Experts Education Quotes

Being intelligent—being good with numbers, or being well educated, or even winning a Nobel Prize—is not a shortcut to global factual knowledge. Experts are experts only within their field.

Every beginner possesses a great potential to be an expert in his or her chosen field.

5 Ways To Build Your Brand on Social Media: 1 Post content that add value 2 Spread positivity 3 Create steady stream of info 4 Make an impact 5 Be yourself

I see how it is,” I snapped. “You were all in favor of me breaking the tattoo and thinking on my own—but that’s only okay if it’s convenient for you, huh? Just like your ‘loving from afar’ only works if you don’t have an opportunity to get your hands all over me. And your lips. And . . . stuff.” Adrian rarely got mad, and I wouldn’t quite say he was now. But he was definitely exasperated. “Are you seriously in this much self-denial, Sydney? Like do you actually believe yourself when you say you don’t feel anything? Especially after what’s been happening between us?” “Nothing’s happening between us,” I said automatically. “Physical attraction isn’t the same as love. You of all people should know that.” “Ouch,” he said. His expression hadn’t changed, but I saw hurt in his eyes. I’d wounded him. “Is that what bothers you? My past? That maybe I’m an expert in an area you aren’t?” “One I’m sure you’d just love to educate me in. One more girl to add to your list of conquests.” He was speechless for a few moments and then held up one finger. “First, I don’t have a list.” Another finger, “Second, if I did have a list, I could find someone a hell of lot less frustrating to add to it.” For the third finger, he leaned toward me. “And finally, I know that you know you’re no conquest, so don’t act like you seriously think that. You and I have been through too much together. We’re too close, too connected. I wasn’t that crazy on spirit when I said you’re my flame in the dark. We chase away the shadows around each other. Our backgrounds don’t matter. What we have is bigger than that. I love you, and beneath all that logic, calculation, and superstition, I know you love me too. Running away and fleeing all your problems isn’t going to change that. You’re just going to end up scared and confused.” “I already feel that way,” I said quietly. Adrian moved back and leaned into his seat, looking tired. “Well, that’s the most accurate thing you’ve said so far.” I grabbed the basket and jerked open the car door. Without another word, I stormed off, refusing to look back in case he saw the tears that had inexplicably appeared in my eyes. Only, I wasn’t sure exactly which part of our conversation I was most upset about.

Research experts want to know what can be done about the values of poor segregated children; and this is a question that needs asking. But they do not ask what can be done about the values of the people who have segregated these communities. There is no academic study of the pathological detachment of the very rich...

There are also those who delusively if not enthusiastically surrender their liberty for the mastermind’s false promises of human and societal perfectibility. He hooks them with financial bribes in the form of ‘entitlements.’ And he makes incredible claims about indefectible health, safety, educational, and environmental policies, the success of which is to be measured not in the here and now but in the distant future. For these reasons and more, some become fanatics for the cause. They take to the streets and, ironically, demand their own demise as they protest against their own self-determination and for ever more autocracy and authoritarianism. When they vote, they vote to enchain not only their fellow citizens but, unwittingly, themselves. Paradoxically, as the utopia metastasizes and the society ossifies, elections become less relevant. More and more decisions are made by the masterminds and their experts, who substitute their self-serving and dogmatic judgments — which are proclaimed righteous and compassionate — for the the individual’s self-interests and best interests.

Education has increasingly been reduced to job training, preparing young people not for responsible adulthood and citizenship but for expert servitude to the corporations.

THE "educated Negroes" have the attitude of contempt toward their own people because in their own as well as in their mixed schools Negroes are taught to admire the Hebrew, the Greek, the Latin and the Teuton and to despise the African. Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro,

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

When you know you are ignorant in a subject, start educating yourself by finding an expert in the field or a book on the subject.

but all I could think was in New York that kid would have been stuck in a straitjacket practically from birth and dangled over a tank full of Educational Consultants and Remedial Experts all snapping at his ankles for the next twenty years arguing about his Special Needs and getting paid plenty for it.

You can be an expert any field of study with consistent effort and consistent learning.

I'm no military expert, and these figures might not be exactly right,' I said. 'But as best I can tell, we've launched 114 Tomahawk cruise missiles into Afghanistan so far. Now take the cost of one of those missiles, tipped with a Raytheon guidance system, which I think is about $840,000. For that much money, you could build dozens of schools that could provide tens of thousands of students with a balanced, non extremist education over the course of a generation. Which do you think will make us more secure?

I’m no military expert, and these figures might not be exactly right. But as best as I can tell, we’ve launched 114 Tomahawk cruise missiles into Afghanistan so far. Now take the cost of one of those missiles tipped with a Raytheon guidance system, which I think is about $840,000. For that much money, you could build dozens of schools that could provide tens of thousands of students with a balanced nonextremist education over the course of a generation. Which do you think will make us more secure?” (295)

I can't think of one great human being in the arts, or in history generally, who conformed, who succeeded, as educational experts tell us children must succeed, with his peer group...If a child in their classrooms does not succeed with his peer group, then it would seem to many that both child and teacher have failed. Have they? If we ever, God forbid, manage to make each child succeed with his peer group, we will produce a race of bland and faceless nonentities, and all poetry and mystery will vanish from the face of the earth.

It is traditional in America to criticize the schools; for more than a century, parents, self-styled experts, and educators themselves have attacked and indicted the educational system.

The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves in this world by habitually fashioning our characters in the wrong way. Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar. The drunken Rip Van Winkle, in Jefferson’s play, excuses himself for every fresh dereliction by saying, “I won’t count this time!” Well! He may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his nerve-cells and fibers the molecules are counting it, registering and storing it up to be used against him when the next temptation comes. Nothing we ever do is, in strict scientific literalness, wiped out. Of course this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work. Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keeps faithfully busy each hour of the working-day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning, to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out.

E-V-E-R-Y-T-H-I-N-G—is connected. The soil needs rain, organic matter, air, worms and life in order to do what it needs to do to give and receive life. Each element is an essential component. “Organizing takes humility and selflessness and patience and rhythm while our ultimate goal of liberation will take many expert components. Some of us build and fight for land, healthy bodies, healthy relationships, clean air, water, homes, safety, dignity, and humanizing education. Others of us fight for food and political prisoners and abolition and environmental justice. Our work is intersectional and multifaceted. Nature teaches us that our work has to be nuanced and steadfast. And more than anything, that we need each other—at our highest natural glory—in order to get free.

You are learning to be an expert.

