Experienced Teacher Quotes

The difference between a beginning teacher and an experienced one is that the beginning teacher asks, "How am I doing?" and the experienced teacher asks, How are the children doing?

Quoting an experienced school counselor: "You can't change a bully into a flower child, but you can change him into a knight.

It is a wonderful thing to be liked by a stranger, but without respect it is pointless. It is like pulling the pedals off a rose and throwing the stem at the person you like. It’s creepy, but had good intentions that suddenly experienced some strange form of verticillium wilt, during the climate change of their mood.

But one thing this doctrine, so clean, so venerable, does not contain: it does nto contain the secret of what the Sublime One himself experienced, he alone among the hundreds of thousands. This is why I am continuing my wanderings not to seek another, better doctrine, because I know there is none, but to leave behind all the teachings and all teachers, and either attain my goal alone or die.

I tried to avoid Mimi. Her presence seemed to call forth every rejection I'd ever experienced--the teachers who'd looked at me as though I held no promise, the boys who didn't like me back. Around her, I became fourteen again.

My foot slips on a narrow ledge; in that split second, as needles of fear pierce heart and temples, eternity intersects with present time. Thought and action are not different, and stone, air, ice, sun, fear, and self are one. What is exhilarating is to extend this acute awareness into ordinary moments, in the moment-by-moment experiencing of the lammergeier and the wolf, which, finding themselves at the center of things, have no need for any secret of true being. In this very breath that we take now lies the secret that all great teachers try to tell us…the present moment. The purpose of mediation practice is not enlightenment’ it is to pay attention even at unextraordinary times, to be of the present, nothing-but-the-present, to bear this mindfulness of now into each event of ordinary life.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

An English teacher at school once said to her, 'Alice, one thing I hope you never find out is that a broken heart hurts physically.' Nothing she has ever experienced has prepared her for the pain of this. Most of the time her heart feels as though it's waterlogged and her ribcage, her arms, her back, her temples, her legs all ache in a dull, persistent way: but at times like this the incredulity and the appalling irreversibility of what has happened cripple her with a pain so bad she often doesn't speak for days.

Every time I think I’ve experienced the worst day yet, there is a new winner.

The Tennessee experiment contained a startling result. Chetty was able to predict the success that students achieved as adults simply by looking at who taught their kindergarten class. By age 25, students who happened to have had more experienced kindergarten teachers were earning significantly more money than their peers.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

Success involves failing first. Ask any successful person. Ask any experienced person, really. It's all part of the creative process, so sit back and allow the artist within you to sprout, blossom and flourish. You must accept that your first, second, and third attempt at something might suck. It's a necessary step in improving your skill. Failure is your teacher, not your judge.

Now I understand that all great teachers love us. This is essentially what makes them great. I also understand that it is this love that never dies, and that, having once experienced it, we have the confidence always exhibited by well-loved humans, to continue extending this same love.

But there is one thing which these so clear, these so venerable teachings do not contain: they do not contain the mystery of what the exalted one has experienced for himself, he alone among hundreds of thousands. This is what I have thought and realized, when I have heard the teachings. This is why I am continuing my travels—not to seek other, better teachings, for I know there are none, but to depart from all teachings and all teachers and to reach my goal by myself or to die. But often, I'll think of this day, oh exalted one, and of this hour, when my eyes beheld a holy man.

That a child could excel even when “forced to attend an underfunded school with poorer physical facilities, less experienced teachers, larger classes,” and a number of other deficits compared with “a school with substantially more funds,” Marshall barked, “is to the credit of the child not the State.

In my estimation, the best course in creative writing consists of voracious transglobal reading, disrespect for authority, not paying any attention to your teachers, experiencing everything you can to the point of mental and physical damage, and drinking. That's how most of the greats did it, and how it was meant to be done.

Most adults have dropped out of the school of life before they reached adulthood.

Suffer of life face and fight! There is no such true happiness, when there is no such bitter passed in lives.Past experienced, is the best teacher,giving us lesson,that will lead us to success.

when you believe in yourself and are in touch with your own inner guidance system, the right guru, teacher, or healer will come to you at the right time, with the answer you need in that moment. And

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

As I said, I decided to try an experiment: Right now, from within my perception of my current circumstances, and from within the starkness of this realization, I determined to conceive and focus on what I would tell—and what I have told—my younger self, and live with the consequences. Here is what I wrote down: Immediately disassociate from destructive people and forces, if not physically then ethically—and watch for the moment when you can do so physically. Use every means to improve your mental acuity. Every sacrifice of empty leisure or escapism for study, industry, and growth is a fee paid to personal freedom. Train the body. Grow physically strong. Reduce consumption. You will be strengthened throughout your being. Seek no one’s approval through humor, servility, or theatrics. Be alone if necessary. But do not compromise with low company. At the earliest possible point, learn meditation (i.e., Transcendental Meditation), yoga, and martial arts (select good teachers). Go your own way—literally. Walk/bike and don’t ride the bus or in a car, except when necessary. Do so in all weather: rain, snow, etc. Be independent physically and you will be independent in other ways. Learn-study-rehearse. Pursue excellence. Or else leave something alone. Go to the limit in something or do not approach it. Starve yourself of the compulsion to derive your sense of wellbeing from your perception of what others think of you. Do this as an alcoholic avoids a drink or an addict a needle. It will be agonizing at first, since you may have no other perception of self; but this, finally, is the sole means of experiencing Self. Does this kind of advice, practicable at any time of life, really alter or reselect the perceived past, and, with it, the future? I intend to find out. You

The secret of the Finland phenomenon, Wagner discovered, was a platform it built by elevating the education level of its teachers. Finland’s public school system was experiencing the same thing that made Harvard University’s curriculum and network the envy of the academic world: it hired only teachers with incredible qualifications and it had them mentor students closely. Thus, students who went to school at Harvard—or in Finland—started out a rung above their peers.

Many parents have experienced this with their kids. They get referred for testing, and the first psychologist says the child has ADD. But then another round of tests with the next shrink points to PDD-NOS. More tests and more doctors take us back to ADHD, then Asperger’s. They bounce from one diagnosis to another, never really knowing what to do or where they stand. In some cases, kids are given medications, and a medicine that’s good for one thing can be bad for another.

And yet, despite the high numbers of girls experiencing sexual harassment in schools, only 12 percent said they ever reported it to an adult. "Some researchers claim that sexual harassment is so common for girls that many fail to recognize it as sexual harassment when it happens," said the AAUW report. A 2014 study, published in Gender & Society, of students in a Midwestern city also found that girls failed to report incidents of sexual harassment in school because they regarded them as "normal." Their lack of reporting was found to stem from girls' fear of being labeled "bad girls" by teachers and administrators, who they felt would view them as provoking how they were treated. They also feared the condemnation of other girls, some of whom were shown to be unsupportive, accusing them of exaggerating or lying. Many girls saw everyday sexual harassment and abuse as "normal" male behavior male behavior and something they had to ignore, endure, or maneuver around.

I mean, if you’re really plunging—you said plunging, right?—into this book, then tethering yourself to every single guidepost along the way isn’t really going to make that happen.” Mr. Tipton’s mirth was palpable. “So you think critical reading is a useless activity? That your classmates are just, what, not experiencing the book?” “I think the best way to experience this book is to let it happen to you and think about what it all means later.” “Later when?” “Later when you’re a high school English teacher.

I'm not a writer, or a teacher, or a priest. I don't know anyone on the island who could be described as a writer. It's an occupation, or a state, that none of us knew anything about. We've never heard of it before. The only people who ever knew how to write on the island were the teacher, the priest and the functionaries who worked in the governor's office, though we never knew what they came to do. What I have spoken of is what I experienced, heard and saw when I was a child. It has never been put down on writing before, because, as I said, I am not a writer; nobody on the island is. If this story becomes known, it will be because of some white people. They came to our island and wanted to know our folk tales, the stories we tell at night before going to sleep.

There is a marvellous Indian story of a boy who leaves home in search of truth. He goes to various teachers, walking endlessly in various parts of the country, every teacher asserting something or other. After many years, as an old man, after searching, searching, asking, meditating, taking certain postures, breathing rightly, fasting, no sex and all that, he comes back to his old house. As he opens the door there it is: the truth is just there. You understand? You might say, ‘It wouldn’t have been there if he hadn’t wandered all over the place.’ That’s a cunning remark, but you miss the beauty of the story if you don’t see that truth is not to be sought after. Truth is not something to be attained, to be experienced, to be held. It is there for those who can see it.

