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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

My Voice by Paul Stephen Lynch Why was I born? What is my purpose here on this earth? Is there more out there after this life ends? At some point we all ask ourselves these questions. I can tell you with absolute certainty that for me, the answer to all three of these questions is… “I don’t know”. However, what I do know is that while I am here I am meant to learn from my mistakes, to grow through my pain, and to evolve. What will I be changed into? Again, I do not know. Perhaps I will become someone who is more courageous, more charitable, more peaceful, more dignified, more honest and more loving. I am very hopeful but nothing in life is guaranteed. Although, I have discovered that speaking from my heart and telling my truth is an integral part of my transformation. It is my voice. In those times in my life when I have experienced great pain – sadness, loss, conflict or depression – those have been the times that have brought me closest to this transformation. I recently realized that pain is one of the few things that seems to really get my attention and that I have spent a lot of my time just coasting down life’s path. Perhaps this is the reason why I seem to grow the most during the hard times, even though it often takes all the energy I can muster just to get through them. Quite a few years ago, while I was visiting a friend who was dying from AIDS, I saw a tapestry on the hospital wall that read: The Chinese word for “crisis” has two characters. One stands for danger; the other for opportunity. The times in my life that have been the most difficult have quite often proven to be my best opportunities for growth; to get closer to becoming the person I am meant to be. Of course, this doesn’t mean that painful circumstances ~ like HIV and AIDS ~ are good things or that they are in any way “all for the best” ~ or, that they even make any kind of sense. It just means that I know that there is always the possibility that something positive can ultimately come out of that which is incredibly bad. However, change does not happen in seclusion and I will likely need help from friends, family, teachers and even from people I do not know at all For me to continue moving closer to becoming the person I was born to be, I first needed to accept who I am. For me, that was relatively easy (easy does not mean painless mind you) and it happened at the unusually young age of twelve. The second step to transforming my life means I need to tell others the truth about who I am. I have been doing this ever since my personal acceptance occurred. As a result, I have learned that there will always be those people who cannot be trusted with the truth. There are also those who will simply never be able to understand my truth no matter what anyone says to them. However, others will hear the truth very clearly, understand it completely, and even care greatly. Moreover, I can hear, I understand, and I care. I have also learned that there are times when it is better to be silent. Sometimes words are just not necessary… Like when I am sharing with someone who already knows my heart. And then there are times when words are pointless… like when I have already spoken my truth to someone, yet they are simply not capable of hearing what it is that I am saying. This is when I need to find other ears. Sometimes, a silent sign of love is the best way, or even the only way that I can express myself. However, at those times, my silence is a choice that I am making. It is not being forced on me by fear or shame… and I will never let it be because… it is MY voice!

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.

The most important content of case teaching is the student contributions—their suggestions, comments, and questions. Experienced case teachers refer to student contributions, particularly the unexpectedly good ones or those that produce teaching moments, as “gifts” the students offer to the teacher and the class. There is a lot of merit in thinking about student contributions this way. Gift giving is associated with a certain risk. Will the recipient accept the gift, understand why it is given, appreciate its originality, and not suspect a hidden agenda or that the gift really is repurposed from something left over? Being a good case teacher (and participation evaluator) is like being a good gift recipient: you see the students’ gifts in the best possible light (don’t look a gift horse in the mouth, right?) and try to make sense of even the more awkward presents, all to encourage more gift giving.

If you do not have a sense of well-being and joyfulness, then you are experiencing one of the ten thousand faces of fear.