Computer science education cannot make anybody an expert programmer any more than studying brushes and pigment can make somebody an expert painter.

While some American education experts may say that all learning should be 'fun,' I personally believe that the word "fun' is the wrong word to use. Learning should be challenging, meaningful, rigorous, engrossing, interesting, and satisfying.

My own acid-eating experience is limited in terms of total consumption, but widely varied as to company and circumstances ... and if I had a choice of repeating any one of the half dozen bouts I recall, I would choose one of those Hell's Angels parties in La Honda, complete with all the mad lighting, cops on the road, a Ron Boise sculpture looming out of the woods, and all the big speakers vibrating with Bob Dylan's "Mr. Tambourine Man." It was a very electric atmosphere. If the Angels lent a feeling of menace, they also made it more interesting ... and far more alive than anything likely to come out of a controlled experiment or a politely brittle gathering of well-educated truth-seekers looking for wisdom in a capsule. Dropping acid with the Angels was an adventure; they were too ignorant to know what to expect, and too wild to care. They just swallowed the stuff and hung on ... which is probably just as dangerous as the experts say, but a far, far nuttier trip than sitting in some sterile chamber with a condescending guide and a handful of nervous, would-be hipsters.

Dr. Seuss Enterprises listened and took feedback from our audiences including teachers, academics and specialists in the field as part of our review process. We then worked with a panel of experts, including educators, to review our catalog of titles

The whole tendency of modern life is towards scientific planning and organisation, central control, standardisation, and specialisation. If this tendency was left to work itself out to its extreme conclusion, one might expect to see the state transformed into an immense social machine, all the individual components of which are strictly limited to the performance of a definite and specialised function, where there could be no freedom because the machine could only work smoothly as long as every wheel and cog performed its task with unvarying regularity. Now the nearer modern society comes to the state of total organisation, the more difficult it is to find any place for spiritual freedom and personal responsibility. Education itself becomes an essential part of the machine, for the mind has to be as completely measured and controlled by the techniques of the scientific expert as the task which it is being trained to perform.

What chance has the ignorant uncultivated liar against the educated expert?

With diligent practice, you will be an expert.

The Best Marketing Is Education!

expert teachers fulfill four main roles: they engage, enable, expect, and empower. ENGAGE

I am not educated, nor am I an expert in any particular field but I am sincere, and my sincerity is my credentials

There’s nothing worse than when someone takes a community education course and becomes an expert on how yoga is the best way to burn the visceral fat that’s housed deep in your abdomen.

An expert is not a university educated professor, it is a person that has demonstrated mastery of the subject through practical experience, excellent results and numerous highly rated publications.

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you.

Ukitaka kufanikiwa katika maisha angalia watu wanataka nini halafu wape. Kama wanataka burudani wape. Kama wanataka elimu wape. Kama wanataka bidhaa wape. Kama wanataka huduma wape. Wape kwa msaada wa wataalamu.

One of the keys to happiness, experts tell us, is autonomy in one’s life – the luxury of being able to decide your own destiny and achieve the fulfilment of self-realisation. It is no coincidence that the region that is consistently judged to have the highest levels of well-being and life quality, and the happiest, most fulfilled people, also has the greatest equality of educational opportunity and, according to a London School of Economics study comparing the incomes of fathers and sons over thirty years, among the very highest levels of social mobility in the world. The four main Nordic countries occupied the top four places on the list.

Scientists hope to dispel wrong views by better science education, and pundits hope to sway public opinion on issues such as Obamacare or global warming by presenting the public with accurate facts and expert reports

Yet like many other human traits that made sense in past ages but cause trouble in the modern age, the knowledge illusion has its downside. The world is becoming ever more complex, and people fail to realise just how ignorant they are of what’s going on. Consequently some who know next to nothing about meteorology or biology nevertheless propose policies regarding climate change and genetically modified crops, while others hold extremely strong views about what should be done in Iraq or Ukraine without being able to locate these countries on a map. People rarely appreciate their ignorance, because they lock themselves inside an echo chamber of like-minded friends and self-confirming newsfeeds, where their beliefs are constantly reinforced and seldom challenged. Providing people with more and better information is unlikely to improve matters. Scientists hope to dispel wrong views by better science education, and pundits hope to sway public opinion on issues such as Obamacare or global warming by presenting the public with accurate facts and expert reports. Such hopes are grounded in a misunderstanding of how humans actually think. Most of our views are shaped by communal groupthink rather than individual rationality, and we hold on to these views out of group loyalty. Bombarding people with facts and exposing their individual ignorance is likely to backfire. Most people don’t like too many facts, and they certainly don’t like to feel stupid. Don’t be so sure that you can convince Tea Party supporters of the truth of global warming by presenting them with sheets of statistical data.

No fact is more firmly established than that lying is a necessity of our circumstances--the deduction that it is then a Virtue goes without saying. No virtue can reach its highest usefulness without careful and diligent cultivation--therefore, it goes without saying that this one ought to be taught in the public schools--even in the newspapers. What chance has the ignorant uncultivated liar against the educated expert?

My view of the charity world is that compared with business, there is too much talk, way too many meetings and expert panels and blue-ribbon commissions, and not enough action. Or as an Australian friend of mine once opined: "Sometimes you just have to have a go and get on with it, mate!".

...nor do I want to suggest that the Amish are perfect people or that their way of life is perfect. What I want to recommend are some Amish principles: 1) They have preserved their families and communities. 2) They have maintained the practices of neighbourhood. 3) They have maintained the domestic arts of kitchen and garden, household and homestead. 4) They have limited their use of technology so as not to displace or alienate available human labour or available free source of power (the sun, wind, water, and so on). 5) They have their farms to a scale that is compatible both with the practice of neighborhood and with the optimum use of low-power technology. 6) By the practices and limits already mentioned, they have limited their costs. 7) They have educated their children to live at home and serve their communities. 8) They esteem farming as both a practical art and a spiritual discipline. These principles define a world to be lived by human beings, not a world to be exploited by managers, stockholders, and experts.

Go to every IEP with a plan of your own. Be the expert. Teachers and therapists know general information only. You, on the other-hand, know the specifics about your child – you are your child’s only real expert. Pop in unexpectedly to observe. Keep educators on their toes. Be kind and push gently. If needed, push hard.

