Extension Education Quotes

If you wish to make anything grow, you must understand it, and understand it in a very real sense. 'Green fingers' are a fact, and a mystery only to the unpracticed. But green fingers are the extensions of a verdant heart.

Was not Hypatia the greatest philosopher of Alexandria, and a true martyr to the old values of learning? She was torn to pieces by a mob of incensed Christians not because she was a woman, but because her learning was so profound, her skills at dialectic so extensive that she reduced all who queried her to embarrassed silence. They could not argue with her, so they murdered her.

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

No knowledge, however thorough and extensive, no brilliance and perspicuity, no dialectic sophistication, will preserve us from the commmonness of thought and will. It is truly not the merit of the school if we do not come out selfish.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

Let's get started. Who's first?" "His name is Kettch, and he's an Ewok." Wedge came upright. "No." "Oh, yes. Determined to fight. You should hear him say, 'Yub, yub.' He makes it a battle cry." "Wes, assuming he could be educated up to Alliance fighter-pilot standards, an Ewok couldn't even reach an X-wing's controls." "He wears arm and leg extensions, prosthetics built for him by a sympathetic medical droid. And he's anxious to go, Commander." "Please tell me you're kidding." "Of course I'm kidding." (...) "I'm going to get you, Janson." "Yub, yub, Commander.

The sole object of Logic is the guidance of one's own thoughts: the communication of those thoughts to others falls under the consideration of Rhetoric, in the large sense in which that art was conceived by the ancients; or of the still more extensive art of Education.

His name is Kettch, and he's an Ewok." "No." "Oh, yes. Determined to fight. You should hear him say, 'Yub, yub.' He makes it a battle cry." "Wes, assuming he could be educated up to Alliance fighter-pilot standards, an Ewok couldn't even reach an X-wing's controls." "He wears arm and leg extensions, prosthetics built for him by a sympathetic medical droid. And he's anxious to go, Commander." "Please tell me you're kidding." "Of course I'm kidding. Pilot-candidate number one is a Human female from Tatooine, Falynn Sandskimmer." "I'm going to get you, Janson." "Yub, yub, Commander." ―Wes Janson and Wedge Antilles[src]

They had all that forgetfulness of history that goes everywhere with the extension of education.

Two seemingly antagonistic forces, equally deleterious in their actions and ultimately combining to produce their results, are at present ruling over our educational institutions, although these were based originally upon very different principles. These forces are: a striving to achieve the greatest possible extension of education on the one hand, and a tendency to minimize and to weaken it on the other. The first-named would fain spread learning among the greatest possible number of people; the second would compel education to renounce its highest and most independent claims in order to subordinate itself to the service of the State.

Raising children is hard, full of twists and turns, missteps and mistakes, regrets and trying new things. But even on its most challenging day, homeschooling is really just an extension of parenting. Rest assured, there is no perfect school, classroom, teacher, mother, or homeschool. But we can do the best we can, one day at a time. And that’s good enough.

I’m a man,” he returned with harsher resolve. “Once we get past the title, the frill of my extensive travel and education, the calling on my life that I can’t control, and my family’s socioeconomic status, we can appreciate that I am a hot-blooded man who fights with rigor not to kiss you the way that I want, who struggles against beating his meat every day when I think about your glorious and sinful body while I’m alone, and the man who wants a woman in his bed to defile in each and every way as he chooses. Pastoral image aside, I am a man with carnal need, just one who wants to follow the rules and wait until I’m married to release what I’ve been holding since the day I laid eyes on you.

Children and adolescents, being relatively new to life, are naturally creative because they haven't been brainwashed, so to speak, by the conventional attitudes of society. Consequently, students are always coming up with novel images, words, and actions that my delight, enlighten, or inspire adults....Creativity has not been the subject of intense focus, extensive research, or high levels of funding in American education.

The true reader must be an extension of the author. He is the higher court that receives the case already prepared by the lower court. The feeling by means of which the author has separated out the materials of his work, during reading separates out again the unformed and the formed aspects of the book—and if the reader were to work through the book according to his own idea, a second reader would refine it still more, with the result that, since the mass that had been worked through would constantly be poured into fresh vessels, the mass would finally become an essential component—a part of the active spirit. Through impartial rereading of his book the author can refine his book himself. With strangers the particular character is usually lost, because the talent of fully entering into another person’s idea is so rare. Often even in the author himself. It is not a sign of superior education and greater powers to justifiably find fault with a book. When receiving new impressions, greater sharpness of mind is quite natural.

A man is not made chivalrous by an extensive education. A college degree and advanced academic achievement are as often impediments to chivalry as they are inducements to it.

By the late eighteenth century, the lowlands of Scotland had developed the most extensive system of education in

The autonomy enabled by a high-quality, free education system is just as important as the region’s economic equality and extensive welfare safety nets, if not more so.

Graduate school introduces student to extensive knowledge search.

Native Americans cured Cartier's men of scurvy near Montreal in 1535. They repaired Francis Drake's Golden Hind in California so he could complete his round-the-world voyage in 1579. Lewis and Clark's expedition to the Pacific Northwest was made possible by tribe after tribe of American Indians, with help from two Shoshone guides, Sacagawea and Toby, who served as interpreters. When Admiral Peary discovered the North Pole, the first person there was probably neither the European American Peary nor the African American Matthew Henson, his assistant, but their four Inuit guides, men and women on whom the entire expedition relied. Our histories fail to mention such assistance. They portray proud Western conquerors bestriding the world like the Colossus at Rhodes. So long as our textbooks hide from us the roles that people of color have played in exploration, from at least 6000 BC to to the twentieth century, they encourage us to look to Europe and its extensions as the seat of all knowledge and intelligence. So long as they say "discover," they imply that whites are the only people who really matter. So long as they simply celebrate Columbus, rather than teach both sides of his exploit, they encourage us to identify with white Western exploitation rather than study it.