Since I began teaching I’ve wanted to expand the curriculum, but my first year was mostly about surviving rather than looking critically at what I teach and why I was teaching it. American literature conjures up a strong multicultural image for me. I’ve followed Sherman Alexie’s characters on the struggle to find them themselves; I’ve explored the New Mexican desert of Rudolfo Anaya’s novels; I’ve traveled down Harlem streets with Hughes and experienced Hurston’s southern lifestyle. I imagined, when I received my first teaching assignment of American literature, that these authors would be the ones to grace my classroom. However, the way that my English 10 colleagues read the new state standards and the common assessments required by my district made it almost impossible to fit these authors into a “dead white guy” curriculum. I began to struggle through a year of teaching the curriculum as it was, feeling that I was doing a disservice to my students and my educational upbringing. I was required to stay on track with what other teachers in my grade level were doing, when they were testing, and how much time they were spending on units.

When someone else says: We should teach our teachers about this technology first so they can use it in their lessons. Answer in the following way… We operate on the assumption that teachers love children and are employed to benefit kids. Learning with and alongside students affords teachers an opportunity to see what’s possible through the eyes and screens of their students. Experiencing this potential is a powerful motivator.

This may be at once the curse and the blessing of the modern age, that the ready availability of printed books—and now, electronic versions easily downloadable from virtually anywhere on earth—has enabled teachings to be preserved and passed down, passed around, and disseminated to anyone with even a glimmer of interest. It's a curse, because this ready availability cheapens the teaching by making it that much easier to obtain without all the psychological preparation of periods of intense study, fasting, purification, and other conditioning techniques. The effect of this is noticeable on social media and websites in which serious studies of various forms of esoteric tradition are airily dismissed by casual readers who have difficulty understanding their specialized terminology due to a lack of years of preparatory instruction or even a basic classical education, but still feel competent enough to pass judgment. Yet books are what we have in lieu of the secret society, the midnight initiations, the training by an experienced guru. Books also have preserved essential information from being lost due to persecution by enemies or opponents, or to execution or death by natural causes of lineage holders in sacred traditions (the Chinese invasion of Tibet comes to mind, and the decimation of various sects in Iraq and Afghanistan by the Taliban, the Islamic State, and others beginning with the oppression of the Kurds under Saddam Hussein). A deeper question than we can address adequately in this place is what happens to a tradition if its human teachers are all dead, unable to pass on the oral instruction or the psycho-spiritual techniques of initiation?

Paul suffered and struggled mightily in the service of his faith. Perhaps you could argue that he simply wasn’t the best example after which to model our own behavior. What if we look at the ultimate example of a Christian teacher and expositor, Christ Himself? Surely then we’ll see how to handle this unappealing message of a crucified Savior whom only the dregs of society preached. Surely at last we’ll see a glimmer of success. But by worldly standards, when Jesus began preaching His own gospel in His own hometown, He was an even more spectacular failure than Paul! This episode in Jesus’ life is one of the most gripping and powerful portions of the Bible. His words in Scripture capture the shock and emotion of the moment, and they still stun us with their power and their force. The riveting drama begins in Luke 4, verses 16 through 21: So He came to Nazareth, where He had been brought up. And as His custom was, He went into the synagogue on the Sabbath day, and stood up to read. And He was handed the book of the prophet Isaiah. And when He had opened the book, He found the place where it was written: “The Spirit of the LORD is upon Me, Because He anointed Me To preach the gospel to the poor; He has sent Me to heal the brokenhearted, To proclaim liberty to the captives And recovery of sight to the blind, To set at liberty those who are oppressed; To proclaim the acceptable year of the LORD.” Then He closed the book, and gave it back to the attendant and sat down. And the eyes of all who were in the synagogue were fixed on Him. And He began to say to them, “Today this Scripture is fulfilled in your hearing.” Imagine going to church next Sunday, expecting to hear your pastor preaching, and having the Lord Jesus Christ appear in person to tell you that He had come to fulfill all the prophecies of His second coming—all the prophecies of the glory of His kingdom of salvation on earth! Imagine that you had gone that morning, and Jesus was standing in the pulpit to tell you that the time was now for the fulfillment of all divine promises connected to His return. Well, that’s something like what the Jews in the Nazareth synagogue experienced that day. They had attended that synagogue all their lives, and they had heard reading after reading of the Torah, the Law, and the Haftarah, the prophets, and sermon after sermon on Sabbath after Sabbath throughout their lifetimes. They had heard much teaching about the Messiah, and they had been reading many Scriptures about His coming and kingdom. But all of a sudden, on this Sabbath in the year A.D. 28, in an obscure synagogue in a nothing blue-collar town called Nazareth, He was there!