The political merchandisers appeal only to the weak­nesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this pur­pose all the resources of psychology and the social sciences are mobilized and set to work. Carefully se­lected samples of the electorate are given "interviews in depth." These interviews in depth reveal the uncon­scious fears and wishes most prevalent in a given so­ciety at the time of an election. Phrases and images aimed at allaying or, if necessary, enhancing these fears, at satisfying these wishes, at least symbolically, are then chosen by the experts, tried out on readers and audiences, changed or improved in the light of the information thus obtained. After which the political campaign is ready for the mass communicators. All that is now needed is money and a candidate who can be coached to look "sincere." Under the new dispen­sation, political principles and plans for specific action have come to lose most of their importance. The person­ality of the candidate and the way he is projected by the advertising experts are the things that really mat­ter. In one way or another, as vigorous he-man or kindly father, the candidate must be glamorous. He must also be an entertainer who never bores his audience. Inured to television and radio, that audience is accustomed to being distracted and does not like to be asked to con­centrate or make a prolonged intellectual effort. All speeches by the entertainer-candidate must therefore be short and snappy. The great issues of the day must be dealt with in five minutes at the most -- and prefera­bly (since the audience will be eager to pass on to something a little livelier than inflation or the H-bomb) in sixty seconds flat. The nature of oratory is such that there has always been a tendency among politicians and clergymen to over-simplify complex is­sues. From a pulpit or a platform even the most con­scientious of speakers finds it very difficult to tell the whole truth. The methods now being used to merchan­dise the political candidate as though he were a deo­dorant positively guarantee the electorate against ever hearing the truth about anything.

This conference on religious education seems to your humble servant the last word in absurdity. We are told by a delightful 'expert' that we ought not really teach our children about God lest we rob them of the opportunity of making their own discovery of God, and lest we corrupt their young minds by our own superstitions. If we continue along these lines the day will come when some expert will advise us not to teach our children the English language, since we rob them thereby of the possibility of choosing the German, French or Japanese languages as possible alternatives. Don't these good people realize that they are reducing the principle of freedom to an absurdity?

The men and women who made up DoDDS Korea during the time I was there were an eclectic group to say the least, but as a group we were among the most talented, diverse, intelligent, fun, crazy, thoughtful, caring, and dedicated people in the world. We did important work, and we did it well. Better than that, we did it exceptionally well. We were experts in our fields, and we made each other better still because we depended on each other in ways that people who’ve never lived overseas could ever imagine.

We’re already living in the information age. Everyone will have to educate themselves the best they can, become an expert in some niche, so that they can be in the right place to advise someone else or perform some other service. The more technical the automation becomes, and the more quickly the world changes, the more we need information from just the right person arriving in our lives at just the right time. You don’t need a formal education to do that; just a niche you’ve created for yourself through self-education.

The world of conspiracy theories is one where stupid people dismiss the expertise of highly qualified people, and attribute to these experts a wicked desire to lie to and gull the masses. In other words, they portray experts as sinister enemies of the people. Conspiracy theories reflect the increasingly prevalent notion that the average, uneducated person is always right – can always see the real truth of a situation – while the educated experts are always wrong because they are deliberately lying to the people to further a conspiracy by the elite against the people. It is increasingly being perceived as a “sin”, a crime, to be smart, to be an expert. Average people do not like smart people, do not trust them, and are happy to regard them as nefarious conspirators. They are constructing a fantasy world where the idiot is always right and honest, and anyone who opposes the idiot always wrong and dishonest. A global Confederacy of Dunces is being established, whose cretinous values are transmitted by bizarre memes that crisscross the internet at a dizzying speed, and which are always accepted uncritically as the finest nuggets of truth. Woe betide anyone who challenges the Confederacy. They will be immediately trolled.

Maurice was only an expert on cat singing, which consists of standing two inches in front of another cat and screaming at him until he gives in.

If you don’t know your tendencies and can’t analyze when you are most effective, then how can you get the most done in the least amount of time with the best results?

You need to spend evenings, weekends, and holidays educating yourself, therefore you cannot spend your evenings, weekends, and holidays working overtime on your current project.

Parents have become so convinced educators know what is best for children that they forget that they themselves are really the experts.

Know your own child’s behaviors and look deeper to find their meaning. Be the expert for your child. Discover the wonderful.

I have often been struck in Britain by this sort of thing - by how mysteriously well educated people from unprivileged background so often are, how the most unlikely people will tell you plant names in Latin or turn out to be experts on the politics of ancient Thrace or irrigation techniques at Glanum. This is a country, after all, where the grand final of a programme like Mastermind is frequently won by cab drivers and footplatemen. I have never been able to decide whether that is deeply impressive or just appalling - whether this is a country where engine drivers know about Tintoretto and Leibniz or a country where people who know about Tintoretto and Leibniz end up driving engines. All I know is that it exists more here than anywhere else.

Learning can't be force fed. It needs to come in response to genuinely asked questions by genuinely curious people. Experts can't educate your kids until your kids have the desire to be educated.

in 2015 Ernst & Young professional services in the United Kingdom removed degree classification from its hiring criteria, citing a lack of evidence that university success correlated with job performance.

...accept what you've already learned: that your disability will come and go and you'll never control it completely. Educate yourself about it, become an expert manager, and use treatment whenever you think it's necessary and without regard to your yearnings to be normal. Fight the shame that comes with being ill by sharing as much with others as you think is appropriate according to your own standards of privacy, not the culture's stigma.

Now, looking for labels, it is hard to call the Hell's Angels anything but mutants. They are urban outlaws with a rural ethic and a new, improvised style of self-preservation. Their image of themselves derives mainly from Celluloid, from the Western movies and two-fisted TV shows that have taught them most of what they know about the society they live in. Very few read books, and in most cases their formal education ended at fifteen or sixteen. What little they know of history has come from the mass media, beginning with comics ... so if they see themselves in terms of the past, it's because they can't grasp the terms of the present, much less the future. They are the sons of poor men and drifters, losers and the sons of losers. Their backgrounds are overwhelmingly ordinary. As people, they are like millions of other people. But in their collective identity they have a peculiar fascination so obvious that even the press has recognized it, although not without cynicism. In its ritual flirtation with reality the press has viewed the Angels with a mixture of awe, humor and terror -- justified, as always, by a slavish dedication to the public appetite, which most journalists find so puzzling and contemptible that they have long since abandoned the task of understanding it to a handful of poll-takers and "experts.

When the experts’ scientific knowledge is legitimated in terms of being rational, logical, efficient, educated, progressive, modern, and enlightened, what analogies can other segments of society . . . utilize to challenge them?