There is a Zen story about a student who felt he hadn’t really received the deepest essence of his master’s teaching, and so he went to question him. His master replied, “On your way here, did you see the cypress in the courtyard?” Perhaps the student was not yet very mindful. The master was saying that if, on the way to see our teacher, we go past a cypress tree or a beautiful plum tree in blossom and we don’t really see it, then when we arrive in front of our teacher, we won’t see our teacher either. We shouldn’t miss any opportunity to really see our cypress tree. There are wonders of life we walk past every day, and yet we haven’t truly seen them. What is the cypress tree on the path you take to work every day? If you cannot even see the tree, how can you see your loved ones? How can you see God?

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

Philosophy is, by its very nature, something esoteric, neither made for the vulgar as it stands [für sich], nor capable of being got up to suit the vulgar taste; it only is philosophy in virtue of being directly opposed to the understanding and hence even more opposed to healthy common sense, under which label we understand the limitedness in space and time of a race of men; in its relationship to common sense the world of philosophy is in and for itself an inverted world .21 When Alexander, having heard that his teacher was publishing written essays on his philosophy, wrote to him from the heart of Asia that he ought not to have vulgarized the philosophizing they had done together, Aristotle defended himself by saying that his philosophy was published and yet also not published. In the same way philosophy [now] must certainly admit [erkennen] the possibility that the people can rise to it, but it must not lower itself to the people. But in these times of freedom and equality, in which such a large educated public has been formed, that will not allow anything to be shut away from it, but considers itself good for anything – or everything good enough for it – in these times even the highest beauty and the greatest good have not been able to escape the fate of being mishandled by the common mob which cannot rise to what it sees floating above it, until it has been made common enough to be fit for their possessing; so that vulgarization has forced its way into being recognized as a meritorious kind of labour. There is no aspect of the higher striving of the human spirit that has not experienced this fate. An Idea, in art or in philosophy, needs only to be glimpsed in order for the processing to start by which it is properly stirred up into material for the pulpit, for text books, and for the household use of the newspaper public.

A genetic fundamentalism permeates public awareness these days. It may be summed up as the belief that almost every illness and every human trait is dictated by heredity. Simplified media accounts, culled from semidigested research findings, have declared that inflexible laws of DNA rule the biological world. It was reported in 1996 that according to some psychologists, genes determine about 50 percent of a person’s inclination to experience happiness. Social ability and obesity are two more among the many human qualities now claimed to be genetic. True or not, narrow genetic explanations for ADD and every other condition of the mind do have their attractions. They are easy to grasp, socially conservative and psychologically soothing. They raise no uncomfortable questions about how a society and culture might erode the health of its members, or about how life in a family may have affected a person’s physiology or emotional makeup. As I have personally experienced, feelings of guilt are almost inevitable for the parents of a troubled child. They are all too frequently reinforced by the uninformed judgments of friends, neighbors, teachers or even total strangers on the bus or in the supermarket. Parental guilt, even if misplaced, is a wound for which the genetic hypothesis offers a balm

I've thought of myself a girl on several occasions because I like to polish shoes and find household tasks amusing. There was once even a time when I insisted on mending a torn suit with my own hands. And in winter I always light the heating stoves myself, as though this were the natural course of things. But of course I'm not a real girl. Please give me a moment to consider all this would entail. The first thing that comes to mind is the question of whether I might possibly be a girl has never, never, not for a single moment, troubled me, rattled my bourgeois composure or made me unhappy. An absolutely by no means unhappy person stands before you, I'd like to put quite special emphasis on this, for I have never experienced sexual torment or distress, for I was never at a loss for quite simple methods of freeing myself from pressures. A rather curious, that is to say, important discovery for me was that it filled me with the most delightful gaiety to imagine myself someone's servant.... My nature, then, merely inclines me to treat people well, to be helpful and so forth. Not long ago I carried with flabbergasting zeal a shopping bag full of new potatoes for a petit bourgeoise. She's have been perfectly able to tote it herself. Now my situation is this: my particular nature also sometimes seeks, I've discovered, a mother, a teacher, that is, to express myself better, an unapproachable entity, a sort of goddess. At times I find the goddess in an instant, whereas at others it takes time before I'm able to imagine her, that is, find her bright, bountiful figure and sense her power. And to achieve a moment of human happiness, I must always first think up a story containing an encounter between myself and another person, whereby I am always the subordinate, obedient, sacrificing, scrutinized, and chaperoned party. There's more to it, of course, quite a lot, but this still sheds light on a few things. Many conclude it must be terribly easy to carry out a course of treatment, as it were, upon my person, but they're all gravely mistaken. For, the moment anyone seems ready to start lording and lecturing it over me, something within me begins to laugh, to jeer, and then, of course, respect is out of the question, and within the apparently worthless individual arises a superior one whom I never expel when he appears in me....

That high, bright state of being awake, which he had experienced that one time at the height of his youth in those days after Gotama’s sermon, after he had separated from Govinda—that tense expectation, that proud state of standing alone without lessons and without teachers, that supple willingness to listen to the divine voice in his own heart—had slowly become a fleeting memory.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me vecchio―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a rospo―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

All of this is good but great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way. Students learn best by personally experiencing learning that is physical, emotional, intellectual and spiritual. John Dewey had it right in 1935 when he espoused his theories on experiential learning. Today we call this constructivism.

SOCIAL/GENERAL ICEBREAKERS 1. What do you think of the movie/restaurant/party? 2. Tell me about the best vacation you’ve ever taken. 3. What’s your favorite thing to do on a rainy day? 4. If you could replay any moment in your life, what would it be? 5. What one thing would you really like to own? Why? 6. Tell me about one of your favorite relatives. 7. What was it like in the town where you grew up? 8. What would you like to come back as in your next life? 9. Tell me about your kids. 10. What do you think is the perfect age? Why? 11. What is a typical day like for you? 12. Of all the places you’ve lived, tell me about the one you like the best. 13. What’s your favorite holiday? What do you enjoy about it? 14. What are some of your family traditions that you particularly enjoy? 15. Tell me about the first car you ever bought. 16. How has the Internet affected your life? 17. Who were your idols as a kid? Have they changed? 18. Describe a memorable teacher you had. 19. Tell me about a movie/book you’ve seen or read more than once. 20. What’s your favorite restaurant? Why? 21. Tell me why you were named ______. What is the origin of your last name? 22. Tell me about a place you’ve visited that you hope never to return to. get over your mom’s good intentions. 23. What’s the best surprise you’ve ever received? 24. What’s the neatest surprise you’ve ever planned and pulled off for someone else? 25. Skiing here is always challenging. What are some of your favorite places to ski? 26. Who would star as you in a movie about your life? Why that person? 27. Who is the most famous person you’ve met? 28. Tell me about some of your New Year’s resolutions. 29. What’s the most antiestablishment thing you’ve ever done? 30. Describe a costume that you wore to a party. 31. Tell me about a political position you’d like to hold. 32. What song reminds you of an incident in your life? 33. What’s the most memorable meal you’ve eaten? 34. What’s the most unforgettable coincidence you’ve experienced or heard about? 35. How are you able to tell if that melon is ripe? 36. What motion picture star would you like to interview? Why? 37. Tell me about your family. 38. What aroma brings forth a special memory? 39. Describe the scariest person you ever met. 40. What’s your favorite thing to do alone? 41. Tell me about a childhood friend who used to get you in trouble. 42. Tell me about a time when you had too much to eat or drink. 43. Describe your first away-from-home living quarters or experience. 44. Tell me about a time that you lost a job. 45. Share a memory of one of your grandparents. 46. Describe an embarrassing moment you’ve had. 47. Tell me something most people would never guess about you. 48. What would you do if you won a million dollars? 49. Describe your ideal weather and why. 50. How did you learn to ski/hang drywall/play piano?

Original sin is a self-initiating act because it evidences human free will. If humanity were devoid of free will, it would relegate humankind to living by instinct. A person who lives by instinct might survive for an enviable period, but they will never live a heroic existence. Every hero’s story commences with an unsatisfied and optimistic person venturing out from the comfortable confines of their common day world, facing forces of fabulous power, and fighting a magnificent personal battle. The greatest traditional heroes were warriors whom survived on the battlefield and learned valuable lessons of honor, love, loyalty, and courage. Heroic warriors and spiritual seekers undertook a rigorous quest, an enduring ordeal that enabled them to transcend their own personhood’s shallow desire merely to survive. By enduring hardships, experiencing breathtaking encounters with the physical world, and undergoing a spiritual renaissance, the hero gains a hard-won sense self-discovery, comprehends his or her place in society, and accepts their role as a teacher. A hero is a bearer of light, wisdom, and charity. The hero reenters society and shares their culmination of knowledge by devoting their life to teaching other people.

there is one thing which these lucid and honorable teachings do not contain: they do not contain the mystery of what the exalted one alone among hundreds of thousands has experienced for himself. This is what I have thought and realized when I heard the teachings. This is why I am continuing my travels—not to seek other, better teachings, for I know there aren’t any, but to depart from all teachings and all teachers and either to reach my goal on my own or to die.

