue, and it is fundamentally unfair to trap kids in bad schools because of their race, ethnicity, income level, or simply because they live in the wrong zip codes.

As an individual passes from one situation to another, his [sic] world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue. Otherwise the course of experience is disorderly, since the individual factor that enters into making an experience is split. A divided world, a world whose parts and aspects do not hang together, is at once a sign and a cause of a divided personality. When the splitting-up reaches a certain point we call the person insane. A fully integrated personality, on the other hand, exists only when successive experiences are integrated with one another. It can be built up only as a world of related objects is constructed.

There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.

During the 2020 school shutdowns, Black and Hispanic households with school-age children were 1.4 times as likely as white households to face limited access to computers and the internet, and more than two in five low-income households had only limited access. A bad prepandemic situation became downright dire. Consider that before 2020, 6 percent of Detroit eighth graders were performing at grade level; afterward, it dropped to 3 percent. The average American classroom in 2019 contained a spread of three grade levels of ability. After the pandemic, this spread expanded to six grade levels of ability.

The main management skills needed for success are: 1) Management of cash flow, 2) Management of systems, and 3) Management of people. And the most important specialized skills are sales and marketing. Communication skills such as writing, speaking, and negotiating are crucial to a life of success. These are skills Robert works on constantly, attending courses or buying educational resources to expand his knowledge. The skills of selling and marketing are difficult for most people, primarily due to their fear of rejection. The better you are at communicating, negotiating, and handling your fear of rejection, the easier life is.

The end result is that the United States is today a more segregated country in many respects than it was twenty years ago. Problems of education, transportation to jobs and decent living conditions are all made difficult because housing is so rigidly segregated. The expansion of suburbia and migration from the South have worsened big-city segregation. The suburbs are white nooses around the black necks of the cities. Housing deteriorates in central cities; urban renewal has been Negro removal and has benefited big merchants and real estate interests; and suburbs expand with little regard for what happens to the rest of America.

Oil production affects gender relations by reducing the presence of women in the labor force. The failure of women to join the nonagricultural labor force has profound social consequences: it leads to higher fertility rates, less education for girls, and less female influence within the family. It also has far-reaching political consequences: when fewer women work outside the home, they are less likely to exchange information and overcome collective action problems; less likely to mobilize politically, and to lobby for expanded rights; and less likely to gain representation in government. This leaves oil-producing states with atypically strong patriarchal cultures and political institutions

The tale of America coming out of the Great Depression and not only surviving but actually transforming itself into an economic giant is the stuff of legend. But the part that gives me goose bumps is what we did with all that wealth: over several generations, our country built the greatest middle class the world had ever known. We built it ourselves, using our own hard work and the tools of government to open up more opportunities for millions of people. We used it all—tax policy, investments in public education, new infrastructure, support for research, rules that protected consumers and investors, antitrust laws—to promote and expand our middle class. The spectacular, shoot-off-the-fireworks fact is that we succeeded.

The administration’s new policies are not trying to help women meet their needs. There isn’t any reliable research that says women benefit when they have children they don’t feel ready to raise. The evidence says the opposite. When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about. The US is doing the opposite of what the Philippines and the UK did. It is using policy to shrink the conversation, suppress voices, and allow the powerful to impose their will on the poor. Most of the work I do lifts me up, some of it breaks my heart, but this just makes me angry. These policies pick on poor women. Mothers struggling in poverty need the time, money, and energy to take care of each child.