And just what do you think that would do to incentive?” “You mean fright about not getting enough to eat, about not being able to pay the doctor, about not being able to give your family nice clothes, a safe, cheerful, comfortable place to live, a decent education, and a few good times? You mean shame about not knowing where the Money River is?” “The what?” “The Money River, where the wealth of the nation flows. We were born on the banks of it—and so were most of the mediocre people we grew up with, went to private schools with, sailed and played tennis with. We can slurp from that mighty river to our hearts’ content. And we even take slurping lessons, so we can slurp more efficiently.” “Slurping lessons?” “From lawyers! From tax consultants! From customers’ men! We’re born close enough to the river to drown ourselves and the next ten generations in wealth, simply using dippers and buckets. But we still hire the experts to teach us the use of aqueducts, dams, reservoirs, siphons, bucket brigades, and the Archimedes’ screw. And our teachers in turn become rich, and their children become buyers of lessons in slurping.” “I wasn’t aware that I slurped.” Eliot was fleetingly heartless, for he was thinking angrily in the abstract. “Born slurpers never are. And they can’t imagine what the poor people are talking about when they say they hear somebody slurping. They don’t even know what it means when somebody mentions the Money River. When one of us claims that there is no such thing as the Money River I think to myself, ‘My gosh, but that’s a dishonest and tasteless thing to say.

Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro, and in most of the Negro colleges and universities where the Negro is thought of, the race is studied only as a problem or dismissed as of little consequence. For example, an officer of a Negro university, thinking that an additional course on the Negro should be given there, called upon a Negro Doctor of Philosophy of the faculty to offer such work. He promptly informed the officer that he knew nothing about the Negro. He did not go to school to waste his time that way. He went to be educated in a system which dismisses the Negro as a nonentity.

defense lawyers challenged the credibility of these experts, but were rarely successful. Judges were often overwhelmed by the science and had little or no time to educate themselves. If a proffered witness had some training and seemed to know what he was talking about, he was allowed to testify. Over time, judges adopted the rationale that since a witness had been qualified as an expert in other trials in other states, then certainly he must be a genuine authority. Appellate courts got into the act by affirming convictions without seriously questioning the science behind the forensics, and thus bolstering the reputations of the experts. As résumés grew thicker, the opinions grew to encompass even more theories of guilt.

Education of others starts with education of ourselves. To be advocates for freedom, we don’t need to be academic experts, but it helps to have a complete grasp of the message. It helps to have a thorough understanding of how statism affects those around us.

Hamilton wanted to lead the electorate and provide expert opinion instead of consulting popular opinion. He took tough, uncompromising stands and gloried in abstruse ideas in a political culture that pined for greater simplicity. Alexander Hamilton triumphed as a doer and thinker, not as a leader of the average voter. He was simply too unashamedly brainy to appeal to the masses. Fisher Ames observed of Hamilton that the common people don't want leaders 'whom they see elevated by nature and education so far above their heads.

The tyranny of merit arises from more than the rhetoric of rising. It consists in a cluster of attitudes and circumstances that, taken together, have made meritocracy toxic. First, under conditions of rampant inequality and stalled mobility, reiterating the message that we are responsible for our fate and deserve what we get erodes solidarity and demoralizes those left behind by globalization. Second, insisting that a college degree is the primary route to a respectable job and a decent life creates a credentialist prejudice that undermines the dignity of work and demeans those who have not been to college; and third, insisting that social and political problems are best solved by highly educated, value-neutral experts is a technocratic conceit that corrupts democracy and disempowers ordinary

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

How knowledgeable is the agent about the market? Ask where he sees interest rates going in the next six to twelve months. What does the supply of homes look like, and what will the future supply be? An educated agent will give his views and quote his sources about the future of the market.

I have often been struck in Britain by this sort of thing—by how mysteriously well educated people from unprivileged backgrounds so often are, how the most unlikely people will tell you plant names in Latin or turn out to be experts on the politics of ancient Thrace or irrigation techniques at Glanum.

Watch movies. Read screenplays. Let them be your guide. […] Yes, McKee has been able to break down how the popular screenplay has worked. He has identified key qualities that many commercially successful screenplays share, he has codified a language that has been adopted by creative executives in both film and television. So there might be something of tangible value to be gained by interacting with his material, either in book form or at one of the seminars. But for someone who wants to be an artist, a creator, an architect of an original vision, the best book to read on screenwriting is no book on screenwriting. The best seminar is no seminar at all. To me, the writer wants to get as many outside voices OUT of his/her head as possible. Experts win by getting us to be dependent on their view of the world. They win when they get to frame the discussion, when they get to tell you there’s a right way and a wrong way to think about the game, whatever the game is. Because that makes you dependent on them. If they have the secret rules, then you need them if you want to get ahead. The truth is, you don’t. If you love and want to make movies about issues of social import, get your hands on Paddy Chayefsky’s screenplay for Network. Read it. Then watch the movie. Then read it again. If you love and want to make big blockbusters that also have great artistic merit, do the same thing with Lawrence Kasdan’s Raiders Of The Lost Ark screenplay and the movie made from it. Think about how the screenplays made you feel. And how the movies built from these screenplays did or didn’t hit you the same way. […] This sounds basic, right? That’s because it is basic. And it’s true. All the information you need is the movies and screenplays you love. And in the books you’ve read and the relationships you’ve had and your ability to use those things.

An ever growing part of our major institutions’ functions is the cultivation and maintenance of three sets of illusions which turn the citizen into a client to be saved by experts...The first enslaving illusion is the idea that people are born to be consumers and that they can attain any of their goals by purchasing goods and services. This illusion is due to an educated blindness to the worth of use-values in the total economy. In none of the economic models serving as national guidelines is there a variable to account for non-marketable use-values any more than there is a variable for nature's perennial contribution.

If they enjoy reading and are motivated to read outside of school, they are more likely to become expert readers than those who were put off books by being forced to learn to read before they were ready. When I was in a Finnish primary school, I peeked my head into one classroom to see Grade 1 children silently reading to themselves.