The real Tradition is this: the teacher never tells the disciple what he or she should do. They are merely travelling companions, sharing the same uncomfortable feeling of 'estrangement' when confronted by ever-changing perceptions, broadening horizons, closing doors, rivers that sometimes seem to block their path and which, in fact, should never be crossed, but followed. There is only one difference between teacher and disciple: the former is slightly less afraid than the latter. Then, when they sit down at a table or in front of a fire to talk, the more experienced person might say: 'Why don't you do that?' But he or she never says: 'Go there and you'll arrive where I did', because every path and every destination are unique to the individual. The true teacher gives the disciple the courage to throw his or her world off balance, even though the disciple is afraid of things already encountered and more afraid still of what might be around the next corner.

4:14) Holy One in your midst (Hos. 11:9) righteous Judge (2 Tim. 4:8) King of kings (1 Tim. 6:15) our life (Col. 3:4) light of life (John 8:12) Lord of lords (1 Tim. 6:15) Lord of the harvest (Matt. 9:38) mediator (1 Tim. 2:5) our peace (Eph. 2:14) Prince of Peace (Isa. 9:6) my Redeemer (Ps. 19:14) refuge and strength (Ps. 46:1) my salvation (Exod. 15:2) my help (Ps. 42:5) the Good Shepherd (John 10:11) Lord (Luke 2:29) my stronghold (Ps. 18:2) my support (2 Sam. 22:19) Good Teacher (Mark 10:17)

Intuition is that internal eternal tutor that has experienced all but nothing, tests one's knowledge on everything by subjecting them to smilingly complex questions, riddling them with life's perplexities whose answers are never wrong or right, then mocking her student with radical paradoxes and experiences that yet seem real but are merely illusions. There is no greater teacher, Buddha, master... in tuition; serve the one that comes by simply tuning in to one's inner Lord and savior. Say "I Am...". Class dismissed.

All those years ago on the playground, it would have been better if that teacher had just said, “Lysa, staying stuck in your fear is way worse than any other choice you could make right now. If you let go of that bar and happen to catch the next one, you’ll move forward and prove to yourself that you can do this. Or, if you let go of that bar and fall, you’ll see that the ground isn’t so far away. It won’t feel great to fall, but it won’t be worse than all the stress and exhaustion you’re experiencing just hanging there on the first bar.

Like Baptists, Quakers, and many others, the gnostic is convinced that whoever receives the spirit communicates directly with the divine. One of Valentinus’ students, the gnostic teacher Heracleon (c. 160), says that “at first, people believe because of the testimony of others …” but then “they come to believe from the truth itself.”77 So his own teacher, Valentinus, claimed to have first learned Paul’s secret teaching; then he experienced a vision which became the source of his own gnosis: He saw a newborn infant, and when he asked who he might be, the child answered, “I am the Logos.”78

He came at length to realize that the desert was a teacher. He did not realize all that he had learned, but he was a different man. And when he decided upon that, he was not thinking of the slow, sure call to the primal instincts of man; he was thinking that the desert, as much as he had experienced and no more, would absolutely overturn the whole scale of a man’s values, break old habits, form new ones, remake him. More of desert experience, Gale believed, would be too much for intellect. The desert did not breed civilized man, and that made Gale ponder over a strange thought: after all, was the civilized man inferior to the savage?

...[T]hough the whole point of his "Current Shorthand" is that it can express every sound in the language perfectly, vowels as well as consonants, and that your hand has to make no stroke except the easy and current ones with which you write m, n, and u, l, p, and q, scribbling them at whatever angle comes easiest to you, his unfortunate determination to make this remarkable and quite legible script serve also as a Shorthand reduced it in his own practice to the most inscrutable of cryptograms. His true objective was the provision of a full, accurate, legible script for our noble but ill-dressed language; but he was led past that by his contempt for the popular Pitman system of Shorthand, which he called the Pitfall system. The triumph of Pitman was a triumph of business organization: there was a weekly paper to persuade you to learn Pitman: there were cheap textbooks and exercise books and transcripts of speeches for you to copy, and schools where experienced teachers coached you up to the necessary proficiency. Sweet could not organize his market in that fashion. He might as well have been the Sybil who tore up the leaves of prophecy that nobody would attend to. The four and six-penny manual, mostly in his lithographed handwriting, that was never vulgarly advertized, may perhaps some day be taken up by a syndicate and pushed upon the public as The Times pushed the Encyclopaedia Britannica; but until then it will certainly not prevail against Pitman.

When he was twenty-three years old, he (George Fox) saw the inner light in a vision. For him it symbolized the spirit against the letter, silence against chatter, experience against dogma, and equality against all who build inequality on authority and power, be it of the state or religion. His mistrust of the official Anglican Church was immense. He spoke with disdain of the "towered houses" and was tormented by the ringing of church bells. He frequently interrupted preachers, standing in the church's doorway, a hat covering his head, and uttering threatening words toward the pulpit, causing great excitement in the gathered congregation. It often resulted in Fox being beaten up, banished, and, later on, jailed for years. What aroused his ire, above all, were the priests who, without ever having experienced or even looked for illumination, presented themselves as servants of God but, in truth, comprised a "society of cannibals." It is "not enough to have been educated in Oxford or Cambridge in order to become capable for and efficient in the service of Christ. To this day it is difficult for many Friends to speak of "Quaker theology." The Friends believe in Scripture - George Fox knew it by heart - but they also believe that the Spirit transcends Scripture and that the inner light is experienced by all human beings without human mediation. "The inner light," "the inward teacher" are names that the early Quakers gave to their experiences of the Spirit. They believe that everyone can meet the "Christ within," even though he has different names in different ages and places and is not tied to any form of religion. This light is open to everyone and, yet, it is not simply the natural light of reason. In a conversation that Fox had with Lord Protector Oliver Cromwell, he vigorously resisted this rational interpretation. In every human being is "that of God," hidden, eclipsed, often forgotten. Linguistically a clumsy expression at best, "that of God in everyone" is the foundation of human dignity. In addition, it is the admonition to believe in it, to discover it in each and everyone and to respond to it. Fox said, "Walk joyfully on the earth and respond to that of God in every human being.

I, the Teacher, was king over Israel in Jerusalem. I applied my mind to study and to explore by wisdom all that is done under the heavens. What a heavy burden God has laid on mankind! I have seen all the things that are done under the sun; all of them are meaningless, a chasing after the wind. What is crooked cannot be straightened; what is lacking cannot be counted. I said to myself, “Look, I have increased in wisdom more than anyone who has ruled over Jerusalem before me; I have experienced much of wisdom and knowledge.” Then I applied myself to the understanding of wisdom, and also of madness and folly, but I learned that this, too, is a chasing after the wind. For with much wisdom comes much sorrow; the more knowledge, the more grief.

MY PARENTS WEREN‘T obstinate or antiauthoritarian; they were thinkers. They had learned what happens when hatred and inhumanity are accepted. Both my father and my mother were brave people who lived by their values. They had personally experienced what happens when an entire country chooses not to see something simply because it is not what they wish to see. As a result, they never accepted anything at face value. When something doesn’t feel right, they taught us, you must question it—whether it is an instruction from an authority or what a teacher says in class. At the same time, my parents didn’t dwell on the past or on things that were done to them. They didn’t forget the past, and they definitely learned from it, but Ilse and Werner Heumann moved forward. Especially Ilse. She was an optimist. And a fighter. And so am I.

Yet it is still not easy to understand for those who have not experienced it. Words like “vacuum” and “emptiness” when used about a national catastrophe such as an alien occupation are simply insufficient: they cannot convey the anger people felt at their prewar and wartime leaders, their failed political systems, their own “naïve” patriotism, and the wishful thinking of their parents and teachers. Widespread destruction—the loss of homes, families, schools—condemned millions of people to a kind of radical loneliness. Different parts of Eastern Europe experienced this collapse at different times and the experience was not everywhere identical. But whenever and however it came, national failure had profound effects, especially on young people, many of whom simply concluded that everything they had once thought true was false.

Throughout war-torn Europe, civilian and military prisoners in other Soviet and German camps experienced similar revelations in the act of reading. Jorge Semprún, a Spanish writer working with anti-Franco forces in France, was arrested by the Gestapo and shipped to Buchenwald, where, he declared, he was saved by his focus on Goethe and Giraudoux. Yevgenia Ginzburg, a teacher and Communist Party member accused of Trotskyist sympathies, drew strength from Pushkin as she fought to stay alive in the Siberian Gulag. In his book If This Is a Man, Italian chemist and writer Primo Levi described the unexpected emergence of a jumble of lines of terza rima from The Divine Comedy as he was shouldering a vessel filled with a hundred pounds of murky soup out to a work detail in the fields at Auschwitz, a teenaged prisoner from Strasbourg at his side.