While it has been clear that right and wrong is nonexistent, I can't say that the concept of 'right or wrong' isn't needed. Because of ignorance, we still need authorities to set up rules and say 'vandalism is wrong, killing is wrong, et cetera.' People ask, "So, vandalism isn't wrong? Killing isn't wrong?" I answer, "Uneducated people say that vandalism is wrong. More educated people say that vandalism destroys the things that many people have spent their lives making. Uneducated people say that killing is wrong. More educated people say that killing takes away the only thing that matters which is lives." The more educated people are, the freer they will be, and the words 'right or wrong' won't be needed anymore. There was a bomb again in Brussels yesterday. I laughed. In the past, we had tyrannies because people didn't know what they could do and what they couldn't do. Now, we have democracy. Do we deserve democracy? Do we deserve freedom? No, we don't deserve freedom. We certainly don't deserve democracy. People are still voting for Donald Trump. And people still bomb other people. And socioeconomic gap is still high. Ignorance is still prevalent, so, if you ask me, "Do we deserve democracy? Do we deserve freedom? Do we deserve the world without authority, the world of truth, the world of peace?" I answer, "No, we don't." So, when you hear your president shouting 'Peace!', your government speaking 'Freedom!', ask them 'Are you educated?' Someone asks, "So, instead of 'right or wrong', you will now set up the rules about what we can do and we can't do?" I answer, "No. When will you understand? I stand for the world without authority, the world of truth, the world of peace. OK, forget the truth, forget my book, forget my paper. Let me expand science for you. You will let your fellow humans who are more educated than you set up the rules for you. When all the people are finally educated, please come back and reread my book and my paper, and when you finally understand them, please live in the world of no authority, the world of truth, the world of peace. Me? I probably have been gone by then." There is, however, a problem with how many educated people there are in the world. In my paper, I prove that right and wrong is nonexistent by showing that everything that exists is not wrong and is not right because everything that exists is the result of the thing(s) that happened before it and everything that exists can’t be right because future doesn’t exist. I wrote that terrorism is caused by capitalism (democracy) and capitalism (democracy) is caused by death. This paper was rejected. When educated people fail, there goes all your hope in the world.

But, whatever the limitations of the social range of what charter schools have achieved thus far, the implications of their existing achievements can nevertheless be a game-changer in the field of education— to the extent that facts are known and heeded. As an analogy, the initial flight of the Wright brothers' plane was shorter than the wingspan of a Boeing 747, but the implications of what it proved— on however small a scale— reverberated around the world, and changed that world forever. Once it was proved that a machine could lift itself into the air and move forward through the air under its own power, even for a distance not quite as far as from home plate to second base on a baseball diamond,6 that was decisive. How much the scope of that machine could be expanded was an engineering question that only the future could answer. But the scientific question was already answered in that first flight.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

the world needs the US administration to be a leader for women’s rights, not an opponent of them. The administration’s new policies are not trying to help women meet their needs. There isn’t any reliable research that says women benefit when they have children they don’t feel ready to raise. The evidence says the opposite. When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about. The US is doing the opposite of what the Philippines and the UK did. It is using policy to shrink the conversation, suppress voices, and allow the powerful to impose their will on the poor. Most of the work I do lifts me up, some of it breaks my heart, but this just makes me angry. These policies pick on poor women. Mothers struggling in poverty need the time, money, and energy to take care of each child. They need to be able to delay their pregnancies, time and space their births, and earn an income as they raise their children. Each one of these steps is advanced by contraceptives, and each one is jeopardized by these policies. Women who are well off won’t be harmed, and women with a stable income have options. But poor women are trapped. They will suffer the most from these changes and can do the least to stop them.

Although the US State Department has not officially designated the MB [Muslin Brotherhood] as a terrorist organization, Egypt did so in 2013; and in 2015, a British government review “concluded that membership of or links to it should be considered a possible indicator of extremism.” However, in 2003 the FBI uncovered the MB’s multifaceted plan to dominate America through immigration, intimidation, education, community centers, mosques, political legitimacy, and establishing ‘interfaith dialogue’ centers in our universities and colleges. A document confiscated by the FBI outlines a twelve-point strategy to establish an Islamic government on earth that is brought about by a flexible, long-term ‘cultural invasion’ of the West. Their own plans teach us that ‘the intrusion of Islam will erupt in multiple locations using mulciple means’. But near the top of this strategy is immigration. To be more specific, the first major point in their strategy states; ‘To expand the Muslin presence by birth rate, immigration and refusal to assimilate.’ This strategy transformed Indonesia from a Buddhist and Hindu country to the largest Muslin-dominated country in the world. As Europe has discovered, open borders for refugees may be viewed as a compassionate response to a catastrophic humanitarian crisis, but it has long-term risks and consequences.

The expressive individual is now the sexually expressive individual. And education and socialization are to be marked not by the cultivation of traditional sexual interdicts and taboos but rather by the abolition of such and the enabling of pansexual expression even among children. One might regard this change as obnoxious, but it reflects the logic of expressive individualism in the sexualized world that is the progeny of the consummation of the Marx-Freud nuptials. . . . At the same time, the psychologizing of oppression by the New Left massively expanded the potential number of victims. One did not need to be in a concentration camp or a gulag or to be subject to segregation or even to have experience of serious poverty to claim such status. Now one could point to other forms of nonrecognition as constituting victimization - not having one's sexual preferences positively affirmed by wider society, for example, or not being allowed to marry a same-sex partner. And merely tolerating certain sexual proclivities and activities would not be enough, for tolerance is not the same as recognition. Indeed, it actually implies a degree of disapproval, or nonrecognition by society. Only full equality before the law and in the culture at large can provide that. When the political struggle became a psychological struggle, it also became a therapeutic struggle.