I also able to graciously survive the PhD from the grace, which comes from prayer, bible reading, extensive story reading, fasting, fellowship, listen to music, daily dance and sacred writing.

I have devoted my whole life to Physical Culture. I shall devote the rest too for the same. I have seen the degradation in which we are at present. I have travelled extensively and all that I have remarked here is from experience; and my suggestions are to meet the situation. I know they would, if adapted remedy the evil; for, I have studied carefully the position. If we in all seriousness wish to call ourselves the descendants of the mighty Yoddhas of past, if we wish not to cast a blot on the fair name of India, if we wish that India should have a future vying with its glorious past, if we wish that we should gain an honorable and equal place among the peoples of the world it should be our sacred resolve from now to wake up from the sleep as a lion; we should muster muscle and steel the body. For all greatness lies in Culture and 1 should only be too gratified if my scheme could put the youth of the country on the right track to achieve our most cherished Ideals.

DB: There's a lot of talk about terrorism. In fact, it's become almost an obsession for the media in the United States. But it's a very narrow definition of terrorism. AR: Yes. It completely ignores the economic terrorism unleashed by neoliberalism, which devastates the lives of millions of people, depriving them of water, food, electricity. Denying them medicine. Denying them education. Terrorism is the logical extension of this business of the free market. Terrorism is the privatization of war. Terrorists are the free marketeers of war - people who believe that it isn't only the state that can wage war, but private parties as well. If you look at the logic underlying an act of terrorism and the logic underlying a retaliatory war against terrorism, they are the same. Both terrorists and governments make ordinary people pay for the actions of their governments. Osama bin Laden is making people pay for the actions of the US state, whether it's in Saudi Arabia, Palestine, or Afghanistan. The US government is making the people of Iraq pay for the actions of Saddam Hussein. The people of Afghanistan pay for the crimes of the Taliban. The logic is the same. Osama bin Laden and George Bush are both terrorists. They are both building international networks that perpetrate terror and devastate people's lives. Bush, with the Pentagon, the WTO, the IMF, and the World Bank. Bin Laden with Al Qaeda.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

Much of the control exerted by the caregiver is accomplished through being indirect, such as implying expectations. The caregiver may tell the child what the child feels and thinks, particularly when he or she is upset or angry. "You don't really feel that way, do you?" is a phrase heard often in the families of people with a compressed structure. Statements like, "You want to play the piano for Aunt Martha, don't you?" are used to get the child to do what the caregiver wants without directly asking the child what he wants or not leaving the child any room to say no. The caregiver may act in a way that assumes the child feels as the caregiver feels, as if the child were an extension of the caregiver, by saying, for example, "I'm cold, put on your sweater." Children growing up in this situation become so well attuned to the feelings and will of the caregiver that the caregiver may eventually need only to shiver a little for the child to go to get a sweater for both of them.

One and all they are driven by the twin engines of ignorance and willful barbarism. You nod, you also are familiar with these two powerful components of our national character, ignorance and willful barbarianism. Yes, everywhere you turn, and even among the most gifted of us, the most extensively educated, these two brute forces of motivation will eventually emerge. The essential information is always missing; sensitivity is a mere veil to self-concern. We are all secret encouragers of ignorance, at heart we are all willful barbarians.

He always liked learning. Loved it, really. If he could have spent his whole life sitting in a lecture hall, taking notes, could have drifted from department to department, haunting different studies, soaking up language and history and art, maybe he would have felt full, happy. That's how he spent the first two years. And those first two years, he was happy. He had Bea, and Robbie, and all he had to do was learn. Build a foundation. It was the house, the one that he was supposed to build on top of that smooth surface, that was the problem. It was just so... permanent. Choosing a class became choosing a discipline, and choosing a discipline became choosing a career, and choosing a career became choosing a life, and how was anyone supposed to do that, when you only had one? But teaching, teaching might be a way to have what he wanted. Teaching is an extension of learning, a way to be a perpetual student.

Anyone thus forced to react continually to precepts that are not the expressions of his impulses lives, psychologically speaking, above his means, and may be objectively described as a hypocrite, whether he is clearly conscious of this difference or not. It is undeniable that our contemporary civilization favors this sort of hypocrisy to an extraordinary extent. One might even venture to assert that it is built upon such a hypocrisy and would have to undergo extensive changes if man were to undertake to live according to the psychological truth. There are therefore more civilized hypocrites than truly cultured persons

Near the end of his life, Einstein was asked by the New York State Education Department what schools should emphasize. “In teaching history,” he replied, “there should be extensive discussion of personalities who benefited mankind through independence of character and judgment.”5 Einstein fits into that category.

He wrote extensively on how schools should be made more attractive to boys and girls and thus more productive. His own co-educational school at Santiniketan had many progressive features. The emphasis here was on self-motivation rather than on discipline, and on fostering intellectual curiosity rather than competitive excellence.