Drama and comedy are the polite genres, founded on collectively agreed-upon ideas, perceptions and truths. But life, as subjectively experienced, is not like comedy or drama; it is much more disorganized and grand, intimidating and embarrassing. It is much more like opera and farce. Opera shows how we really feel at our most pained or selfish or exultant, and farce reveals how we receive the world in its raw, unsifted form. Or to put it another way, opera is how we really feel about ourselves. Farce is how we really feel about strangers. And both genres tell the true story of life as it is lived. The Piano Teacher, neither comedy nor drama, was both opera and farce, with Huppert as both diva and farceuse. Throughout, Huppert believes and gives passionately, and yet stands back, in full awareness. Life is more than we think, bigger but also ridiculous.

Members who listen to the voice of the Church need not be on guard against being misled. They have no such assurance for what they hear from alternate voices. Local Church leaders also have a responsibility to review the content of what is taught in classes or presented in worship services, as well as the spiritual qualifications of those they use as teachers or speakers. Leaders must do all they can to avoid expressed or implied Church endorsement for teachings that are not orthodox or for teachers who will use their Church position or prominence to promote something other than gospel truth. . . . In any case, volunteers do not speak for the Church. As long as Church leaders feel they should not participate in an event where the Church or its doctrines are discussed, the overall presentation will be incomplete and unbalanced. In such circumstances, no one should think that the Church’s silence constitutes an admission of facts asserted in that setting. . . . I have seen some persons attempt to understand or undertake to criticize the gospel or the Church by the method of reason alone, unaccompanied by the use or recognition of revelation. When reason is adopted as the only—or even the principal—method of judging the gospel, the outcome is predetermined. One cannot find God or understand his doctrines and ordinances by closing the door on the means He has prescribed for receiving the truths of his gospel. That is why gospel truths have been corrupted and gospel ordinances have been lost when left to the interpretation and sponsorship of scholars who lack the authority and reject the revelations of God. . . . In our day we are experiencing an explosion of knowledge about the world and its people. But the people of the world are not experiencing a comparable expansion of knowledge about God and his plan for his children. On that subject, what the world needs is not more scholarship and technology but more righteousness and revelation.

Our power connects us to life in ways ordinary people can never understand, her teacher had said. That’s why using our gift makes us stronger instead of depleting us. We are tied to the power of creation itself, the making at the heart of the world. For Corporalki, that bond is woven even more tightly, because we deal in life and the taking of it. The teacher had raised his hands, and Nina felt her pulse slow just slightly. The other students had released gasps and looked around at one another, all of them experiencing the same thing. Do you feel that? the teacher asked. All your hearts, beating in shared time, bound to the rhythm of the world? It had been the strangest sensation, the feeling of her body dissolving, as if they were not many students wriggling in their classroom chairs, but one creature, with a single heart, a single purpose. It had lasted only moments, but she’d never forgotten that sense of connection, the sudden understanding that her power would mean she was never alone.

I passed away into nothingness -- I vanished; and lo! I was all living.' All who have realized the secret of life understand that life is one, but that it exists in two aspects. First as immortal, all-pervading and silent; and secondly as mortal, active, and manifest in variety. The soul being of the first aspect becomes deluded, helpless, and captive by experiencing life in contact with the mind and body, which is of the next aspect. The gratification of the desires of the body and fancies of the mind do not suffice for the purpose of the soul, which is undoubtedly to experience its own phenomena in the seen and the unseen, though its inclination is to be itself and not anything else. When delusion makes it feel that it is helpless, mortal and captive, it finds itself out of place. This is the tragedy of life, which keeps the strong and the weak, the rich and poor, all dissatisfied, constantly looking for something they do not know. The Sufi, realizing this, takes the path of annihilation, and, by the guidance of a teacher on the path, finds at the end of this journey that the destination was he. As Iqbal says: 'I wandered in the pursuit of my own self; I was the traveler, and I am the destination

became a blurry swirl of shapes and colors narrowing into a luminous spot of white light at the end of a black anoxic tunnel and dissolving into a rapid series of bright sharp images that I recognized at once from my childhood: long forgotten memories of important moments flashing by faster than anything I’d ever experienced, twenty to thirty frames a second, each one of them original, like perfect photographic slides from the archives of my young life, every scene compressed into a complete story with sights and sounds and smells and feelings from the time. Each image was euphoric, rapturous. The smiling face of my beautiful young mother / a gentle touch from her hand on my face / absorbing her love / playing in the sand at the seashore with my father / waves washing up on the beach / feeling the strength and security of his presence / soothing, kind-hearted praise from a teacher at school / faces and voices of adoring aunts and uncles / steam trains coming in at the local railroad station / hearing myself say “choo-choo” / the excitement of shared discovery with my brother on Christmas morning / running free through a familiar forest with a happy dog / hitting a baseball hard and hearing encouraging cries from my parents behind me in the bleachers / shooting baskets in a backyard court with a buddy from high school / a tender kiss from the soft warm lips of a lovely teenage girl / the encouraging thrust of her stomach and thighs against mine.

Whether it’s watching a sunset, or really feeling the stream of water hit your face in the shower, everyone needs to take time to find a way to quiet themselves. Allowing these moments of awareness and recognizing that it is a magnificent thing to be alive, regardless of what might be pressing on me, has brought a level of calm that words can’t adequately explain. Many of the spiritual teachers who have talked with me on Super Soul Sunday describe the highest state of mindfulness as a “constant state of prayer.” This means acknowledging only what you are experiencing in that moment. The true power of staying in the now means that you resist projecting what might happen in the future or lamenting past mistakes. There will always be times of stress or sadness, but when you feel the earth moving, that’s the time to bring yourself back to center. Whatever shakeup or disturbance that might come, you’ll handle that when it actually happens. But in this moment, you’re still breathing. In this moment, you’ve survived. In this moment, you’re finding a way to step onto higher ground. Today and every day, I continue to do the consciousness work, focusing on prayer and just being still. I awaken, and my first thought is, Thank you, and my next thought is, I’m still here in this body. I feel the All that is God so deeply that it lifts and carries me. Sometimes I actually feel weightless in the love that I call God, because I sense it in all things. The entry point for living consciously is mindfulness.

Cognitive-Behavioral Therapy There are almost no pure cognitive or behavioral therapists. Instead, most therapists use a combination of both techniques. This is known as cognitive-behavioral therapy. It is generally recognized as the best therapy for social anxiety. In cognitive-behavioral therapy, a therapist helps you identity maladaptive thinking patterns and replace them with new ways of thinking. He or she also teaches you relaxation techniques and new behaviors that make you feel more comfortable in social situations. Cognitive-behavioral therapy uses many of the same techniques that we explored in the previous chapter. Although you might make great strides on your own, sometimes it is easier and faster to have someone guide you. Often it is difficult for people to explore hidden beliefs about themselves. A professional therapist is experienced in working with people who are trying to change. Often a therapist will see connections in your situation that you cannot. Carlos was terrified of speaking in class. Whenever the teacher called on him, his heart raced, he blushed, and his stomach felt upset. His therapist first had him focus on his thoughts during class. As an experiment, she had him purposely answer a question incorrectly during biology class. To his surprise, the teacher didn’t make a big deal out of it, and the other students didn’t laugh. As a result, Carlos realized that his imagined consequences for making errors were greatly exaggerated. He also realized that he held himself to a higher standard than other people, including the teacher, did. Next, his therapist showed him various relaxation techniques to lessen the physical symptoms of anxiety. Soon, he felt more comfortable and even volunteered to lead a discussion group.

A circle of trust is a group of people who know how to sit quietly "in the woods" with each other and wait for the shy soul to show up. The relationships in such a group are not pushy but patient; they are not confrontational but compassionate; they are filled not with expectations and demands but with abiding faith in the reality of the inner teacher and in each person's capacity to learn from it. The poet Rumi captures the essence of this way of being together: "A circle of lovely, quiet people / becomes the ring on my finger."6 Few of us have experienced large-scale communities that possess these qualities, but we may have had one-on-one relationships that do. By reflecting on the dynamics of these small-scale circles of trust, we can sharpen our sense of what a larger community of solitudes might look like-and remind ourselves that two people who create safe space for the soul can support each other's inner journey. Think, for example, about someone who helped you grow toward true self. When I think about such a person, it is my father who first comes to mind. Though he was himself a hardworking and successful businessman, he did not press me toward goals that were his rather than mine. Instead, he made space for me to grow into my own selfhood. Throughout high school, I got mediocre grades-every one of which I earned-although I always did quite well on standardized intelligence tests. I look back with amazement on the fact that not once did my father demand that I "live up to my potential." He trusted that if I had a gift for academic life, it would flower in its own time, as it did when I went to college. The people who help us grow toward true self offer unconditional love, neither judging us to be deficient nor trying to force us to change but accepting us exactly as we are. And yet this unconditional love does not lead us to rest on our laurels. Instead, it surrounds us with a charged force field that makes us want to grow from the inside out -a force field that is safe enough to take the risks and endure the failures that growth requires.