The thrill bumps that you experience are evidence of our enthusiasm for what you are experiencing in that moment. You think those thrill bumps belong only to you, but they are actually you resonating with the way we feel.

The Prayer of Prayers None of our three master teachers of prayer, Augustine, Luther, and Calvin, developed their instruction primarily based on their own experiences. In each case, what they believed and practiced regarding prayer grew mainly out of their understanding of the ultimate master class in prayer—the Lord’s Prayer in Matthew 6:9–13, in the heart of Jesus’ Sermon on the Mount.

So, what is a mentor?   Like leadership, there are dozens of definitions out there describing a mentor. The dictionaries would say a mentor is:   an experienced advisor and supporter; a trainer; a counselor, tutor, teacher, coach.   Look in the mirror; are you one of these? If so, then you are a mentor to someone.

As you doubtless noticed, sometimes the words matched the pictures and sometimes they didn’t. It probably felt more difficult to name the pictures when there was a mismatch. That’s because when an experienced reader sees a printed word, it’s quite difficult not to read it. Reading is automatic.Thus the printed word pants conflicts with the word you are trying to retrieve, shirt. The conflict slows your response. A child just learning to read wouldn’t show this interference, because reading is not automatic for him.When faced with the letters p, a, n, t, and s, the child would need to painstakingly (and thus slowly) retrieve the sounds associated with each letter, knit them together, and recognize that the resulting combination of sounds forms the word pants. For the experienced reader, those processes happen in a flash and are a good example of the properties of automatic processes: (1) They happen very quickly. Experienced readers read common words in less than a quarter of a second. (2) They are prompted by a stimulus in the environment, and if that stimulus is present, the process may occur even if you wish it wouldn’t.Thus you know it would be easier not to read the words in Figure 3, but you can’t seem to avoid doing so. (3) You are not aware of the components of the automatic process.That is, the component processes of reading (for example, identifying letters) are never conscious.The word pants ends up in consciousness, but the mental processes necessary to arrive at the conclusion that the word is pants do not.The process is very different for a beginning reader, who is aware of each constituent step (“that’s a p, which makes a ‘puh’ sound . . .”). FIGURE 3: Name each picture, ignoring the text. It’s hard to ignore when the text doesn’t match the picture, because reading is an automatic process.   The example in Figure 3 gives a feel for how an automatic process operates, but it’s an unusual example because the automatic process interferes with what you’re trying to do. Most of the time automatic processes help rather than hinder. They help because they make room in working memory. Processes that formerly occupied working memory now take up very little space, so there is space for other processes. In the case of reading, those “other” processes would include thinking about what the words actually mean. Beginning readers slowly and painstakingly sound out each letter and then combine the sounds into words, so there is no room left in working memory to think about meaning (Figure 4).The same thing can happen even to experienced readers. A high school teacher asked a friend of mine to read a poem out loud. When he had finished reading, she asked what he thought the poem meant. He looked blank for a moment and then admitted he had been so focused on reading without mistakes that he hadn’t really noticed what the poem was about. Like a first grader, his mind had focused on word pronunciation, not on meaning. Predictably, the class laughed, but what happened was understandable, if unfortunate.