The bartender is Irish. Jumped a student visa about ten years ago but nothing for him to worry about. The cook, though, is Mexican. Some poor bastard at ten dollars an hour—and probably has to wash the dishes, too. La Migra take notice of his immigration status—they catch sight of his bowl cut on the way home to Queens and he’ll have a problem. He looks different than the Irish and the Canadians—and he’s got Lou Dobbs calling specifically for his head every night on the radio. (You notice, by the way, that you never hear Dobbs wringing his hands over our border to the North. Maybe the “white” in Great White North makes that particular “alien superhighway” more palatable.) The cook at the Irish bar, meanwhile, has the added difficulty of predators waiting by the subway exit for him (and any other Mexican cooks or dishwashers) when he comes home on Friday payday. He’s invariably cashed his check at a check-cashing store; he’s relatively small—and is unlikely to call the cops. The perfect victim. The guy serving my drinks, on the other hand, as most English-speaking illegal aliens, has been smartly gaming the system for years, a time-honored process everybody at the INS is fully familiar with: a couple of continuing education classes now and again (while working off the books) to get those student visas. Extensions. A work visa. A “farm” visa. Weekend across the border and repeat. Articulate, well-connected friends—the type of guys who own, for instance, lots of Irish bars—who can write letters of support lauding your invaluable and “specialized” skills, unavailable from homegrown bartenders. And nobody’s looking anyway. But I digress…

Because this report considered “commitment to multicultural social studies education” to be crucial, it called for “extensive staff development” which would “address attitudes”—i.e., indoctrination—and which would extend even to the schools’ clerical staffs and bus drivers.7 In short, the call for cultural “diversity” is a call for ideological conformity.

Thus, the person of experience and reflection writes history. Anyone who has not experienced life on a greater and higher level than everyone else will not know how to interpret the greatness and loftiness of the past. The utterance of the past is always an oracular pronouncement. You will understand it only as builders of the future and as people who know about the present. People now explain the extraordinarily deep and far-reaching effect of Delphi by the particular fact that the Delphic priests had precise knowledge about the past. It is appropriate now to understand that only the man who builds the future has a right to judge the past. In order to look ahead, set yourselves an important goal, and at the same time control that voluptuous analytical drive with which you now lay waste the present and render almost impossible all tranquility, all peaceful growth and maturing. Draw around yourself the fence of a large and extensive hope, an optimistic striving. Create in yourselves a picture to which the future is to correspond, and forget the myth that you are epigones. You have enough to plan and to invent when you imagine that future life for yourselves. But in considering history do not ask that she show you the 'How?' and the 'With what?' If, however, you live your life in the history of great men, then you will learn from history the highest command: to become mature and to flee away from that paralyzing and prohibiting upbringing of the age, which sees advantages for itself in not allowing you to become mature, in order to rule and exploit you, the immature. And when you ask after biographies, then do not ask for those with the refrain 'Mr. Soandso and His Age' but for those whose title page must read 'A Fighter Against His Age.' Fill your souls with Plutarch, and dare to believe in yourselves when you have faith in his heroes. With a hundred people raised in such an unmodern way, that is, people who have become mature and familiar with the heroic, one could permanently silence the entire noisy pseudo-education of this age.

For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.

the President of the United States addressed the thirty-eighth annual conference of the NAACP assembled before the Lincoln Memorial. “The extension of civil rights today means not protection of the people against the government, but protection of the people by the government,” Truman declared. “We must make the federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.” No President had ever dared say such a thing.

The politicians and businessmen are not interested in saving souls, but they are interested in preserving a minimum of organization, for upon that depend their posts and their incomes. These leaders adopted the liberal's solution to their problem. That was to let religion go but to replace it with education, which supposedly would exercise the same efficacy. The separation of education from religion, one of the proudest achievements of modernism, is but an extension of the separation of knowledge from metaphysics.

One feature of the voucher plan that has aroused particular concern is the possibility that parents could and would "add on" to the vouchers. If the voucher were for, say, $1,500, a parent could add another $500 to it and send his child to a school charging $2,000 tuition. Some fear that the result might be even wider differences in educational opportunities than now exist because low-income parents would not add to the amount of the voucher while middle-income and upper-income parents would supplement it extensively.

As the brilliant economist-educator Russell Roberts points out, chroniclers of the cult of celebrity have an extensive pedigree. Writing in The Theory of Moral Sentiments in 1759, Adam Smith points out, 'We frequently see the respectful attentions of the world more strongly directed towards the rich and the great, than towards the wise and the virtuous.' This perfectly anticipates the modern day cult around Z list celebrities. He argues that a fascination with others who are loved is part of our natural desire to be loved ourselves. So a natural obsession with celebrities is funneled toward managers, regardless of their virtue.

No, Sir. There is no qualification for government but virtue and wisdom, actual or presumptive. Wherever they are actually found, they have, in whatever state, condition, profession, or trade, the passport of Heaven to human place and honor. Woe to the country which would madly and impiously reject the service of the talents and virtues, civil, military, or religious, that are given to grace and to serve it; and would condemn to obscurity everything formed to diffuse lustre and glory around a state! Woe to that country, too, that, passing into the opposite extreme, considers a low education, a mean, contracted view of things, a sordid, mercenary occupation, as a preferable title to command! Everything ought to be open,—but not indifferently to every man. No rotation, no appointment by lot, no mode of election operating in the spirit of sortition or rotation, can be generally good in a government conversant in extensive objects; because they have no tendency, direct or indirect, to select the man with a view to the duty, or to accommodate the one to the other. I do not hesitate to say that the road to eminence and power, from obscure condition, ought not to be made too easy, nor a thing too much of course. If rare merit be the rarest of all rare things, it ought to pass through some sort of probation.

That process rightfully starts by honoring the treaties the United States made with Indigenous nations, by restoring all sacred sites, starting with the Black Hills and including most federally held parks and land and all stolen sacred items and body parts, and by payment of sufficient reparations for the reconstruction and expansion of Native nations. In the process, the continent will be radically reconfigured, physically and psychologically. For the future to be realized, it will require extensive educational programs and the full support and active participation of the descendants of settlers, enslaved Africans, and colonized Mexicans, as well as immigrant populations.