The beginning of our acquaintance with the outside world is not only sensory but is entirely subjective. For a long time we know only a sensorial subjective reality. We are not, however, alone: always we are in communication with other human beings—parents, teachers, etc. Without ever stopping to think about it, we behave as if all these others share the same subjective reality as we. There are as many subjective realities as there are subjects. The one thing that is common to all these subjective realities is the one reality we use in communicating with one another: the one “objective” reality for all of us. But, apart from this, there is obviously a third reality. This is Reality—with a capital R—that is understood to exist whether you and I are alive or whether we know it or ignore it. This is the Reality which must exist and must be there, whether men exist or not. When we use our thinking, and not only our sensing, we realize that this third Reality is more than likely the first. This Reality is immensely complex and is only very superficially known, either to science or philosophy or in music or poetry. But our sense of self-importance makes us believe that our subjective reality is just as valid. The “objective” reality is, finally, that part of our subjective reality which we are willing to concede to our fellow men. I can see that you can see and that you can read, but I can never believe that you can see as I can, or understand what you read as I do, even though logic forces me to recognize I must be wrong and have no grounds for thinking in this way. My subjective reality is mine entirely and follows all my whims. “Objective” reality is less whimsical: it is the reality experienced by all men. It limits and restricts your and my subjective reality to that upon which all others agree. Subjective reality is anchored in us and is as real as our bodies. Objective reality is the measure of our sanity. But Reality has never as yet been perceived in its entirety. Our belief that we know Reality is an illusion, a maya; it is a measure of our ignorance.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me [i]vecchio[/i]―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a [i]rospo[/i]―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

His shining skin drew my attention and I became enslaved to the need to explore every inch of his flesh. His body brought on an ache in me I hadn't known for a long time. Since my ex had dumped me after I'd given him my virginity, I hadn't done more than fool around with guys. The desire to go further had never really risen again. Not until Orion. And I had never, in all my life, wanted anyone like I wanted him. His beard had been trimmed even shorter for the party, revealing the powerful cut of his jaw and that divine dimple in his cheek. He'd brought me here, alone, cordoning me off from the world. And the blazing intensity in his gaze made me hope that maybe he was about to drop the teacher act for one night and admit he was drawn to me too. He glanced above us and his brow furrowed heavily. “Up there are a thousand reasons why we can't be together.” I swallowed thickly, goosebumps rushing along my skin in response to his words. I pressed my back to the cool tiles of the pool and the goosebumps spread deeper, evoking a shiver across my body. “I'm bound by so many rules I could waste the rest of your evening telling you them,” he said. “Skip them then, sir.” A smile played around my mouth as a thrill danced in my chest. He moved closer and rested his hands either side of me on the wall. “I think the time for sirs and professors is over, don't you?” No answer came from my lips, but my body gave it to him as I reached out and did the one thing I'd dreamed about the most since this all-consuming crush had first started. I brushed my fingers across the stubble on his jaw, resting my thumb over the dimple in his cheek, feeling the tiny rivet in his skin. The distance parting us suddenly felt like too much; the air was racing over my exposed flesh, chilling me to the core. I needed the heat of his hands, the red hot press of his stomach and chest. “Lance,” I breathed and his pupils dilated as I met his gaze. He devoured the space between us and I experienced pure sin as his mouth crushed against mine. It was gunpowder meeting fire and the result was an all-consuming blaze which burned me up from the inside out. A desperate noise escaped me that would have made me blush if I’d had any scrap of self-awareness left. But that was all it took for him to slam into me full force, hitching my legs up around his waist so fast it made my head spin. My hands finally got their deepest wish and roamed down the plains of all that gloriously golden skin. But it wasn't enough just to feel the flex of his muscles, I needed more and I took it by scratching against his beautiful shell, wanting to break beneath flesh and bone and burrow my way deeper. I need more. (Darcy)

Lesson one: Pack light unless you want to hump the eight around the mountains all day and night. By the time we reached Snowdonia National Park on Friday night it was dark, and with one young teacher as our escort, we all headed up into the mist. And in true Welsh fashion, it soon started to rain. When we reached where we were going to camp, by the edge of a small lake halfway up, it was past midnight and raining hard. We were all tired (from dragging the ridiculously overweight packs), and we put up the tents as quickly as we could. They were the old-style A-frame pegged tents, not known for their robustness in a Welsh winter gale, and sure enough by 3:00 A.M. the inevitable happened. Pop. One of the A-frame pegs supporting the apex of my tent broke, and half the tent sagged down onto us. Hmm, I thought. But both Watty and I were just too tired to get out and repair the first break, and instead we blindly hoped it would somehow just sort itself out. Lesson two: Tents don’t repair themselves, however tired you are, however much you wish they just would. Inevitably, the next peg broke, and before we knew it we were lying in a wet puddle of canvas, drenched to the skin, shivering, and truly miserable. The final key lesson learned that night was that when it comes to camping, a stitch in time saves nine; and time spent preparing a good camp is never wasted. The next day, we reached the top of Snowdon, wet, cold but exhilarated. My best memory was of lighting a pipe that I had borrowed off my grandfather, and smoking it with Watty, in a gale, behind the summit cairn, with the teacher joining in as well. It is part of what I learned from a young age to love about the mountains: They are great levelers. For me to be able to smoke a pipe with a teacher was priceless in my book, and was a firm indicator that mountains, and the bonds you create with people in the wild, are great things to seek in life. (Even better was the fact that the tobacco was homemade by Watty, and soaked in apple juice for aroma. This same apple juice was later brewed into cider by us, and it subsequently sent Chipper, one of the guys in our house, blind for twenty-four hours. Oops.) If people ask me today what I love about climbing mountains, the real answer isn’t adrenaline or personal achievement. Mountains are all about experiencing a shared bond that is hard to find in normal life. I love the fact that mountains make everyone’s clothes and hair go messy; I love the fact that they demand that you give of yourself, that they make you fight and struggle. They also induce people to loosen up, to belly laugh at silly things, and to be able to sit and be content staring at a sunset or a log fire. That sort of camaraderie creates wonderful bonds between people, and where there are bonds I have found that there is almost always strength.

the ten thousand things To study the self is to forget the self. To forget the self is to be enlightened by the ten thousand things. – Eihei Dogen If one is very fortunate indeed, one comes upon – or is found by – the teachings that match one’s disposition and the teachers or mentors whose expression strikes to the heart while teasing the knots from the mind. The Miriam Louisa character came with a tendency towards contrariness and scepticism, which is probably why she gravitated to teachers who displayed like qualities. It was always evident to me that the ‘blink’ required in order to meet life in its naked suchness was not something to be gained in time. Rather, it was clear that it was something to do with understanding what sabotages this direct engagement. So my teachers were those who deconstructed the spiritual search – and with it the seeker – inviting one to “see for oneself.” I realised early on that I wouldn’t find any help within traditional spiritual institutions since their version of awakening is usually a project in time. Anyway, I’m not a joiner by nature. I set out on my via negativa at an early age, trying on all kinds of philosophies and practices with enthusiasm and casting them aside –neti neti – equally enthusiastically. Chögyam Trungpa wised me up to “spiritual materialism” in the 70s; Alan Watts followed on, pointing out that whatever is being experienced is none other than ‘IT’ – the unarguable aliveness that one IS. By then I was perfectly primed for the questions put by Jiddu Krishnamurti – “Is there a thinker separate from thought?” “Is there an observer separate from the observed?” “Can consciousness be separated from its content?” It was while teaching at Brockwood Park that I also had the good fortune to engage with David Bohm in formal dialogues as well as private conversations. (About which I have written elsewhere.) Krishnamurti and Bohm were seminal teachers for me; I also loved the unique style of deconstruction offered by Nisargadatta Maharaj. As it happened though, it took just one tiny paragraph from Wei Wu Wei to land in my brain at exactly the right time for the irreversible ‘blink’ to occur. I mention this rather august lineage because it explains why the writing of Robert Saltzman strikes not just a chord but an entire symphonic movement for me. We are peers; we were probably reading the same books by Watts and Krishnamurti at the same time during the 70s and 80s. Reading his book, The Ten Thousand Things, is, for me, like feeling my way across a tapestry exquisitely woven from the threads of my own life. I’m not sure that I can adequately express my wonderment and appreciation… The candor, lucidity and lack of jargon in Robert’s writing are deeply refreshing. I also relish his way with words. He knows how to write. He also knows how to take astonishingly fine photographs, and these are featured throughout the book. It’s been said that this book will become a classic, which is a pretty good achievement for someone who isn’t claiming to be a teacher and has nothing to gain by its sale. (The book sells for the production price.) He is not peddling enlightenment. He is simply sharing how it feels to be free from all the spiritual fantasies that obscure our seamless engagement with this miraculous thing called life, right now.