The mind is more comfortable in reckoning probabilities in terms of the relative frequency of remembered or imagined events. That can make recent and memorable events - a plane crash, a shark attack, an anthrax infection - loom larger on one's worry list than more frequent and boring events, such as the car crashes and ladder falls that get printed beneath the fold on page B14. And it can lead risk experts to speak one language and ordinary people to hear another. In hearings for a proposed nuclear waste site, an expert might present a fault tree that lays out the conceivable sequences of events by which radioactivity might escape. For example, erosion, cracks in the bedrock, accidental drilling, or improper sealing might cause the release of radioactivity into groundwater. In turn, groundwater movement, volcanic activity, or an impact of a large meteorite might cause the release of radioactive wastes into the biosphere. Each train of events can be assigned a probability, and the aggregate probability of an accident from all the causes can be estimated. When people hear these analyses, however, the are not reassured but become more fearful than ever. They hadn't realized there are so many ways for something to go wrong! They mentally tabulate the number of disaster scenarios, rather than mentally aggregating the probabilities of the disaster scenarios.

What is the purpose of education? Is it to impart knowledge and facts or is it to nurture curiosity, effortful problem solving, and the capacity for lifelong learning? Educational historians have repeatedly shown that today’s schools were designed during the first half of the twentieth century to meet the demands of the industrial era, not an innovative knowledge economy. “Very few schools teach students how to create knowledge,” says Professor Keith Sawyer of Washington University, a leading education and innovation researcher. “Instead, students are taught that knowledge is static and complete, and they become experts at consuming knowledge rather than producing knowledge.” This is unacceptable. Change

Every human soul craves "the good, the true, and the beautiful" absolutely and without limit. And it is precisely about these three most fundamental values that the gap is the widest. Ordinary people still believe in a real morality, a real difference between good and evil; and in objective truth and the possibility of knowing it; and in the superiority of beauty over ugliness. But our educators, or "experts" (Fr. Richard John Neuhaus calls them "the chattering classes"), feel toward these three traditional values the way people think medieval inquisitors felt toward witches. Our artists deliberately prefer ugliness to beauty, our moralists fear goodness more than evil, and our philosophers embrace various forms of post-modernism that reduce truth to ideology or power.

Careful in what and how you are learning. Professors specialize in “teaching” knowledge – They do not specialize in organization and application of knowledge. This is often why modern education includes “job placement” for real-world understanding and immersion of what you learn. Listen, you can grow up in Saudi Arabia, or in Kenya, or Bolivia – and study every book available on-line about hockey. But that will NEVER, by itself, lead you to become an adept hockey player or Hockey Coach. Yet, this is exactly the kind of thing going on all across the Fitness Industry, with ‘weekend certifications’ and the like. Knowledge is more than information gathering– and knowledge is NOT power in and of itself. Knowledge and access to it, is merely the “potential for proper and expert application.

I have a great sense of Stuart and silence on these nights. The village, wrapped in sleep; owls glide between the yew trees, badgers poddle across the graves. Then Stuart, cleaving the peacefulness. All people, gone. No educational experts, medical specialists, bullies, policemen. His mother's disapproval, hot on his heels, runs out of breath after half a mile. It is Stuart and the earth, just those two.

The present model of education reflects the age in which it was designed: the industrial revolution. Students are educated in an assembly line to make their standardized education efficient. They are asked to sit in nice neat rows, listen to an “expert” expound on a subject, and recall the learned information on an exam. Yet somehow, in this climate, all students are expected to receive the same education.

New York City manages expertly, and with marvelous predictability, whatever it considers humanly important. Fax machines, computers, automated telephones and even messengers on bikes convey a million bits of data through Manhattan every day to guarantee that Wall Street brokers get their orders placed, confirmed, delivered, at the moment they demand. But leaking roofs cannot be fixed and books cannot be gotten into Morris High in time to meet the fall enrollment. Efficiency in educational provision for low-income children, as in health care and most other elementals of existence, is secreted and doled out by our municipalities as if it were a scarce resource. Like kindness, cleanliness and promptness of provision, it is not secured by gravity of need but by the cash, skin color and class status of the applicant.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

Knowledge determines to a great extent what we will pay attention to, perceive, learn, remember, and forget (Bransford, Brown, & Cocking, 2000; Sawyer, 2006). For example, compared to fourth-graders with little knowledge of soccer, fourth-graders who were soccer experts learned and remembered far more new soccer terms, even though the abilities of the two groups to learn and remember nonsoccer terms were the same.

Summers was simply a master explainer, able to deftly boil down the complexities of economic and financial, and to put them in terms the non-expert could understand. He was brilliant at cultivating a sense of control, even as events spun far beyond what could be managed with any certainty. He could will into being the confidence that eluded others, those less self-assured and, maybe sensibly, on humbler terms with the world.

The fifth principle emphasizes another human strength: whenever possible, we should take measures to re-spatialize the information we think about. We inherited “a mind on the hoof,” as Andy Clark puts it: a brain that was built to pick a path through a landscape and to find the way back home. Neuroscientific research indicates that our brains process and store information—even, or especially, abstract information—in the form of mental maps. We can work in concert with the brain’s natural spatial orientation by placing the information we encounter into expressly spatial formats: creating memory palaces, for example, or designing concept maps. In the realm of education research, experts now speak of “spatializing the curriculum”—that is, simultaneously drawing on and strengthening students’ spatial capacities by having them employ spatial language and gestures, engage in sketching and mapmaking, and learn to interpret and create charts, tables, and diagrams. The spatialized

Both Jew and Gentile enjoyed complexities, especially the Greeks with their philosophical systems. They loved mental gymnastics and intellectual labyrinths. They believed the truth was knowable, but only to those with elevated minds. This system later became known as gnosticism, a belief that certain people, by virtue of their enhanced reasoning powers, could move beyond the hoi polloi and ascend to the level of enlightenment. At the time of Paul, we can trace at least fifty different philosophies rattling around in the Roman and Greek world. And the gospel came along and said, “None of it matters. We’ll destroy it all. Take all the wisdom of the wise, get the best, get the elite, the most educated, the most capable, the smartest, the most clever, the best at rhetoric, oratory, logic; get all the wise, all the scribes, the legal experts, the great debaters, and they’re all going to be designated fools.” The gospel says they are all foolish. Paul’s quotation of Isaiah 29:14 in verse 19, “I will destroy the wisdom of the wise,” had to be an offensive statement to his audience.

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

You probably think you know all about men, because you read a lot of romance novels, so you think you're an expert on men. But I'm gonna tell you a little secret: the men in those books are fiction. They do not at all represent how men in real life actually think. Those romance novels were written for women by women (and a few men who know what women like to read, so they write romance to make a quick buck.) When you read a book like Grey, Christian's inner monologue does not at all sound like how a man actually thinks in real life. It sounds like a woman does a poor job of imagining how a man thinks. The fictitious men in romance novels are as fake and imaginary as vampires. They're not real. Right about now, there's probably a little voice in your head, screaming: “NOOO!!! You can't say that! You can't speak for all men! Every man is different!!” True. No two dogs are alike. And yet, all dogs have something in common that makes them dogs, and makes them different from cats. The same goes for men and women. The trouble starts when cats don't realize that dogs are different. Dogs think differently, and perceive the world differently, than cats do. I'm a dog. You're a cat. And a dog knows better what it's like to be a dog than a cat does.