Ten years ago a book appeared in France called D'Une foi l'autre, les conversions a l'Islam en Occident. The authors, both career journalists, carried out extensive interviews with new Muslims in Europe and America. Their conclusions are clear. Almost all educated converts to Islam come in through the door of Islamic spirituality. In the middle ages, the Sufi tariqas were the only effective engine of Islamisation in Muslim minority areas like Central Asia, India, black Africa and Java; and that pattern is maintained today. Why should this be the case? Well, any new Muslim can tell you the answer. Westerners are in the first instance seeking not a moral path, or a political ideology, or a sense of special identity - these being the three commodities on offer among the established Islamic movements. They lack one thing, and they know it - the spiritual life. Thus, handing the average educated Westerner a book by Sayyid Qutb, for instance, or Mawdudi, is likely to have no effect, and may even provoke a revulsion. But hand him or her a collection of Islamic spiritual poetry, and the reaction will be immediately more positive. It is an extraordinary fact that the best-selling religious poet in modern America is our very own Jalal al-Din Rumi. Despite the immeasurably different time and place of his origin, he outsells every Christian religious poet. Islam and the New Millennium

Because all men are but reflections of their upbringing, education, and experiences, we also expend considerable effort scrutinizing both the man and the general who led the Army of Northern Virginia north that summer. Robert E. Lee was trained as an engineer at West Point, studied extensively the campaigns of the Great Captains of military history, and learned the art of command and maneuver at the elbow of General Winfield Scott during the Mexican War. The aggregate of these experiences had a profound and demonstrable influence on his generalship. It is against this backdrop of education and experience that Lee’s decisions during the Gettysburg Campaign must be examined, understood, and judged.

In the 21st century, infant and child mortality is lower, education takes longer, and people live longer and healthier lives. In this environment, the risk of death is lower, but the danger of falling behind economically is higher in an age of income inequality, so parents choose to have fewer children and nurture them more extensively. As an academic paper put it, “When competition for resources is high in stable environments, selection favors greater parental investment and a reduced number of offspring.” This is a good description of the U.S. in the 21st century: It is a stable (low-death-rate) environment, but also one with considerable competition for resources due to income inequality and other factors.

From Lee’s extensive quotes of Edwards on page 152 we can gather that the reason some reject good thoughts that might order their minds aright is because of a disposition of the heart, or a “taste” for evil. The habit of a person’s mind is in accordance with his spiritual appetite, a good man’s mind will always suggest and supply good and holy thoughts to connect ideas and information to create a beautiful picture in one’s mind of God’s orderly universe (Himself at the helm) but the evil man’s mind is habitually disorganizing the things of this world or rather dis-integrating them from the knowledge of God, and so Edwards might say that his mind is not a cosmos but a chaos, or a conductor-less cacophony rather than a grand symphony.

The movement has, for the most part, been led by educated white middle-class women. There is nothing unusual about this. Reform as movements are usually led by the better educated and better off. But, if the women's movement is to be successful you must recognize the broad variety of women there are and the depth and range of their interests and concerns. To black and Chicana women, picketing a restricted club or insisting on the title Ms. are not burning issues. They are more concerned about bread-and-butter items such as the extension of minimum wage, welfare reform and day care. Further, they are not only women but women of color and thus are subject to additional and sometimes different pressures. (From Voices of Multicultural America)

Approaching Indigenous culture with the goal of getting Native peoples in the pews isn’t an answer—it is merely an extension of colonization. Perhaps the church should consider that Indigenous peoples have more to teach the church than the church has to teach Indigenous peoples. Perhaps that would change how the relationship works. The important aspect of this relationship is that it is a partnership, a space in which listening really happens, a space in which Indigenous people are paid for their time and resources by the church itself, if asked. As I said earlier, Indigenous people shouldn’t have to spend our days educating non-Native people, but when we are willing to partner with institutions like the church for a better future, we should be heard.

And the sceptic’s conclusion that the so-called spiritual is really derived from the natural, that it is a mirage or projection or imaginary extension of the natural, is also exactly as we should expect; for, as we have seen, this is the mistake which an observer who knew only the lower medium would be bound to make in any case of Transposition. The brutal man never can by analysis find anything but lust in love; the Flatlander never can find anything but flat shapes in a picture; physiology never can find anything in thought except twichings of the grey matter. It is no good browbeating the critic who approaches a Transposition form below. On the evidence available to him his conclusion is the only one possible. Everything is different when you approach a Transposition from above.

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What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.” ― Noam Chomsky

Yet, during the last forty years, its contributions have been obscured by the rise of ‘macro-economics’, which seeks causal connections between hypothetically measurable entities or statistical aggregates. These may sometimes, I concede, indicate some vague probabilities, but they certainly do not explain the processes involved in generating them. But because of the delusion that macro-economics is both viable and useful (a delusion encouraged by its extensive use of mathematics, which must always impress politicians lacking any mathematical education, and which is really the nearest thing to the practice of magic that occurs among professional economists) many opinions ruling contemporary government and politics are still based on naive explanations of such economic phenomena as value and prices, explanations that vainly endeavour to account for them as ‘objective’ occurrences independent of human knowledge and aims.