that everything that had ever happened to me had been a loving step in that process of my progression. every person, every circumstance, and every incident was custom created for me. It was as if the entire universe existed for my higher good and development. I felt so loved, so cherished, and so honored. I realized that not only was I being embraced by deity, but also that I myself was divine, and that we all are. I knew that there are no accidents in this life. That everything happens for a reason. yet we always get to choose how we will experience what happens to us here. I could exercise my will in everything, even in how I felt about the wreck and the death of my family members. God didn't want me to hurt and feel put upon as if my son and wife had been taken from me. He was simply there assisting me to decide how I was going to experience it. He was providing me with the opportunity, in perfect love, to exercise my personal agency in this entire situation. I knew my wife and son were gone. They had died months earlier, but time didn't exist where I was at that moment. rather than having them ripped away from me, I was being given the opportunity to actually hand them over to God. To let them go in peace, love, and gratitude. Everything suddenly made sense. Everything had divine order. I could give my son to God and not have him taken away from me. I felt my power as a creator and cocreator with God to literally let go of all that had happened to me. I held my baby son as God himself held me. I experienced the oneness of all of it. Time did not matter. Only love and order existed. Tamara and Griffin had come into my life as perfect teachers. And in leaving me in such a way, they continued as perfect teachers to bring me to that point of remembering who I was. remembering that I was created in God's image and actually came from Him. I was aware now that I could actually walk with God, empowered by what I was learning in my life. I felt the divine energy of the being behind me inviting me to let it all go and give Griffin to Him. In all that peace and knowledge, I hugged my little boy tightly one last time, kissed him on the cheek, and gently laid him back down in the crib. I willingly gave him up. No one would ever take him away from me again. He was mine. We were one, and I was one with God. As soon as I breathed in all that peace, I awoke, back into the pain and darkness of my hospital bed, but with greater perspective. I marveled at what I had just experienced. It was not just a dream. It felt too real. It was real to me, far more real than the pain, the grief, and my hospital bed. Griffin was alive in a place more real than anything here. And Tamara was there with him. I knew it. As the years have passed, I've often wondered how I could have put my son back in the crib the way I did. Maybe I should have held on and never let go. But in that place, it all made sense. I realized that no one ever really dies. We always live on. I had experienced a God as real and tangible as we are. He knows our every heartache, yet allows us to experience and endure them for our growth. His is the highest form of love; He allows us to become what we will. He watches as we create who we are. He allows us to experience life in a way that makes us more like Him, divine creators of our own destiny. My experience showed me purpose and order. I knew there was a master plan far greater than my limited earthly vision. I also learned that my choices were mine alone to make. I got to decide how I felt, and that made all the difference in the universe. even in this tragedy, I got to determine the outcome. I could choose to be a victim of what had happened or create something far greater.

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

When my teacher asked, "Linda, where did the English first settle in North Carolina?" the question would come to me as "Lindamint, where did the Englishmaraschinocherry firstPepto-Bismol settlemustard in Northcheddarcheese Carolinacannedpeas?" My response, when I could finally say it, I experienced as "Roanoke Islandbacon." Many of the words that I heard or had to say aloud brought with them a taste- unique, consistent, and most often unrelated to the meaning of the word that had sent the taste rolling into my mouth.

Husserl had picked up this idea from his old teacher Franz Brentano, in Vienna days. In a fleeting paragraph of his book Psychology from an Empirical Standpoint, Brentano proposed that we approach the mind in terms of its ‘intentions’ — a misleading word, which sounds like it means deliberate purposes. Instead it meant a general reaching or stretching, from the Latin root in-tend, meaning to stretch towards or into something. For Brentano, this reaching towards objects is what our minds do all the time. Our thoughts are invariably of or about something, he wrote: in love, something is loved, in hatred, something is hated, in judgement, something is affirmed or denied. Even when I imagine an object that isn’t there, my mental structure is still one of ‘about-ness’ or ‘of-ness’. If I dream that a white rabbit runs past me checking its pocket watch, I am dreaming of my fantastical dream-rabbit. If I gaze up at the ceiling trying to make sense of the structure of consciousness, I am thinking about the structure of consciousness. Except in deepest sleep, my mind is always engaged in this aboutness: it has ‘intentionality’. Having taken the germ of this from Brentano, Husserl made it central to his whole philosophy. Just try it: if you attempt to sit for two minutes and think about nothing, you will probably get an inkling of why intentionality is so fundamental to human existence. The mind races around like a foraging squirrel in a park, grabbing in turn at a flashing phone screen, a distant mark on the wall, a clink of cups, a cloud that resembles a whale, a memory of something a friend said yesterday, a twinge in a knee, a pressing deadline, a vague expectation of nice weather later, a tick of the clock. Some Eastern meditation techniques aim to still this scurrying creature, but the extreme difficulty of this shows how unnatural it is to be mentally inert. Left to itself, the mind reaches out in all directions as long as it is awake — and even carries on doing it in the dreaming phase of its sleep. Understood in this way, the mind hardly is anything at all: it is its aboutness. This makes the human mind (and possibly some animal minds) different from any other naturally occurring entity. Nothing else can be as thoroughly about or of things as the mind is: even a book only reveals what it’s ‘about’ to someone who picks it up and peruses it, and is otherwise merely a storage device. But a mind that is experiencing nothing, imagining nothing, or speculating about nothing can hardly be said to be a mind at all.

We are the online Quran academy that is providing the platform for those people who want to learn Quran online. We have both male and female teachers which are teaching the students for almost 10 years. Our mission is to teach those students with full Tajweed rules who are willing to learn the Quran. We have experienced teachers who are teaching online and spreading the message of Allah all over the world.

OM’S RELATIONSHIP-COACHING STYLE seemed reminiscent of getting hit on at a bar. Not by a yoga teacher, as his name would suggest, but by an unneutered therapy animal. He was short, furry, and attentive, with the most soulful brown eyes Greta had seen in years, eyes that put you instantly at ease, even as he was humping your leg. Greta had experienced this firsthand during their initial interview, which had taken place at an abandoned-church-turned-expensive-cocktail-bar on the edge of town.

The Tennessee experiment contained a startling result. Chetty was able to predict the success that students achieved as adults simply by looking at who taught their kindergarten class. By age 25, students who happened to have had more experienced kindergarten teachers were earning significantly more money than their peers. Chetty and his colleagues calculated that moving from an inexperienced kindergarten teacher to an experienced one would add over $1,000 to each student’s annual income in their twenties.

As Plutarch said of Socrates: [He] did not set up desks for his students, sit in a teacher’s chair, or reserve a prearranged time for lecturing and walking with his pupils. No, he practiced philosophy while joking around (when the chance arose) and drinking and serving on military campaigns and hanging around the marketplace with some of his students, and finally, even while under arrest and drinking the hemlock. He was the first to demonstrate that our lives are open to philosophy at all times and in every aspect, while experiencing every emotion, and in each and every activity. As with teaching and leadership and philosophy, so too with parenting. You can be a parent anywhere. You can be a parent every minute of every day to anybody and everybody. You can be that parent in the same way that Socrates taught—by example, by getting down to their level, by being open, and by adapting to the situation at hand.

I am an experienced teacher in Judicial adda. I am teaching here for the last 5 years. In my teaching period, I have trained many students to prepare for their exams like law officers of various states, civil judge junior edition PCS (J), APO, ADA, etc.

PRANAYAMA EXERCISES FOR EACH CHAKRA Three-Part Breath - Dirga Pranayama: A good breathing exercise for beginners. Doing three-part breath shows you how to completely fill and clear the lungs, which is necessary because you're not possibly used to using your full lung capacity. It's a great way to transition into your yoga session as well. Equal Breathing - Sama Vritti Pranayama: Taking long, steady and gentle breaths has a calming effect on the body. Bringing your full attention on holding the same intensity of your inhalations and exhalations consumes your mind, giving it a much needed break from its regular task buzz. Alternate Nostril Breathing - Nadi Sodhana: In nadi sodhana, you block off one nostril before switching sides, exhaling and inhaling through the open passage. By clearing the energy channels on both sides of the body, this helps bring you into balance. Cooling Breath - Shitali Pranyama: A simple breath, perfect for a hot day or after practicing yoga poses when the body is warm. Ocean Breath - Ujjayi Pranayama: Ujjayi breath is really fascinating because it works to ease the sympathetic nervous system while raising the oxygen intake. It is the main breath used in vinyasa yoga because it is sufficiently powerful to sustain a robust flood. Lion's Breath - Simhasana: The breath of the lion releases the tension in your face and helps you to blow off some steam. You can do it during a yoga practice anytime. Skull Shining Breath - Kapalabhati Pranayama: Ideally this is specialized breathing practice should be learnt from an experienced teacher; as if it is done incorrectly it can become lightheaded.