done to show that this is not so (which is not to say that there are no points of difference between Thomistic and Aristotelian metaphysics). The dominant form of neo-Platonism in medieval Christian thought was Augustinianism. It is little wonder that the Platonic tradition should have seemed agreeable to the early Church Fathers, for it is not difficult to map Christian beliefs and practices into central elements of neo-Platonism. Most fundamentally, just as the Christian distinguishes between the physical cosmos and the eternal kingdom of God, so Plato and his followers distinguish between the material world and the timeless and unchanging realm of immaterial forms. Similarly, Christians commonly distinguish between body and soul and look forward to life after death in which the blessed will enjoy forever the sight of God; while Platonists contrast the mortal frame and the immortal mind that will ascend to eternal vision of the forms. Supreme among these forms is that of the One whose principal aspects are those of truth, beauty and goodness; a trinity-in-unity ready-made to assist Christians struggling with the idea that God is three persons in one divinity. The lesser Platonic forms, including those corresponding to natures experienced in the empirical world, became the ideas out of which God created the world. Even Christian mysticism found its rational warrant in the idea that the most noble experiences consist in inexpressible encounters with transcendental realities. Aristotle came into his own as a philosopher through his rejection of the fundamental tenets of Platonism and through his provision of a more naturalistic and less dualistic worldview. It is hardly surprising, therefore, that the enthusiasm for Aristotelianism shown by Aquinas and by his teachers Peter of Ireland and Albert the Great was viewed with suspicion by the Augustinian masters of the thirteenth century. Even so, it is a serious mistake, still perpetrated today, to represent Aristotle as if he were some sort of scientific materialist. In one of the classics of analytical philosophy, Individuals: An Essay in Descriptive Metaphysics, Peter Strawson explains his subtitle by distinguishing between two types of philosophy, writing that ‘descriptive metaphysics is content to describe the actual structure of our thought about the world, [while] revisionary metaphysics is concerned to produce a better structure’.7 He goes on to point out that few if any actual metaphysicians have been wholly of one or other sort, but that broadly speaking Leibniz and Berkeley are revisionary while Aristotle and Kant are descriptive. In these terms Aquinas’s thought and thomist metaphysics are fundamentally ‘descriptive’, notwithstanding that they are at odds with the materialism and scientism which some contemporary philosophers proclaim as enlightened common sense. The words of G.K. Chesterton quoted at the outset of this chapter

Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.

In the boys’ accounts of being emotionally and intellectually engaged by their teachers, they convey a sense of being transported, exploring new territory, and feeling newly effective, interested, and powerful. Experienced this way, school is not an institution or an imposition of any kind; it is instead the locus of a particular, often quite personal, learning relationship in which the boy is not so much a “student” as he is fully himself, only incidentally at school.

experienced. In so much as a teacher can

The bar/restaurant was still open, and there was some kind of forgettable baseball game featured there, on the large screen, with no one watching, and you could see this from the uninhabited and threadbare lobby. The young man at the front desk looked like there was no sorrow he had not experienced, and you could imagine that the pariahs of Waterbury - the convicted frauds and disgraced politicians, the collectors of serial-killer memorabilia, the embezzlers of church donations, those found guilty of exposing themselves, the mortuary assistants with suppressed necrophiliac tendencies, the sadistic gym teachers and embittered traffic cops - all settled here when they were in search of the loneliest night imaginable, and nothing made them feel better than exceedingly loud smoove playing in the lobby. If you were experiencing catecholaminergic polymorphic ventricular tachycardia, some flügelhorn soloing just might do the trick, could render you functionally unconscious in that way that hotel life can often do, unaware of any aspect of civilization that involves continuity, stability, devotion. However, it's also possible that smoove could be seen as a music that requires absolute submission to the American economy, to the need to buy and consume, and, as such, it is straight out of the robber-baron playbook, the music that can and must drive you to your knees so that you can do nothing but purchase plastic trinkets of Southeast Asian manufacture.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

Storytelling has always been important to Mosley, who said she experienced racism and was frequently doubted throughout her life. She called publishing her book a life-changing event and credited RMMS with providing a nurturing environment that supported her as a writer and an educator. “RMMS students, the enrichment coordinator, teachers, and administrators made me realize that I was somebody,” Mosley said. “Finally, after all these decades, I can reach my dreams and be successful in what I love the best.