The state, too, is in decline, though perhaps less obviously than the idea of the national community. The reason is simply that the global community of capitalists will not let the Western state reverse its post-1970s policies of retrenchment, which is the only way for it to adequately address all the crises that are currently ripping society apart. If any state—unimaginably—made truly substantive moves to restore and expand programs of social welfare, or to vastly expand and improve public education, or to initiate programs like Roosevelt’s Works Progress Administration or Tennessee Valley Authority (but on a necessarily broader scale than in the 1930s), or to restore organized labor to its power in the 1960s and thereby raise effective demand, or to promulgate any other such anti-capitalist measure, investors would flee it and its sources of funds would dry up. It couldn’t carry out such policies anyway, given the massive resistance they would provoke among all sectors and levels of the business community. Fiscal austerity is, on the whole, good for profits (in the short term), since it squeezes the population and diverts money to the ruling class. In large part because of capital’s high mobility and consequent wealth and power over both states and populations, the West’s contemporary political paradigm of austerity and government retrenchment is effectively irreversible for the foreseeable future.

CYBERPOWER is now a fundamental fact of global life. In political, economic, and military affairs, information and information technology provide and support crucial elements of operational activities. U.S. national security efforts have begun to incorporate cyber into strategic calculations. Those efforts, however, are only a beginning. The critical conclusion...is that the United States must create an effective national and international strategic framework for the development and use of cyber as part of an overall national security strategy. Such a strategic framework will have both structural and geopolitical elements. Structural activities will focus on those parts of cyber that enhance capabilities for use in general. Those categories include heightened security, expanded development of research and human capital, improved governance, and more effective organization. Geopolitical activities will focus on more traditional national security and defense efforts. Included in this group are sophisticated development of network-centric operations; appropriate integrated planning of computer network attack capabilities; establishment of deterrence doctrine that incorporates cyber; expansion of effective cyber influence capabilities; carefully planned incorporation of cyber into military planning (particularly stability operations); establishment of appropriate doctrine, education, and training regarding cyber by the Services and nonmilitary elements so that cyber can be used effectively in a joint and/or multinational context; and generation of all those efforts at an international level, since cyber is inherently international and cannot be most effectively accomplished without international partners.

Yet the deepest and most enduring forms of cultural change nearly always occurs from the “top down.” In other words, the work of world-making and world-changing are, by and large, the work of elites: gatekeepers who provide creative direction and management within spheres of social life. Even where the impetus for change draws from popular agitation, it does not gain traction until it is embraced and propagated by elites. The reason for this, as I have said, is that culture is about how societies define reality—what is good, bad, right, wrong, real, unreal, important, unimportant, and so on. This capacity is not evenly distributed in a society, but is concentrated in certain institutions and among certain leadership groups who have a lopsided access to the means of cultural production. These elites operate in well-developed networks and powerful institutions. Over time, cultural innovation is translated and diffused. Deep-rooted cultural change tends to begin with those whose work is most conceptual and invisible and it moves through to those whose work is most concrete and visible. In a very crude formulation, the process begins with theorists who generate ideas and knowledge; moves to researchers who explore, revise, expand, and validate ideas; moves on to teachers and educators who pass those ideas on to others, then passes on to popularizers who simplify ideas and practitioners who apply those ideas. All of this, of course, transpires through networks and structures of cultural production. Cultural change is most enduring when it penetrates the structure of our imagination, frameworks of knowledge and discussion, the perception of everyday reality. This rarely if ever happens through grassroots political mobilization though grassroots mobilization can be a manifestation of deeper cultural transformation.