The Archons use 'mind control' techniques. This is known as psychological warfare, but Archontic manipulation far surpasses anything the United States, Russia, Vatican City, Israel, or the United Kingdom has, of yet, invented. The Archons are the ultimate brainwashers. The Archons keep people distracted with pornography and drugs, with sports and alcohol, with material possessions, exotic vacations, artificial reality, addiction to various pleasures, along with dreams of the artificial technological paradise of: radical life-extension, transhumanism, nootropics and Brain Computer Interfaces. The Archons do this so that humanity does not have the time or opportunity to observe what is really happening in the world. Humanity is under siege. The Archons want you to be as uneducated and uninformed as possible. They destroy your passion for learning, and infiltrate and sabotage the educational system. Ultimately, they want to destroy all that makes you human, your hopes, your dreams, your joys, especially they want to destroy your spirituality.

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Christianity has been the means of reducing more languages to writing than have all other factors combined. It has created more schools, more theories of education, and more systems than has any other one force. More than any other power in history it has impelled men to fight suffering, whether that suffering has come from disease, war or natural disasters. It has built thousands of hospitals, inspired the emergence of the nursing and medical professions, and furthered movement for public health and the relief and prevention of famine. Although explorations and conquests which were in part its outgrowth led to the enslavement of Africans for the plantations of the Americas, men and women whose consciences were awakened by Christianity and whose wills it nerved brought about the abolition of slavery (in England and America). Men and women similarly moved and sustained wrote into the laws of Spain and Portugal provisions to alleviate the ruthless exploitation of the Indians of the New World. Wars have often been waged in the name of Christianity. They have attained their most colossal dimensions through weapons and large–scale organization initiated in (nominal) Christendom. Yet from no other source have there come as many and as strong movements to eliminate or regulate war and to ease the suffering brought by war. From its first centuries, the Christian faith has caused many of its adherents to be uneasy about war. It has led minorities to refuse to have any part in it. It has impelled others to seek to limit war by defining what, in their judgment, from the Christian standpoint is a "just war." In the turbulent Middle Ages of Europe it gave rise to the Truce of God and the Peace of God. In a later era it was the main impulse in the formulation of international law. But for it, the League of Nations and the United Nations would not have been. By its name and symbol, the most extensive organization ever created for the relief of the suffering caused by war, the Red Cross, bears witness to its Christian origin. The list might go on indefinitely. It includes many another humanitarian projects and movements, ideals in government, the reform of prisons and the emergence of criminology, great art and architecture, and outstanding literature.

It astounds me that the media is ignoring Noriega’s extensive ties into this country, from his education at the School of the Americas4 to his well known involvement with Bush and the CIA in the cocaine business. Can’t people see that this so-called War on Drugs is no more than the CIA eliminating their competition while they take over the industry worldwide?” I paused to reflect. “If people don’t wake up soon, we’ll have a drug lord running this country.” “We already do,” Billy said, unjamming his stapling machine. I laughed. “I’m referring to Bill Clinton. In 1984, I was at the Swiss Villa Amphitheater in Lampe Missouri5 where Bush and Clinton were talking about their New World Order. Bush was really pleased with how well Clinton’s Mena cocaine operation was funding the New World Order effort, and he assured Clinton he would be rewarded politically. In those days, the groundwork for NAFTA6 was established to open the border to ‘free trade of drugs to equalize our economies,’ and Clinton was right there in the midst of it all. It was already determined that Bush would be put in the office of President at the same time Salinas was put in as President of Mexico so they could usher in NAFTA.

This is nothing less than a whole new approach to economics. The randomistas don’t think in terms of models. They don’t believe humans are rational actors. Instead, they assume we are quixotic creatures, sometimes foolish and sometimes astute, and by turns afraid, altruistic, and self-centered. And this approach appears to yield considerably better results. So why did it take so long to figure this out? Well, several reasons. Doing randomized controlled trials in poverty-stricken countries is difficult, time consuming, and expensive. Often, local organizations are less than eager to cooperate, not least because they’re worried the findings will prove them ineffective. Take the case of microcredit. Development aid trends come and go, from “good governance” to “education” to the ill-fated “microcredit” at the start of this century. Microcredit’s reckoning came in the form of our old friend Esther Duflo, who set up a fatal RCT in Hyderabad, India, and demonstrated that, all the heartwarming anecdotes notwithstanding, there is no hard evidence that microcredit is effective at combating poverty and illness.13 Handing out cash works way better. As it happens, cash handouts may be the most extensively studied anti-poverty method around. RCTs across the globe have shown that over both the long and short term and on both a large and small scale, cash transfers are an extremely successful and efficient tool.14

So many people now call themselves 'students of the University of life' as if experience theorized with lack of knowledge led to any wisdom or even less, such as the capacity to think and process information outside personal validation models. It's very easy to explain what you see. It's what humanity has done throughout history. However, real education ends in the last book you finished. And you can evaluate yourself by the amount of books you were able to read, understand and appreciate. Anything below that can only lead one to be certified in stupidity. And that's what the 'students of life' really are; fragile egos trying to justify their stupidity with arrogance, crystalizing their state of ignorance in time with pride. Because, even though humanity has confused itself with its own mechanics, the transitory fact remains, that knowledge, in any shape or form, comes from books. And more than 99% of all the books ever produced in human history are now, thanks to internet, available for free, in the public domain, and wherever a computer and electricity are present. This truth also extensively contributes to the fact, that humans are now, for the first time ever, deliberately choosing to remain ignorant. And that's what the "students of life" are; proud manifestos of ignorance. They don't know that, if you read enough to be smart, you're too smart to explain what you read, and too busy to share it. So what can we then say about the ones who obsess over their physical appearance whenever they have time for something. The premise is self-explanatory: The only real student is the 'student of self'.