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Like other progressives, Croly proclaimed a new secular “science,” a political and social science in which politicians, bureaucrats, academics, and experts harness the power of the state to indoctrinate and rule over the individual, and attempt to remake his nature and society in general through constant experimentation and manipulation. This is said to be progress. Croly also argued that the American mind-set—the view of the “all-around man”—must be altered. The people must be conditioned to accept and then demand the kind of centralized administrative state he advocated. This is accomplished not only by demonizing the successful individual and, as he explained, demonstrating the benefits of administrative governance, but by producing like-minded believers through higher education.

In addition to her settler expertise, she tells me that she’s also an expert on Judaism, which she classifies as a “pagan religion.” I ask her if she has ever studied Judaism, a question that makes her raise her voice in anger. For years and years and years, she yells at this offender of her high stature, she has been studying Judaism over and over and over. I light up a cigarette, inhale and exhale, look at her and ask her: Could you tell me, please, what the “Vision of Isaiah” is? That’s the most basic question one could ask and any student of Bible 101 could have answered this question in his sleep, but this learned lady has no clue. What vision? What Isaiah? I am befuddled by her lack of knowledge but everybody at this table asserts beyond doubt that I lack the mental capacity to understand higher concepts.

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

To implement these changes, the school initially followed a more typical, top-down strategy of reform: the state sent in a consultant to implement changes. “It was an outsider who came in and talked about the civil rights movement and did touchy feely group discussions,” Guthertz recalls. “Someone else came in and for one day taught behavior management strategies that focused on controlling and penalizing students versus making changes in teaching practices that would engage and support them. That blew up at the school. The administration got rid of that program.” The issues that come with this kind of approach to school reform—“do what the district, state, or consultants say”—have been a recurring theme in the long careers of Guthertz, Roth, and McKamey. “It comes off as an attempt to hijack the effort by the teachers to think about education,” McKamey comments. “It’s the deepest disrespect. The teacher has been teaching for ten years and someone is going to come in and say, ‘I’m going to show you something.’ Most of these people have never taught in the classroom.

The objection that science is self-correcting and thus needs no outside interference overlooks, first, that every enterprise is self-correcting (look at what happened to the Catholic Church after Vatican II) and, secondly, that in a democracy the self-correction of the whole which tries to achieve more humane ways of living overrules the self-correction of the parts which has a more narrow aim -- unless the parts are given temporary independence. Hence in a democracy local populations not only will, but also should, use the sciences in ways most suitable to them. The objection that citizens do not have the expertise to judge scientific matters overlooks that important problems often lie across the boundaries of various sciences so that scientists within these sciences don't have the needed expertise either. Moreover, doubtful cases always produce experts for the one side, experts for the other side, and experts in between. But the competence of the general public could be vastly improved by an education that exposes expert fallibility instead of acting as if it did not exist. (Chapter 19)

We may need to take our labels and our experts far more lightly. Some years ago...[I heard of] a farmer who had done exceptionally well despite a dire prognosis. He had taken the same attitude toward his physician's prognosis that he took toward the words of the government soil experts who analyzed his fields. As they were educated men, he respected them and listened carefully as they showed him the findings of their tests and told him that the corn would not grow in this field. He valued their opinions. But, as he said, 'A lot of the time, the corn grows anyway.' What would it be like if more people allowed for the presence of the unknown, and accepted the words of experts in this same way? Like a diagnosis, a label is an attempt to assert control and manage uncertainty. It may allow us the security and comfort of a mental closure and encourage us not to think about things again. But life never comes to a closure, life is process, even mystery. Life is known only by those who have found a way to be comfortable with change and the unknown. Given the nature of life, there may be no security, but only adventure.

So certain were experts that neonates felt no pain that through the mid-1980s major surgeries on newborn babies were sometimes performed without anesthesia. These included major cardiovascular procedures requiring prying open rib cages, puncturing lungs, and tying off major arteries. Though provided with no pharmacologic agents to blunt the pain that cracking ribs or cutting through the sternum might have induced, babies were given powerful agents to induce paralysis—ensuring an immobile (and undoubtedly terrified) patient on whom to operate. Jill Lawson’s remarkable story of her premature son, Jeffrey, and his unanesthetized heart surgery provides a heartbreaking account of such a procedure. After Jeffrey’s death in 1985, Lawson’s campaign to educate the medical profession about the need to treat pain in the young literally changed the field. And likely led to improved awareness of pain in animals, too. bA technique called clicker training pairs a metallic tick-tock! with a food treat every time the animal performs a desired behavior. Eventually the animal comes to associate the sound of the clicker with the feel-good neurochemical rewards of the food. When the treat is discontinued, the animal will continue doing the behavior, because

Narrow behaviourist thinking permeates political and social policy and medical practice, the childrearing advice dispensed by “parenting experts” and academic discourse. We keep trying to change people’s behaviours without a full understanding of how and why those behaviours arise. “Inner causes are not the proper domain of psychology,” writes Roy Wise, an expert on the psychology of addiction, and a prominent investigator in the National Institute on Drug Abuse in the U.S.A.3 This statement seems astonishing, coming from a psychologist. In reality, there can be no understanding of human beings, let alone of addicted human beings, without looking at “inner causes,” tricky as those causes can be to pin down at times. Behaviours, especially compulsive behaviours, are often the active representations of emotional states and of special kinds of brain functioning. As we have seen, the dominant emotional states and the brain patterns of human beings are shaped by their early environment. Throughout their lifetimes, they are in dynamic interaction with various social and emotional milieus. If we are to help addicts, we must strive to change not them but their environments. These are the only things we can change. Transformation of the addict must come from within and the best we can do is to encourage it. Fortunately, there is much that we can do.