For the children and youth in poverty from diverse cultural backgrounds who attend urban schools, having effective teachers is a matter of life and death. These children have no life options for achieving decent lives other than by experiencing success in school … Because it generates extremely high levels of emotional intensity, it [teaching in an urban school system] is more akin to being an air traffic controller than being a ‘schoolteacher’.

Enlightenment is possible – for everyone. However, I don‘t think we will all awaken spontaneously in the way contemporary spiritual teachers Krishnamurti or Eckhart Tolle did. Most of us will never experience a voice from on high, a flash of life-altering insight, stigmata, or a transcendent miracle. Anything is possible, but the odds are not in our favor. What these teachers experienced is like winning the lottery. Yet, from the Buddhist perspective, most of us have already won the lottery: against all probability, we have been born as human beings with intact senses and a bit of interest in pursuing something spiritual. This is even more remarkable when we consider the obstacles and temptations of our materialistic culture, in which spirit is thrown out with the bathwater of religious dogma, God is proclaimed dead, consciousness is reduced to epiphenomena of the brain, and life‘s purpose is made a hedonic scramble on a treadmill to nowhere. What is far more likely than sudden enlightenment is gradual awakening. Following a systematic educational process like a college curriculum, gradual awakening builds on incremental insights into who we truly are, learning to care for ourselves and others, and discovering creative ways to engage the problems we all face. This gradual process of awakening doesn‘t offer an escape hatch to another realm of reality or disavow our human wounds, limits, and foibles in this realm; rather it embraces and transforms them, because the only way out is through.

But she did find out. And she had only one question for me after I confessed to being bullied. “Dear girl, why didn’t you just tell the truth right away? To your teacher? To me? To anyone?” Then she cried and embraced me with such force that I was never able to answer her question. But I had an answer. I did. I didn’t tell the truth because the truth hurt. What happened at school was bad enough, but Gran knowing about my suffering meant she experienced my pain too. That’s the trouble with pain. It’s as contagious as a disease. It spreads from the person who first endured it to those who love them most. Truth isn’t always the highest ideal; sometimes it must be sacrificed to stop the spread of pain to those you love. Even children know this intuitively.

guess my question is: Why do I feel the need to distinguish myself at all? Why would I ever wish, if not for a deeper relationship with a tragic event, for a more unusual relationship with a tragic event? At the time of that camping trip, I was in my midtwenties, ostensibly an adult, and yet I experienced what I would call a very puerile reaction to the vice principal’s announcement. Some part of me wished that in fact I had known someone who had been on a plane, or in the Towers, or in the Pentagon. Some part of me wished that the school had interrupted the trip—for me—because I, the friend of the teacher, knew someone who was yet to be accounted for or because my brother (and I don’t even have a brother) had been working in Tower 1 that day. To be clear, a larger part of me knew that this first impulse was morbid and solipsistic, and that I should be relieved to discover that everyone I knew was okay (and I was relieved, definitely), but still—what’s with this first part? Why do I have it? Why does anyone have it? I don’t know, but maybe, or definitely, it has something to do with storytelling. When we narrate the past, it helps to place ourselves as close as possible to the center of the action.

I gave a tour to a large group of young students and their teacher at the W. M. Keck Observatory. No one had oxygen administration equipment on. A few hours later I got a phone call stating that one of them had forgotten their backpack. ‘Summit Brain’ I thought. I located the backpack and was able to return it to them, as they were staying near to where I lived. I always wondered what their long term health outcomes were after experiencing ‘Summit Brain’.

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.

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

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.

Most teachers lack real-world experience—they have not done what they teach. They haven’t actually experienced what they teach, made mistakes, learned from those mistakes, and applied what they’ve learned as they continue to practice and get better and better. Schools teach us to read and memorize. I believe that ‘studying’ is the key to applying what we learn. Kim and I meet with our Advisors several times a year and we choose books to read and study together.

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.