According to Freud here, it is only by inhibiting or prohibiting sexual satisfaction that a more enduring investment can be made in someone. When real sexual satisfactions are thwarted, sexual desire for that person gives rise to a kind of symbolic idealization of him or her, leading to an affectionate current which is secondary, not primary. Idealization of the partner and affectionate love itself (we perhaps see the fullest expression of idealization in courtly love, as we shall see in Chapter 7) thus involve endless deferral and sublimation of the sexual drives. Affectionate love, which earlier in his work was either anaclitic or narcissistic (we shall turn to the latter of these in the second part of this book), here seems to involve idealization of the object, attention being paid to its spiritual merits as opposed to its sensual merits. Love is not considered here to precede sexual desire, but rather to result from the inhibition of sexual satisfaction. It leads to far greater excitement about the potential sexual partner than would have existed without such inhibition. In other words, restricted sexual access to the partner intensifies sexual excitation, ultimately leading to greater sexual satisfaction than would have been possible otherwise. Education or socialization channels the sexual drives so extensively into narrow pathways that they reach a feverish pitch and the sexual act becomes, in a certain sense, overvalued – this, Freud believes, is especially true of men. The idea here seems to be that the more a certain activity is inhibited or restricted, the more intense our desire for it becomes. As I have put it elsewhere, “prohibition eroticizes.

To achieve authentic, sustained happiness, above all else you need to be in charge of your life, to be in control of who you want to be, and be able to make the appropriate changes if you are not. This cannot merely be a perception, a slogan like the American Dream (the United States came way down on the LSE's social mobility scale, incidentally). In Scandinavia it is a reality. These are the real lands of opportunity. There is far greater social mobility in the Nordic countries than in the United States or Britain and, for all the collectivism and state interference in the lives of the people who live here, there is far greater freedom to be the person you want to be, and do the things you want to do, up here in the north. In a recent poll by Gallup, only 5 percent of Danes said they could not change their lives if they wanted to. In contrast, I can think of many American states in which it would probably be quite an uncomfortable experience to declare yourself an atheist, for example or gay, or to be married yet choose not to have children, or to be unmarried and have children, or to have an abortion, or to raise your children as Muslims. Less significantly, but still limiting, I don't imagine it would be easy being vegetarian in Texas, for instance, or a wine buff in Salt Lake City, come to that. And don't even think of coming out as a socialist anywhere! In Scandinavia you can be all of these things and no one will bat an eye (as long as you wait and cross on green). Crucial to this social mobility are the schools. The autonomy enabled by a high-quality, free education system is just as important as the region's economic equality and extensive welfare safety nets, if not more so. In Scandinavia the standard of education is not only the best in the world, but the opportunities it presents are available to all, free of charge. This is the bedrock of Nordic exceptionalism.

Page 366: Can the United States really have been experiencing falling IQ? Would not we be able to see the consequences? Maybe we have. In 1938, Raymond Cattell, one of the most illustrious psychometricians of his age, wrote an article for the British Journal of Psychology, “Some Changes in Social life in a Community with a Falling Intelligence Quotient.” The article was eerily prescient. In education, Cattell predicted that academic standards would fall and the curriculum would shift toward less abstract subjects. He foresaw an increase in “delinquency against society” – crime and willful dependency (for example, having a child without being able to care for it) would be in this category. He was not sure whether this would lead to a slackening of moral codes or attempts at tighter government control over individual behavior. The response could go either way, he wrote. He predicted that a complex modern society with a falling IQ would have to compensate people at the low end of IQ by a “systematized relaxation of moral standards, permitting more direct instinctive satisfactions.” In particular, he saw an expanding role for what he called “fantasy compensations.” He saw the novel and the cinema as the contemporary means for satisfying it, but he added that “we have probably not seen the end of its development or begun to appreciate its damaging effects on ‘reality thinking’ habits concerned in other spheres of life” – a prediction hard to fault as one watches the use of TV in today’s world and imagines the use of virtual reality helmets in tomorrow’s. Turning to political and social life, he expected to see “the development of a larger ‘social problem group’ or at least of a group supported, supervised and patronized by extensive state social welfare work.” This, he foresaw, would be “inimical to that human solidarity and potential equality of prestige which is essential to democracy.

Propaganda of integration The less educated and informed the people to whom propaganda of agitation is addressed, the easier it is to make such propaganda. That is why it is particularly suited for use among the so-called lower classes (the proletariat) and among African peoples. There it can rely on some key words of magical import, which are believed without question even though the hearers cannot attribute any real content to them and do not fully understand them.... In contrast to this propaganda of agitation is the PROPAGANDA OF INTEGRATION — the propaganda of developed nations and characteristic of our civilization; in fact it did not eXist before the 20TH century. It is a propaganda of conformity- It is related to the fact, analyzed earlier, that in Western society it is no longer sufficient to obtain a transitory political act (such as a vote); one needs total adherence to a society's truths and behavioral patterns. As the more perfectly uniform the societv, the stronger its power and effectiveness each member should be only an organic and functional fragment of it, perfectly adapted and integrated. He must share the stereotypes, beliefs and reactions of the group: he must be an active participant in its economic, ethical, esthetic, and political doings. All his activities, all his sentiments are dependent on this collectivity. And, as he is often reminded, he can fulfill himself only through this collectivity, as a member of the group. Propaganda of integration thus aims at making the individual participate in his society in every way. It is a long-term propaganda, a self-reproducing propaganda that seeks to obtain stable behavior, to adapt the individual to his everyday life, to reshape his thoughts and behavior in terms of the permanent social setting. We can see that this propaganda is more extensive and complex than propaganda of agitation it must be permanent, for the Individual can no longer be left to himself.