Most disconcerting of all were those experiences in which the patient's consciousness appeared to expand beyond the usual boundaries of the ego and explore what it was like to be other living things and even other objects. For example, Grof had one female patient who suddenly became convinced she had assumed the identity of a female prehistoric reptile. She not only gave a richly detailed description of what it felt like to be encapsuled in such a form, but noted that the portion of the male of the species' anatomy she found most sexually arousing was a patch of colored scales on the side of its head. Although the woman had no prior knowledge of such things, a conversation Grof had with a zoologist later confirmed that in certain species of reptiles, colored areas on the head do indeed play an important role as triggers of sexual arousal. Patients were also able to tap into the consciousness of their relatives and ancestors. One woman experienced what it was like to be her mother at the age of three and accurately described a frightening event that had befallen her mother at the time. The woman also gave a precise description of the house her mother had lived in as well as the white pinafore she had been wearing—all details her mother later confirmed and admitted she had never talked about before. Other patients gave equally accurate descriptions of events that had befallen ancestors who had lived decades and even centuries before. Other experiences included the accessing of racial and collective memories. Individuals of Slavic origin experienced what it was like to participate in the conquests of Genghis Khan's Mongolian hordes, to dance in trance with the Kalahari bushmen, to undergo the initiation rites of the Australian aborigines, and to die as sacrificial victims of the Aztecs. And again the descriptions frequently contained obscure historical facts and a degree of knowledge that was often completely at odds with the patient's education, race, and previous exposure to the subject. For instance, one uneducated patient gave a richly detailed account of the techniques involved in the Egyptian practice of embalming and mummification, including the form and meaning of various amulets and sepulchral boxes, a list of the materials used in the fixing of the mummy cloth, the size and shape of the mummy bandages, and other esoteric facets of Egyptian funeral services. Other individuals tuned into the cultures of the Far East and not only gave impressive descriptions of what it was like to have a Japanese, Chinese, or Tibetan psyche, but also related various Taoist or Buddhist teachings.

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

No sound strategy for studying fascism can fail to examine the entire context in which it was formed and grew. Some approaches to fascism start with the crisis to which fascism was a response, at the risk of making the crisis into a cause. A crisis of capitalism, according to Marxists, gave birth to fascism. Unable to assure ever-expanding markets, ever-widening access to raw materials, and ever-willing cheap labor through the normal operation of constitutional regimes and free markets, capitalists were obliged, Marxists say, to find some new way to attain these ends by force. Others perceive the founding crisis as the inadequacy of liberal state and society (in the laissez-faire meaning of liberalism current at that time) to deal with the challenges of the post-1914 world. Wars and revolutions produced problems that parliament and the market—the main liberal solutions—appeared incapable of handling: the distortions of wartime command economies and the mass unemployment attendant upon demobilization; runaway inflation; increased social tensions and a rush toward social revolution; extension of the vote to masses of poorly educated citizens with no experience of civic responsibility; passions heightened by wartime propaganda; distortions of international trade and exchange by war debts and currency fluctuations. Fascism came forward with new solutions for these challenges. Fascists hated liberals as much as they hated socialists, but for different reasons. For fascists, the internationalist, socialist Left was the enemy and the liberals were the enemies’ accomplices. With their hands-off government, their trust in open discussion, their weak hold over mass opinion, and their reluctance to use force, liberals were, in fascist eyes, culpably incompetent guardians of the nation against the class warfare waged by the socialists. As for beleaguered middle-class liberals themselves, fearful of a rising Left, lacking the secret of mass appeal, facing the unpalatable choices offered them by the twentieth century, they have sometimes been as ready as conservatives to cooperate with fascists. Every strategy for understanding fascism must come to terms with the wide diversity of its national cases. The major question here is whether fascisms are more disparate than the other “isms.” This book takes the position that they are, because they reject any universal value other than the success of chosen peoples in a Darwinian struggle for primacy. The community comes before humankind in fascist values, and respecting individual rights or due process gave way to serving the destiny of the Volk or razza. Therefore each individual national fascist movement gives full expression to its own cultural particularism. Fascism, unlike the other “isms,” is not for export: each movement jealously guards its own recipe for national revival, and fascist leaders seem to feel little or no kinship with their foreign cousins. It has proved impossible to make any fascist “international” work.