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

Gone are those days when media platforms were available to few individuals like politicians, movie stars, artists,sports sensations, civil right activists, and religious scholars. =Today social media gives people an easy way to almost everything =It is very easy to learn from others who are experts and professionals,Regardless of your location and education background you can educate yourself, without paying for it. =It even reveals good and Mabošaedi of the most respected people who are role models to others = You can share your issues with the community and get help within an hour . = The main advantage of the social media is that you update yourself from the latest happenings around in the world. = you can promote your business to the largest audience and even employ people But it can also damage your life for good = Since anyone can create a fake account and do anything without being traced, it has become quite easy for people to frustrate others and do a damage to their names or life. = Personal data and privacy can easily be hacked and shared on the Internet. Which can make financial losses and loss to personal life. Similarly, identity theft is another issue that can give financial losses to anyone by hacking their personal accounts. This is one of the dangerous disadvantages of the social media and it even made people kill them selfs. = Addiction destroyed many families and employments.

In March 2002, the National Academy of Sciences, a private, nonprofit society of scholars, released a high-profile report documenting the unequivocal existence of racial bias in medical care, which many thought would mark a real turning point. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care was so brutal and damning that it would seem impossible to turn away. The report, authored by a committee of mostly white medical educators, nurses, behavioral scientists, economists, health lawyers, sociologists, and policy experts, took an exhaustive plunge into more than 480 previous studies. Because of the knee-jerk tendency to assume that health disparities were the end result of differences in class, not race, they were careful to compare subjects with similar income and insurance coverage. The report found rampant, widespread racial bias, including that people of color were less likely to be given appropriate heart medications or to undergo bypass surgery or receive kidney dialysis or transplants. Several studies revealed significant racial differences in who receives appropriate cancer diagnostic tests and treatments, and people of color were also less likely to receive the most sophisticated treatments for HIV/AIDS. These inequities, the report concluded, contribute to higher death rates overall for Black people and other people of color and lower survival rates compared with whites suffering from comparable illnesses of similar severity.

The men in grey were powerless to meet this challenge head-on. Unable to detach the children from Momo by bringing them under their direct control, they had to find some roundabout means of achieving the same end, and for this they enlisted the children's elders. Not all grown-ups made suitable accomplices, of course, but plenty did. [....] 'Something must be done,' they said. 'More and more kids are being left on their own and neglected. You can't blame us - parents just don't have the time these days - so it's up to the authorities.' Others joined in the chorus. 'We can't have all these youngsters loafing around, ' declared some. 'They obstruct the traffic. Road accidents caused by children are on the increase, and road accidents cost money that could be put to better use.' 'Unsupervised children run wild, declared others.'They become morally depraved and take to crime. The authorities must take steps to round them up. They must build centers where the youngsters can be molded into useful and efficient members of society.' 'Children,' declared still others, 'are the raw material for the future. A world dependent on computers and nuclear energy will need an army of experts and technicians to run it. Far from preparing children from tomorrow's world, we still allow too many of them to squander years of their precious time on childish tomfoolery. It's a blot on our civilization and a crime against future generations.' The timesavers were all in favor of such a policy, naturally, and there were so many of them in the city by this time that they soon convinced the authorities of the need to take prompt action. Before long, big buildings known as 'child depots' sprang up in every neighborhood. Children whose parents were too busy to look after them had to be deposited there and could be collected when convenient. They were strictly forbidden to play in the streets or parks or anywhere else. Any child caught doing so was immediately carted off to the nearest depot, and its parents were heavily fined. None of Momo's friends escaped the new regulation. They were split up according to districts they came from and consigned to various child depots. Once there, they were naturally forbidden to play games of their own devising. All games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot how to be happy, how to take pleasure in the little things, and last but not least, how to dream. Weeks passed, and the children began to look like timesavers in miniature. Sullen, bored and resentful, they did as they were told. Even when left to their own devices, they no longer knew what to do with themselves. All they could still do was make a noise, but it was an angry, ill-tempered noise, not the happy hullabaloo of former times. The men in grey made no direct approach to them - there was no need. The net they had woven over the city was so close-meshed as to seem inpenetrable. Not even the brightest and most ingenious children managed to slip through its toils. The amphitheater remained silent and deserted.

And just what do you think that would do to incentive?” “You mean fright about not getting enough to eat, about not being able to pay the doctor, about not being able to give your family nice clothes, a safe, cheerful, comfortable place to live, a decent education, and a few good times? You mean shame about not knowing where the Money River is?” “The what?” “The Money River, where the wealth of the nation flows. We were born on the banks of it—and so were most of the mediocre people we grew up with, went to private schools with, sailed and played tennis with. We can slurp from that mighty river to our hearts’ content. And we even take slurping lessons, so we can slurp more efficiently.” “Slurping lessons?” “From lawyers! From tax consultants! From customers’ men! We’re born close enough to the river to drown ourselves and the next ten generations in wealth, simply using dippers and buckets. But we still hire the experts to teach us the use of aqueducts, dams, reservoirs, siphons, bucket brigades, and the Archimedes’ screw. And our teachers in turn become rich, and their children become buyers of lessons in slurping.” “I wasn’t aware that I slurped.” Eliot was fleetingly heartless, for he was thinking angrily in the abstract. “Born slurpers never are. And they can’t imagine what the poor people are talking about when they say they hear somebody slurping. They don’t even know what it means when somebody mentions the Money River. When one of us claims that there is no such thing as the Money River I think to myself, ‘My gosh, but that’s a dishonest and tasteless thing to say.

And then what glorious consequences follow! It is through good education that all the good in the world arises. For this the germs which lie hidden in man need only to be more and more developed; for the rudiments of evil are not to be found in the natural disposition of man. Evil is only the result of nature not being brought under control. In man there are only germs of good. But by whom is the better condition of the world to be brought about? By rulers or by their subjects? [...] The management of schools ought, then, to depend entirely upon the judgment of the most enlightened experts. All culture begins with the individual, one man gradually influencing others. It is only through the efforts of people of broader views, who take an interest in the universal good, and who are capable of entertaining the idea of a better condition of things in the future, that the gradual progress of human nature towards its goal is possible. Do we not still meet, now and then, with a ruler who looks upon his people merely as forming part of the animal kingdom, and whose aim it is merely to propagate the human species? If he considers the subject of training the intellect at all, it is merely in order that his people may be of more use to him in working out his own ends. It is, of course, necessary for private individuals to keep this natural end in view, but they must also bear in mind more particularly the development of mankind, and see to it that men become not only clever, but good; and, what is most difficult, they must seek to bring posterity nearer to a state of perfection than they have themselves attained.