Then,” said the second instructor, “it’s time that you learned the Outward Bound motto.” “Oh, keen,” I thought. “I’m about to die, and she’s going to give me a motto!” But then she shouted ten words I hope never to forget, words whose impact and meaning I can still feel: “If you can’t get out of it, get into it!” I had long believed in the concept of “the word become flesh” but until that moment I had not experienced it. My teacher spoke words so compelling that they bypassed my mind, went into my flesh, and animated my legs and feet. No helicopter would come to rescue me; the instructor on the cliff would not pull me up with the rope; there was no parachute in my backpack to float me to the ground. There was no way out of my dilemma except to get into it—so my feet started to move and in a few minutes I made it safely down. Why would anyone want to embark on the daunting inner journey about which Annie Dillard writes? Because there is no way out of one’s inner life, so one had better get into it. On the inward and downward spiritual journey, the only way out is in and through.

When parents, family, friends, or teachers behave in hurtful ways it is because they have experienced deep hurt and negative conditioning within them.

On 14 August, Gandhi met B.R. Ambedkar in Bombay. This was the first meeting between the two men, one for more than a decade the most important political leader in India, the other, younger by twenty-two years, and seeking to represent his own, desperately disadvantaged community of so-called ‘untouchables’. Both men knew of each other, of course; Ambedkar had been inspired by Gandhian ideas during his ‘Mahad Satyagraha’ of 1927, which Gandhi had praised in the columns of Young India. Remarkably, Gandhi did not know that Ambedkar was born in an ‘untouchable’ home. In Maharashtra, people of all castes took surnames after their village of origin, so ‘Ambedkar’ could merely mean ‘from the village of Ambed’. (Indeed, this was not Ambedkar’s original surname; he had been given it by a Brahmin teacher in his school.) Gandhi seems to have thought that—like Gokhale and Tilak before him—B.R. Ambedkar was an upper-caste reformer who took an interest in the uplift of the ‘untouchables’. Having worked for decades for the same cause, Gandhi was patronizing towards someone he saw as a fresh convert, a johnny-come-lately, whereas Ambedkar was in fact an ‘untouchable’ who had experienced acute discrimination himself. Gandhi’s tone offended Ambedkar, souring the relationship at the start.

Across spiritual traditions, sages and mystics have recognized a divine essence underlying all existence, often described as the "light behind the clouds." From Rumi's poetic verses to the Diamond Sutra's teachings, Meister Eckhart's sermons to Ramana Maharshi's insights, this fundamental awareness emerges repeatedly. Contemporary teachers like Eckhart Tolle, Byron Katie, and Rupert Spira continue sharing this perennial wisdom, which the IFS model translates into a modern psychotherapeutic framework. The technique complements rather than replaces contemplative paths, offering a modality for directly experiencing the shared spiritual recognition permeating sages' teachings across cultures and eras. Through IFS, individuals can connect with the higher insights found within the world's great wisdom traditions.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

The first notable spinout was Kathy Xu, another woman who managed to flourish in China's venture industry. Rather than studying in the United States, Xu had experienced U.S. instruction at Nanjing University, where she had majored in English. One teacher, an impressive African American woman named Donda West, instilled in her pupils an American ethos. 'You are unique, you are a marvel. There has been no person like you in the last 500 years, and there will be no person like you in the next 500 years,' she lectured. The paean to individualism was, as Xu recalled vividly, an eye-opening experience for a Chinese teenager from Sichuan. Donda West also stuck in Xu's memory because of her son, who was often seen performing acrobatic tricks on campus. Years later, Xu was intrigued to discover that the boy, named Kanye, had become famous.

Stefan Zweig’s words about turbulent times: “But, after all, shadows themselves are born of light. And only he who has experienced dawn and dusk, war and peace, ascent and decline, only he has truly lived.

have also experienced the wonder of sitting in classrooms with teachers who saw education as an opportunity to express their full creative potential. Filling us with imagination and inspiration, they provoked us to learn and grow.

The teachers of paradoxical logic say that man can perceive reality only in contradictions, and can never perceive in thought the ultimate reality-unity, the One itself. This led to the consequence that one did not seek as the ultimate aim to find the answer in thought. Thought can only lead us to the knowledge that it cannot give us the ultimate answer. The world of thought remains caught in the paradox. The only way in which the world can be grasped ultimately lies, not in thought, but in the act, in the experience of oneness. Thus paradoxical logic leads to the conclusion that the love of God is neither the knowledge of God in thought, nor the thought of one's love of God, but the act of experiencing the oneness with God. This leads to the emphasis on the right way of living. All of life, every little and every important action, is devoted to the knowledge of God, but a knowledge not in right thought, but in right action. This can be clearly seen in Oriental religions. In Brahmanism as well as in Buddhism and Taoism, the ultimate aim of religion is not the right belief, but the right action. We find the same emphasis in the Jewish religion.

Sūtras are also said to have multiple levels of meaning: shabdartha or literal meaning bhavartha or implied meaning lakshyartha or hidden meaning I suspect that texts written in such a form were never meant to be stand-alone instructional material. Rather, they served as a basis for an experienced teacher to take these threads and through his oral exposition, weave a rich tapestry of meaning while illustrating the interpretive principles with examples. Unfortunately for present-day students their very conciseness and the somewhat coded way in which the Jaimini Sūtras are written makes them less accessible than other classics written in the more expansive shloka form such as the Brihat Pārāśara Horā Shastra.

What evidence is there for the hypothesis that the average man is in need of an 'idol'? The evidence is so overwhelming that it is hard to select the data. First of all, the greater part of human history is characterized by the fact that the life of man has been permeated by religions. Most of the gods of these religions have had the function of giving man support and strength, and religious practice has consisted essentially in appeasing and satisfying the idols. (The prophetic and later Christian religions were originally anti-idolatric, in fact, God was conceived as the anti-idol. But in practice the Jewish and Christian God was experienced by most believers as an idol, as the great power whose help and support could be attained through prayer, ritual, and so forth.) Nevertheless, throughout the history of these religions a battle was fought against the idolization of God -philosophically, by the representatives of 'negative theology' (e.g., Maimonides) and, experientially, by some of the great mystics (e.g., Meister Eckhart or Jacob Boehme). But idolatry by no means disappeared or was weakened when religion lost its power. The nation, the class, the race, the state, the economy, became the new idols. Without the need for idols one could not possibly understand the emotional intensity of nationalism, racism, imperialism, or the 'cult of personality' in its various forms. One could not understand, for instance, why millions of people were ecstatically attracted to an ugly demagogue like Hitler; why they were willing to forget the demands of their consciences and to suffer extreme hardship for his sake. People’s eyes shine with religious fervor when they see, or can touch, a man who has risen to fame and who has, or might have, power. But the need for idols exists not only in the public sphere; if one scratches the surface, and often even without doing so, one finds that many people also have their 'private' idols: their families (sometimes, as in Japan, organized as ancestor cults), a teacher, a boss, a film star, a football team, a physician, or any number of such figures. Whether the idol can be seen (even if only rarely) or is a product of fantasy, the one bound to it never feels alone, never feels that help is not near.

Anmol Rane , is a man who belongs to the land of Shree Yamuna river . He born in a village situated at the bank of Yamuna river . He born on 28 september 2003 at Gaba Hospital YamunaNagar . He born with some illness . The illness which can not be seen but can feel . As he started joining his school he was not a common person like other . People used to make him bully and make to feel him ashemd because of his mental illness and physical appreance . Anmol was not mentally strong when he join the school he has many friend but he didn't come into the touch of someone who understands him mentally and can help him to grow . He joined Gian Deep High School , Sandhali where he come into the touch of Mr. Parveen Kamboj. He look into the condition of Anmol and help him to grow mentally and physically with his personal guidance . He helped Anmol to grow mentally . He came to know that Anmol have some special skills than others which make him different from others . This was the reason he loves Anmol personally and support him like his own son . As Anmol grows his schooling was complete . Than he joined Maharaj Aggarsain Public school , Gumthala Rao to complete his 12th . Here he met more individuals who are like him but not the same . Anmol get the guidance of experienced with effectivness teacher who helped him to grow mentally and make his stronger but he missed one thing there that was his personal assistance of friends he do not have such friends to whom he can connect and make him mentally strong. As of now Anmol is pursuing his graduation in business administration . To know more about Anmol's Life you can follow him on Instagram by Clicking here

This chair, Kate, it isn’t a bad thing.” “But you can’t walk.” He raised his hand. “Hear me out. Before this injury, I had never been seriously ill. I’m a physician who understood what it’s like to be sick but had never personally felt the impact of a life-threatening disease or experienced a significant injury. This chair made me a better physician. It has given me a new perspective. Tell me, when you see me rolling toward you in the hall, do you see me or do you see the chair?” “I see you.” Of course I saw him. He was still Doolittle. He smiled. “My point exactly. I’ve come to believe that the word ‘disabled’ is a misnomer. ‘Disabled’ implies that you are broken beyond use. No longer functional. I’m quite abled. I may no longer participate in field operations, but I’m a better teacher now. I require additional arrangements to negotiate a flight of stairs, but I stop to smell the proverbial roses more often. I’m fortunate to have bowel control, and while my bladder requires occasional use of a catheter, I refuse to be defined by which functions my body can or cannot perform well. Quite frankly, I’m more than the sum of my physical parts. I’ve come to terms with my new life and achieved personal happiness. Whether or not I will recover pales in comparison. Does that make sense?