A farmer’s crops weren’t doing well. He had tried everything he could with the land and soil he had, but no matter what he did, year after year, his harvest grew smaller, his bounty less plentiful. So, he up and moved, searching for a new land, a new beginning. After a long journey, he came upon the most ideal, freshest, nutrient-rich soil on earth. Living there in prosperity, he felt the urge to plant something to pass onto future generations so they could see what he was blessed with. He tilled the soil, and with tender love and care, he planted an acorn. He watched as the tree broke the soil, making its way upward. Young, healthy, and free. Year after year, he saw it expand, stretching its branches in all directions, letting it be, never pruning it, never tending to it. Under its own direction, it took off, soaring upward and outward, becoming the mighty oak seen from all directions. “People traveled from far and wide to admire the tree, wanting one for themselves. They all asked the farmer, ‘What did you do to grow such a majestic oak tree?’ “His answer, always the same. ‘I don’t do a thing, I just let it grow on its own.’ “Most turned away, perplexed by his explanation, convinced he was hiding something from them. Others, however, listened, reproducing the same results. “Time passed and eventually the farmer was no longer, but the tree remained a steadfast fixture on the farmer’s land. Eventually, more people moved into the area. They were different from the man. They considered themselves to be more educated, more advanced than a simple farmer. They disliked his gigantic symbol of individual success. “So they hatched a plan. They conspired with each other and decided to stop making it about the tree. Why don’t they turn the people’s attention to the branches? Brilliant. So, year after year, they would rev up the citizens over a blemish on a branch. One was crooked, another’s bark was too thick, some had too many leaves, others didn’t have enough. The people who cared passionately about more foliage fought with those who wanted less. Citizens who wouldn’t stand for crooked branches ganged up on those who only wanted them to be straight. All the while, the elites stood back, stirring the pot, and achieving their plan to eliminate the tree. Every once in a while a side would win, and a branch would be cut off. Others would chop one off from spite and anger. As the years passed, branch after branch not escaping the scourge of the bickering groups, the tree finally was nothing more than a trunk. The people who were so used to fighting with each other gazed upon one another from either side of the pathetic, devoured symbol. They realized they had destroyed the once extraordinary, grand oak. But it was too late. The elites got what they wanted.

Various musicians consented here and there to give the young boy lessons, but in 1781, Ludwig officially became the pupil of Christian Gottlob Neefe, the new court organist. This relationship opened up Ludwig’s first great responsibility in 1782, when Neefe temporarily traveled elsewhere, leaving his duties as organist for religious services to Ludwig. The boy had to play twice every day for the Catholic masses in addition to other special services. In 1783, the busy Neefe also asked Ludwig to take his place in playing the harpsichord (another instrument similar to a piano) for rehearsals of the court orchestra. Neefe had stretched Ludwig’s capabilities by requiring him to practice the works of Johann Sebastian Bach. Now Ludwig would have to read and play a variety of complicated musical pieces, further expanding his musical education. In addition, Beethoven began producing noteworthy compositions of his own. It was not until 1784, however, that Ludwig was officially appointed as Neefe’s assistant as court organist and finally began receiving a small salary. At last, he could help to financially support his family with his music, the purpose toward which his father had groomed him practically from babyhood. In 1787, at 16 years of age, Beethoven was sent to Vienna, Austria, to study under the musical master, Amadeus Wolfgang Mozart. It is not known whether he was able to receive lessons from Mozart, though some say that he was instructed by him in musical composition. Unfortunately, Beethoven’s mother became seriously ill with tuberculosis, and he had to hurry home from Vienna to say goodbye before her death at 40 years of age.

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The most important muscle in the body and the one we spend the least amount of time crafting, sharpening, and honing is our mind. Everyday is an opportunity to expand our level of knowledge, strengthen our mental accuity, and increase our educational experience. -Harry Petsanis

One consequence of this attitude was that the prophetic realists were much more aggressive. They took it as a matter of course that given the sinful nature of man, people could not be altered merely by education, consciousness raising, and expanded opportunity. It was wrong to put one’s faith in historical processes, human institutions, or human goodness.

We have the money. We've just made choices about how to spend it. Over the years, lawmakers on both sides of the aisle have restricted housing aid to the poor but expanded it to the affluent in the form of tax benefits for homeowners. Today, housing-related tax expenditures far outpace those for housing assistance. In 2008, the year Arleen was evicted from Thirteenth Street, federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined. Each year, we spend three times what a universal housing voucher program is estimated to cost (in total) on homeowner benefits, like the mortgage-interest deduction and the capital-gains exclusion. Most federal housing subsidies benefit families with six-figure incomes. If we are going to spend the bulk of our public dollars on the affluent - at least when it comes to housing - we should own up to that decision and stop repeating the politicians' canard about one of the richest countries on the planet being unable to afford doing more. If poverty persists in America, it is not for lack of resources.

Greece said, “Be wise, know yourself.” Rome said, “Be strong, discipline yourself.” Religion says, “Be good, conform yourself.” Epicureanism says, “Be sensuous, satisfy yourself.” Education says, “Be resourceful, expand yourself.” Psychology says, “Be confident, assert yourself.” Materialism says, “Be possessive, please yourself.” Ascetism say, “Be lowly, suppress yourself.” Humanism says, “Be capable, believe in yourself.” Pride says, “Be superior, promote yourself.” Christ says, “Be unselfish, humble yourself.