How I Got That Name Marilyn Chin an essay on assimilation I am Marilyn Mei Ling Chin Oh, how I love the resoluteness of that first person singular followed by that stalwart indicative of “be," without the uncertain i-n-g of “becoming.” Of course, the name had been changed somewhere between Angel Island and the sea, when my father the paperson in the late 1950s obsessed with a bombshell blond transliterated “Mei Ling” to “Marilyn.” And nobody dared question his initial impulse—for we all know lust drove men to greatness, not goodness, not decency. And there I was, a wayward pink baby, named after some tragic white woman swollen with gin and Nembutal. My mother couldn’t pronounce the “r.” She dubbed me “Numba one female offshoot” for brevity: henceforth, she will live and die in sublime ignorance, flanked by loving children and the “kitchen deity.” While my father dithers, a tomcat in Hong Kong trash— a gambler, a petty thug, who bought a chain of chopsuey joints in Piss River, Oregon, with bootlegged Gucci cash. Nobody dared question his integrity given his nice, devout daughters and his bright, industrious sons as if filial piety were the standard by which all earthly men are measured. * Oh, how trustworthy our daughters, how thrifty our sons! How we’ve managed to fool the experts in education, statistic and demography— We’re not very creative but not adverse to rote-learning. Indeed, they can use us. But the “Model Minority” is a tease. We know you are watching now, so we refuse to give you any! Oh, bamboo shoots, bamboo shoots! The further west we go, we’ll hit east; the deeper down we dig, we’ll find China. History has turned its stomach on a black polluted beach— where life doesn’t hinge on that red, red wheelbarrow, but whether or not our new lover in the final episode of “Santa Barbara” will lean over a scented candle and call us a “bitch.” Oh God, where have we gone wrong? We have no inner resources! * Then, one redolent spring morning the Great Patriarch Chin peered down from his kiosk in heaven and saw that his descendants were ugly. One had a squarish head and a nose without a bridge Another’s profile—long and knobbed as a gourd. A third, the sad, brutish one may never, never marry. And I, his least favorite— “not quite boiled, not quite cooked," a plump pomfret simmering in my juices— too listless to fight for my people’s destiny. “To kill without resistance is not slaughter” says the proverb. So, I wait for imminent death. The fact that this death is also metaphorical is testament to my lethargy. * So here lies Marilyn Mei Ling Chin, married once, twice to so-and-so, a Lee and a Wong, granddaughter of Jack “the patriarch” and the brooding Suilin Fong, daughter of the virtuous Yuet Kuen Wong and G.G. Chin the infamous, sister of a dozen, cousin of a million, survived by everbody and forgotten by all. She was neither black nor white, neither cherished nor vanquished, just another squatter in her own bamboo grove minding her poetry— when one day heaven was unmerciful, and a chasm opened where she stood. Like the jowls of a mighty white whale, or the jaws of a metaphysical Godzilla, it swallowed her whole. She did not flinch nor writhe, nor fret about the afterlife, but stayed! Solid as wood, happily a little gnawed, tattered, mesmerized by all that was lavished upon her and all that was taken away!

The goal was ambitious. Public interest was high. Experts were eager to contribute. Money was readily available. Armed with every ingredient for success, Samuel Pierpont Langley set out in the early 1900s to be the first man to pilot an airplane. Highly regarded, he was a senior officer at the Smithsonian Institution, a mathematics professor who had also worked at Harvard. His friends included some of the most powerful men in government and business, including Andrew Carnegie and Alexander Graham Bell. Langley was given a $50,000 grant from the War Department to fund his project, a tremendous amount of money for the time. He pulled together the best minds of the day, a veritable dream team of talent and know-how. Langley and his team used the finest materials, and the press followed him everywhere. People all over the country were riveted to the story, waiting to read that he had achieved his goal. With the team he had gathered and ample resources, his success was guaranteed. Or was it? A few hundred miles away, Wilbur and Orville Wright were working on their own flying machine. Their passion to fly was so intense that it inspired the enthusiasm and commitment of a dedicated group in their hometown of Dayton, Ohio. There was no funding for their venture. No government grants. No high-level connections. Not a single person on the team had an advanced degree or even a college education, not even Wilbur or Orville. But the team banded together in a humble bicycle shop and made their vision real. On December 17, 1903, a small group witnessed a man take flight for the first time in history. How did the Wright brothers succeed where a better-equipped, better-funded and better-educated team could not? It wasn’t luck. Both the Wright brothers and Langley were highly motivated. Both had a strong work ethic. Both had keen scientific minds. They were pursuing exactly the same goal, but only the Wright brothers were able to inspire those around them and truly lead their team to develop a technology that would change the world. Only the Wright brothers started with Why. 2.

As you know, the public conversation about the connection between Islamic ideology and Muslim intolerance and violence has been stifled by political correctness. In the West, there is now a large industry of apology and obfuscation designed, it would seem, to protect Muslims from having to grapple with the kinds of facts we’ve been talking about. The humanities and social science departments of every university are filled with scholars and pseudo-scholars—deemed to be experts in terrorism, religion, Islamic jurisprudence, anthropology, political science, and other fields—who claim that Muslim extremism is never what it seems. These experts insist that we can never take Islamists and jihadists at their word and that none of their declarations about God, paradise, martyrdom, and the evils of apostasy have anything to do with their real motivations. When one asks what the motivations of Islamists and jihadists actually are, one encounters a tsunami of liberal delusion. Needless to say, the West is to blame for all the mayhem we see in Muslim societies. After all, how would we feel if outside powers and their mapmakers had divided our lands and stolen our oil? These beleaguered people just want what everyone else wants out of life. They want economic and political security. They want good schools for their kids. They want to be free to flourish in ways that would be fully compatible with a global civil society. Liberals imagine that jihadists and Islamists are acting as anyone else would given a similar history of unhappy encounters with the West. And they totally discount the role that religious beliefs play in inspiring a group like the Islamic State—to the point where it would be impossible for a jihadist to prove that he was doing anything for religious reasons. Apparently, it’s not enough for an educated person with economic opportunities to devote himself to the most extreme and austere version of Islam, to articulate his religious reasons for doing so ad nauseam, and even to go so far as to confess his certainty about martyrdom on video before blowing himself up in a crowd. Such demonstrations of religious fanaticism are somehow considered rhetorically insufficient to prove that he really believed what he said he believed. Of course, if he said he did these things because he was filled with despair and felt nothing but revulsion for humanity, or because he was determined to sacrifice himself to rid his nation of tyranny, such a psychological or political motive would be accepted at face value. This double standard is guaranteed to exonerate religion every time. The game is rigged.