I want to hear all about your experiences with Hakim; he is one of our school’s most generous supporters. Past students in his service had a very positive rapport with him and his family. Did he treat you well?" "Oh yes, Professor! It could not have been better; he is a very generous man. He showered us with gifts for which I am very grateful. His family is delightful. They gave me chances to put my theoretical studies into practice." I grinned cheerfully. "How so?" my teacher enquired, with curiosity. "For a start, I had the opportunity to see a little of Tunisia and Italy. Soon, I will be experiencing France and Germany. I have learned so much since making the decision to be an E.R.O.S. member!" I reported, joyfully. "Also I met a charming transsexual whom I will be meeting again in Paris. I learned a little about the art of S & M role playing. But, the most delightful gift was finding a father figure who accepts and loves me just as I am.

everyone and everything a fluid living sea Universal Consciousness as both you and me being in rapturous love with all life and every person but this wasn't maintained and things were about to worsen ego crept back in believing it was Enlightened it turns out consciousness only temporarily heightened a momentary samadhi can sometimes deceive if untold by a Master because our mind is naïve ask enlightenment teachers today about their ego death don't even need to for their answer we can already guess are they right this moment experiencing Allness? the spiritual ego is crafty and teaches regardless their words proceeding from the intellect, Power is lacking a Divine Transference is required to send the ego packing if inspiration hits by all means share but state your current un-State or others you'll ensnare True Teachings are on a whole different level a powerful quieting effect, they silence the mental make no bones about it—dying to God is involved if not ready for this step then observe truths lesser evolved

As we try to envisage what the world will be like for our grandchildren and imagine who will inherit the good and bad we leave behind, we pause to think of those who have shaped our attitudes. We pay homage to those spirits who have expanded our potential for understanding the unique circumstances of our lives and who have given us hope and courage to be strong and live bravely. We will always be fascinated by the thoughts of others, and by the way they have expressed their truths and insights, because they are the real teachers. They have shared with us the truth as they have experienced it.

Why are you stupefied at all this? The subtle unity of the phenomenal world is not hidden from true yogis. I instantly see and converse with my disciples in distant Calcutta. They can similarly transcend at will every obstacle of gross matter.” It was probably in an effort to stir spiritual ardour in my young breast that the swami had condescended to tell me of his powers of astral radio and television. But instead of enthusiasm, I experienced only an awe-stricken fear. Inasmuch as I was destined to undertake my divine search through one particular guru—Sri Yukteswar, whom I had not yet met—I felt no inclination to accept Pranabananda as my teacher. I glanced at him doubtfully, wondering if it were he or his counterpart before me.

Contract rules often put promising young teachers—and their students—in a precarious position. A more senior teacher could bump a new teacher from a classroom, even if the more experienced teacher was known to be a lousy educator who had failed to teach students effectively for decades.

From a medical standpoint, the third and the most probable explanation is that Jesus was indeed dead, and what his disciples experienced were mere hallucinations evoked by the grief over the loss of their beloved teacher. It is clinically known as “Post-Bereavement Hallucinations Experiences” or PBHE.

The two of us locked up our own little secrets from the real world. We had experienced countless sleepless nights when we would share our fears, our worries, and our passions; when we would gossip about the school and the other girls. We had played too many pranks and snuck out more than enough times to be expelled if the teachers ever found out. We were professionals at the art of being discreet; however, we had never found sneaking out of a residence necessary, especially when the reason was not to play a prank.

We offer 1to1 Spanish lessons with the best price, experienced teachers. If you could speak Spanish, what your life would be like? One lesson opens up your possibilities! hellospanish.net

with experienced teachers and lower turnover may be lost as well.”8

that carries a Mem and a final mem. The Mem represents the revealed Word of God and the final Mem represents the hidden knowledge of God. When we enter God’s heart through His mercies that will never end we enter a revelation of His revealed Word and His hidden knowledge that will never end, we will spend eternity learning deeper and deeper things about God and never reach the bottom of that well. We see in the Book of Revelations that the angels are singing “Holy, Holy, Holy, to the Lord”. They have done it for millions of years and never grow bored because they too are continually learning and experiencing something new about God. We only limit ourselves to God’s revelation through our own experience with God. Is it any wonder that Jeremiah wrote in verse 23: “They are new every morning…” The word new is chadash, which has a dual meaning of either brand new or renewed. As you journey through the heart of God, there is something new every morning and something within us is

being confined and not allowed total expression. The second root word is kalah, which means to be destroyed. The word for compassion is racham, which is a very romantic word and not only means love but to “love tenderly”. No Elvis Presley did not coin that term. A tender love is a ministering love. It is like a mother’s love, which kisses the hurt to make it better. This is a love, which cannot be confined but must be allowed a total expression and on top of that, it can never be destroyed. This is the love that Paul spoke about in Romans 8. Nothing can separate us from the Love of God, which is in Christ Jesus. If we are not experiencing this tender love, His racham, then there is only one reason left as to why we don’t and that reason lies within ourselves, within the amount of our own hearts that we are unwilling to share with God. Jeremiah is telling us in these two verses that God has opened his whole heart up to us. There is nothing to separate us from His complete and total love. The only separation lies in the

In families in which parents are overbearing, rigid, and strict, children grow up with fear and anxiety. The threat of guilt, punishment, the withdrawal of love and approval, and, in some cases, abandonment, force children to suppress their own needs to try things out and to make their own mistakes. Instead, they are left with constant doubts about themselves, insecurities, and unwillingness to trust their own feelings. They feel they have no choice and as we have shown, for many, they incorporate the standards and values of their parents and become little parental copies. They follow the prescribed behavior suppressing their individuality and their own creative potentials. After all, criticism is the enemy of creativity. It is a long, hard road away from such repressive and repetitive behavior. The problem is that many of us obtain more gains out of main- taining the status quo than out of changing. We know, we feel, we want to change. We don’t like the way things are, but the prospect of upsetting the stable and the familiar is too frightening. We ob- tain “secondary gains” to our pain and we cannot risk giving them up. I am reminded of a conference I attended on hypnosis. An el- derly couple was presented. The woman walked with a walker and her husband of many years held her arm as she walked. There was nothing physically wrong with her legs or her body to explain her in- ability to walk. The teacher, an experienced expert in psychiatry and hypnosis, attempted to hypnotize her. She entered a trance state and he offered his suggestions that she would be able to walk. But to no avail. When she emerged from the trance, she still could not, would not, walk. The explanation was that there were too many gains to be had by having her husband cater to her, take care of her, do her bidding. Many people use infirmities to perpetuate relationships even at the expense of freedom and autonomy. Satisfactions are derived by being limited and crippled physically or psychologically. This is often one of the greatest deterrents to progress in psychotherapy. It is unconscious, but more gratification is derived by perpetuating this state of affairs than by giving them up. Beatrice, for all of her unhappiness, was fearful of relinquishing her place in the family. She felt needed, and she felt threatened by the thought of achieving anything 30 The Self-Sabotage Cycle that would have contributed to a greater sense of independence and self. The risks were too great, the loss of the known and familiar was too frightening. Residing in all of us is a child who wants to experiment with the new and the different, a child who has a healthy curiosity about the world around him, who wants to learn and to create. In all of us are needs for security, certainty, and stability. Ideally, there develops a balance between the two types of needs. The base of security is present and serves as a foundation which allows the exploration of new ideas and new learning and experimenting. But all too often, the security and dependency needs outweigh the freedom to explore and we stifle, even snuff out, the creative urges, the fantasy, the child in us. We seek the sources that fill our dependency and security needs at the expense of the curious, imaginative child. There are those who take too many risks, who take too many chances and lose, to the detriment of all concerned. But there are others who are risk-averse and do little with their talents and abilities for fear of having to change their view of themselves as being the child, the dependent one, the protected one. Autonomy, independence, success are scary because they mean we can no longer justify our needs to be protected. Success to these people does not breed success. Suc- cess breeds more work, more dependence, more reason to give up the rationales for moving on, away from, and exploring the new and the different.