These are things to have under your belt in order to make and strengthen boundaries: Educate them. To be blunt, narcissists aren’t exactly in tune with their interpersonal or communication skills. Try using incentives or other motivators to get them to pay attention to how their behavior affects others. They may not empathize or seem to get what you’re saying, but at least you can say you tried to look at it from your point of view. Understand your personal rights. In order to demand being treated fairly and with respect, it’s important to know what your rights are. You’re allowed to say no, you have a right to your feelings, you are allowed privacy—and there are no wedding or relationship vows that say you are at the beck and call of your partner. When a person has been abused for a long time, they may lack the confidence or self-esteem to take a stand on their rights. The more power they take back, though, the less the abuser has. Be assertive. This is something that depends on confidence, and will take practice, but it’s worth it. Being assertive means standing up for yourself and exuding pride in who you are. Put your strategies into play. After the information you’ve absorbed so far, you have an advantage in that you are aware of your wants, what the narcissist demands, what you are able to do and those secret tiny areas you may have power over. Tap into these areas to put together your own strategies. Re-set your boundaries. A boundary is an unseen line in the sand. It determines the point you won’t allow others to cross over or they’ll hurt you. These are non-negotiable and others must be aware of them and respect them. But you have to know what those lines are before making them clear to others. Have consequences. As an extension of the above point, if a person tries ignoring your boundaries, make sure you give a consequence. There doesn't need to be a threat, but more saying, “If you ________, we can’t hang out/date/talk/etc.” You’re just saying that crossing the boundary hurts you so if they choose to disregard it, you choose not to accept that treatment. The narcissist will not tolerate you standing up for yourself, but it’s still important. The act of advocating for yourself will increase your self-confidence, self-esteem and self-worth. Then you’ll be ready to recover and heal.

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

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On Mr. Phipps' discovering the place of my concealment, he cocked his gun and aimed at me. I requested him not to shoot and I would give up, upon which he demanded my sword. I delivered it to him, and he brought me to prison. During the time I was pursued, I had many hair breadth escapes, which your time will not permit you to relate. I am here loaded with chains, and willing to suffer the fate that awaits me. I here proceeded to make some inquiries of him after assuring him of the certain death that awaited him, and that concealment would only bring destruction on the innocent as well as guilty, of his own color, if he knew of any extensive or concerted plan. His answer was, I do not. When I questioned him as to the insurrection in North Carolina happening about the same time, he denied any knowledge of it; and when I looked him in the face as though I would search his inmost thoughts, he replied, 'I see sir, you doubt my word; but can you not think the same ideas, and strange appearances about this time in the heaven's might prompt others, as well as myself, to this undertaking.' I now had much conversation with and asked him many questions, having forborne to do so previously, except in the cases noted in parenthesis; but during his statement, I had, unnoticed by him, taken notes as to some particular circumstances, and having the advantage of his statement before me in writing, on the evening of the third day that I had been with him, I began a cross examination, and found his statement corroborated by every circumstance coming within my own knowledge or the confessions of others whom had been either killed or executed, and whom he had not seen nor had any knowledge since 22d of August last, he expressed himself fully satisfied as to the impracticability of his attempt. It has been said he was ignorant and cowardly, and that his object was to murder and rob for the purpose of obtaining money to make his escape. It is notorious, that he was never known to have a dollar in his life; to swear an oath, or drink a drop of spirits. As to his ignorance, he certainly never had the advantages of education, but he can read and write, (it was taught him by his parents,) and for natural intelligence and quickness of apprehension, is surpassed by few men I have ever seen. As to his being a coward, his reason as given for not resisting Mr. Phipps, shews the decision of his character. When he saw Mr. Phipps present his gun, he said he knew it was impossible for him to escape as the woods were full of men; he therefore thought it was better to surrender, and trust to fortune for his escape. He is a complete fanatic, or plays his part most admirably. On other subjects he possesses an uncommon share of intelligence, with a mind capable of attaining any thing; but warped and perverted by the influence of early impressions. He is below the ordinary stature, though strong and active, having the true negro face, every feature of which is strongly marked. I shall not attempt to describe the effect of his narrative, as told and commented on by himself, in the condemned hole of the prison. The calm, deliberate composure with which he spoke of his late deeds and intentions, the expression of his fiend-like face when excited by enthusiasm, still bearing the stains of the blood of helpless innocence about him; clothed with rags and covered with chains; yet daring to raise his manacled hands to heaven, with a spirit soaring above the attributes of man; I looked on him and my blood curdled in my veins.

Despite their legal classification as white, the twenty-first-century experiences of Iranians and other Middle Easterners exemplify an extension of Mia Tuan’s concept of the “forever foreigner” in which no degree of citizenship, legal whiteness, occupational and education success, assimilatory efforts, or self-identification as “American” render Middle Easterners fully white in day-to-day life.

● 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.

Christianity requires particular beliefs in order to be a member of its community. It is not open to all. This is socially divisive, critics argue. Human communities should instead be completely inclusive, open to all on the basis of our common humanity. Proponents of this view point out that many urban neighbourhoods contain residents of different races and religious beliefs who nonetheless live and work together as a community. All that is required for such community life is that each person respects the privacy and rights of others and works for equal access to education, jobs and political decision-making for all. Common moral beliefs are not necessary, it is said, in a ‘liberal democracy’. Unfortunately, the view just expressed is a vast oversimplification. Liberal democracy is based on an extensive list of assumptions – a preference of individual to community rights, a division between private and public morality, and the sanctity of personal choice. All of these beliefs are foreign to many other cultures.9 A liberal democracy is based then (as is every community) on a shared set of very particular beliefs. Western society is based on shared commitments to reason, rights and justice, even though there is no universally recognised definition of any of these.10 Every account of justice and reason is embedded in a set of some particular beliefs about the meaning of human life that is not shared with everyone.11 The idea of a totally inclusive community is, therefore, an illusion.12 Every human community holds in common some beliefs that necessarily create boundaries, including some people and excluding others from its circle.