When you ask a knowledgeable person a question it needs to sound insightful and logical so he or he can come with a solution that can respond to your inquiry. However, never ask a question about an obvious situation or idea because it can hinder your ability expand authentic knowledge pertaining to cognitive and practical life contexts.

When you ask a knowledgeable person a question it needs to sound insightful and logical so he or he can come with a solution that can respond to your inquiry. However, you should never ask a question about an obvious situation or idea because it could hinder your ability expand authentic knowledge pertaining to cognitive and practical life contexts.

Every improvement in education, science, art, or government expands the chances of man on earth. Such expansion is no guarantee of equality. On

But by the late twentieth century, with more Americans going to college, making more money, and, thanks to more affordable airfares, traveling to Europe and Asia, the market for art was expanding, as were the number of artists.18 A growing educated middle class had the money to support the ballooning number of galleries. David Brooks had noticed the blending of bohemian and bourgeois—or “bobo”—sensibilities in 2000.19 Gentrified neighborhoods are the urban habitus of the bobo, and art galleries are about as good a signifier of gentrification as wine and coffee bars. In fact, many wine and coffee bars in gentrified areas are art galleries where a revolving cast of local artists display their work. By the mid-2000s, “a new kind of ambition was taking hold,” writes Ann Fensterstock of Williamsburg in Art on the Block, a history of the turn-of-the-millennium New York art scene. There was “a thirst for critical attention in the wider, increasingly international art world. The notion of producing art for profit was no longer anathema.

For the rest of the day I was glad I listened instead of yelled, but I still burned with shame at the thought of what I almost said and at all the occasions I have spoken harshly.

What is the school like? First, let me set the stage. The school enrolls students from the age of 4 up. No one is too old, although most of our students are 19 or younger. The people in the school, no matter what age they are, are each doing what they want to do. Usually that means that some people are doing things with others, who can be of the most various of ages, and some people are doing things alone. Usually it means that most people are doing things not done in most other schools, and some are doing things that are done in other schools with a very unusual intensity and concentration. It more often means that children are teaching adults than that adults are teaching children, but most often people are learning and unconscious that “learning” is taking place. Doing what they choose to do is the common theme; learning is the by-product. It is first and foremost a place where students are free to follow their inner dictates. They are free to do what we all do when we have the time to, and what we all find to be most satisfactory—they play. Play is the most serious pursuit at Sudbury Valley. Some people play at games, and some play at things we who have more traditional educations are more comfortable with—writing or art or mathematics or music. But we are quite clear at Sudbury Valley that it is doing what you want to that counts! We have no curriculum and place no value on one pursuit over another. The reason that we are secure in feeling this way is that we constantly see that people play more and more sophisticated “games,” explore more and more deeply, that they constantly expand their knowledge of the world, and their ability to handle themselves in it. Children who play constantly do not draw an artificial line between work and play. In fact, you could say that they are working constantly if you did not see the joy in the place, a joy most usually identified with the pursuit of avocations. I

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

Mr. Turner gets mad when I say, “I don’t work for you, I work for the children.” But it’s true. Isn’t it? I’ll find out when I get fired, I guess.

Education - continuing education, continually honing and expanding the mind - is vital mental renewal. Sometimes that involves the external discipline of the classroom or systematized study programs; more often it does not. Proactive people can figure out many, many ways to educate themselves. It is extremely valuable to train the mind to stand apart and examine its own program. That, to me, is the definition of a liberal education - the ability to examine the programs of life against larger questions and purposes and other paradigms. Training, without such education, narrows and closes the mind so that the assumptions underlying the training are never examined. That's why it is so valuable to read broadly and to expose yourself to great minds.

Education does more than prepare us for careers and expand our minds. It enlarges our world—the number of people with whom we can connect. Because education covers so much ground, it helps us find more of the ground that is common to others whom we meet. The more you learn, the more people you can engage. All education is relevant, all education is practical, all education helps us grow. Keep reading, keep listening, keep learning.

Your focus on only motivation, instead of expanding your reach and knowledge through education, communication and comprehension, is the reason for stagnation in your forward motion.

Keep reading; keep expanding, the horizon of knowledge.

The Bill of Rights is not, as de Tocqueville said, an endlessly expanding list of rights: the ‘right’ to education, the ‘right’ to medical care, the ‘right’ to food and housing. That’s not freedom; that’s dependency. Those aren’t rights; those are the rations of slavery