Letting go of friendships that aren’t working Moving Death of a loved one Teachers watching students graduate Retiring Coming home from vacation What all of the comments have in common is sadness about letting go of something, mixed with happiness and/or gratitude about what’s been experienced and/or what’s next.

Many people focus on the past or the future to avoid experiencing the present, often because the present is painful or difficult to endure...The pain is there as a teacher, because life if filled with pain. In the struggle alone, there is knowledge. Only when there is pain will you see the light.

● 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.

Mauro Wojcikiewicz is an experienced science teacher who is based in Oregon. He has worked in the education sector for his entire life and enjoys the chance he has to inspire future generations of scientists. Mauro Wojcikiewicz would like to continue working in education as he adores the challenges that each new day presents him with. At present, he teaches in middle school.

I think this was the first time I ever experienced the savagery that lies in the human heart. I could never find pleasure studying under this teacher. But I acquired a determination to work so hard that this teacher would never be able to criticize me again.

In certain monasteries there is an intensive meditative training that shows us how to experience our world as vibrations. When attention to this level becomes highly developed and the mind concentrated, sound is experienced as a series of vibrations at the ear and then at the heart. Then sight and thought can be experienced as vibrations. You can even sense yourself about to think. It’s like a little burp that wants to come, a prethought vibration that signals that a thought is about to emerge from the unconscious or the mind. It would be interesting to study subjects who’ve learned how to deliberately synchronize their inner vibrations or in some way work with the vibratory aspect of consciousness. When we speak of compassion or love for one another, we tend to lump these states all together. But there are many forms of compassion—loving-kindness, joy, gratitude, forgiveness, and equanimity—and each has different depths and different trainings. I would like to see a study that differentiates them. What happens when you teach a joy meditation to people who are depressed, as opposed to when you teach them a meditation on friendliness or a mental practice of gratitude? We could take these different contemplative practices and see which are most effective in different circumstances. Father Keating spoke about silence. In the Buddhist tradition, one of my teachers described twenty-one levels of silence, including silence of darkness, luminous silence where the body or space becomes filled with light, and silence with and without content. Again, these may be associated with brain states and traits that we can investigate, differentiate, and learn from. Most importantly, they point to vast inner possibilities. Western psychology has been so focused on pathology and the healing of disease that we have neglected our human potential. I would love to see research that goes further, that investigates the extremes of mental well-being and, ultimately, the nature of consciousness itself. There is much to learn about consciousness from contemplative practice. In meditation we can turn and shift identity from the content of experience to consciousness itself. We can examine consciousness and learn how to release identity from consciousness, and come to a kind of freedom beyond any states.

Elizabeth Jayne Anderson is an experienced teacher who has a deep love for hiking and the outdoors. She lives in California and spends most of her free time exploring the beautiful trails in the state. Her passion for nature is reflected in her teaching, and she often incorporates outdoor activities into her lesson plans to help her students connect with the natural world.

Now that I, your Lord and Teacher, have washed your feet, you also should wash one another’s feet. I have set you an example that you should do as I have done for you” (John 13:14–15).

Then Jesus said to the crowds and to his disciples: “The teachers of the law and the Pharisees sit in Moses’ seat. So you must be careful to do everything they tell you. But do not do what they do, for they do not practice what they preach. They tie up heavy, cumbersome loads and put them on other people’s shoulders, but they themselves are not willing to lift a finger to move them. “Everything they do is done for people to see: They make their phylacteries wide and the tassels on their garments long; they love the place of honor at banquets and the most important seats in the synagogues; they love to be greeted with respect in the marketplaces and to be called ‘Rabbi’ by others. “But you are not to be called ‘Rabbi,’ for you have one Teacher, and you are all brothers. And do not call anyone on earth ‘father,’ for you have one Father, and he is in heaven. Nor are you to be called instructors, for you have one Instructor, the Messiah. The greatest among you will be your servant. For those who exalt themselves will be humbled, and those who humble themselves will be exalted.