Studentprogress.org is a multifaceted educational platform providing self-paced learning modules for educators and administrators, focusing on high-quality programming for students with disabilities. It features detailed resources for student progress monitoring, including tools and technical assistance, particularly for elementary grades. Additionally, the site offers extensive test preparation material, including reviews of various prep courses, test dates, study strategies, and general test guides.

educational, or business use. Please contact the Macmillan Corporate and Premium Sales Department at 1-800-221-7945, extension 5442, or by email at MacmillanSpecialMarkets@macmillan.com. First Edition: 2022

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William Burton catalyzes positive change as the Director of Schools for Lake County Schools in Tiptonville, TN. With a background as a United States Army Veteran and extensive experience in education leadership, he brings a unique perspective to the table.

From the beginning, I was a believer in the basic movements, because that was Reg Park’s preference. At the times Reg hadn’t accelerated his workouts for some major competition, he would stay with the basic exercises—bench presses, chin-ups, squats, rowing, barbell curls, wrist curls, pullovers, leg extensions, calf raises. These were the movements that worked most directly on all the body parts. I was following his example to the letter. And as it turned out, I could hardly have chosen more wisely. The basic exercises were creating for me a rugged foundation, a core of muscle I could later build upon for a winning body. Reg Park’s theory was that first you have to build the mass and then chisel it down to get the quality; you work on your body the way a sculptor would work on a piece of clay or wood or steel. You rough it out—the more carefully, the more thoroughly, the better—then you start to cut and define. You work it down gradually until it’s ready to be rubbed and polished. And that’s when you really know about the foundation. Then all the faults of poor early training stand out as hopeless, almost irreparable flaws.

The teacher knows that for the vast majority of her charges the M.F.A. will not in fact function as a professional degree leading to a job but rather as a costly extension of their liberal education.

Like most medical students, veterinary students are not taught extensive nutrition in their education.

Tethering one's pedagogy to notions of social justice and activism affords an automatic claim to moral superiority and, by extension, social legitimacy, which most undergraduate students cannot readily distinguish from intellectual competency.

It is said that the situation is considerably better in early infancy, and that in the first six months of life an extensive injury to the dominant hemisphere may compel the normally secondary hemisphere to take its place; so that the patient appears far more nearly normal than he would be had the injury occurred at a later stage. This is quite in accordance with the general great flexibility shown by the nervous system in the early weeks of life, and the great rigidity which it rapidly develops later. It is possible that, short of such serious injuries, handedness is reasonably flexible in the very young child. However, long before the child is of school age, the natural handedness and cerebral dominance are established for life. It used to be thought that left-handedness was a serious social disadvantage. With most tools, school desks, and sports equipment primarily made for the right-handed, it certainly is to some extent. In the past, moreover, it was viewed with some of the superstitious disapproval that has attached to so many minor variations from the human norm, such as birthmarks or red hair. From a combination of motives, many people have attempted and even succeeded, in changing the external handedness of their children by education, though of course they could not change its physiological basis in hemispheric dominance. It was then found that in very many cases these hemispheric changelings suffered from stuttering and other defects of speech, reading, and writing, to the extent of seriously wounding their prospects in life and their hopes for a normal career. We now see at least one possible explanation for the phenomenon. With the education of the secondary hand, there has been a partial education of that part of the secondary hemisphere which deals with skilled motions, such as writing. Since, however, these motions are carried out in the closest possible association with reading, speech, and other activities which are inseparably connected with the dominant hemisphere, the neuron chains involved in processes of the sort must cross over from hemisphere to hemisphere and back; and in a process of any complication, they must do this again and again. Now, the direct connectors between the hemispheres—the cerebral commissures—in a brain as large as that of man are so few in number that they are of very little use, and the interhemispheric traffic must go by roundabout routes through the brain stem, which we know very imperfectly but which are certainly long, scanty, and subject to interruption. As a consequence, the processes associated with speech and writing are very likely to be involved in a traffic jam, and stuttering is the most natural thing in the world.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

The tempo of modern life, the extension of the reading habit to classes of society whose time for leisure is more restricted or whose education has not trained them to concentrate on reading of an imaginative kind in too large quantities, education, the distraction of other competing interests, and the opportunities offered in the use or abuse of leisure — these are but a few of the intangibles in the complex of literary influences.

Kennon Smith in their delineating of critical issues in education through the studio. Central to their investigation is a connection with other fields of design and bringing common essential characteristics to the field of instructional design. Design and narrative meet in two chapters. In the first, Katherine Cennamo relates her experiences in pairing two design forms in a multidisciplinary design studio. Not all design work is alike and different cultures exist in different disciplines. At the same time, there are lessons to be learned through this innovative studio environment. Subsequently, Wayne Nelson and David Palumbo present the crossover of an interactive design firm to engagement with instructional design. Blending processes and ideas from product design and user-experience design informs their work, beginning from their entertainment-oriented experience and moving toward an educational product. How people design—whether they are instructional designers, architects, or end users—is a valuable base for practice and education. Chapters by Lisa Yamagata-Lynch and Craig Howard examine the design process using different methods of inquiry, but both help us in our quest for understanding. While Yamagata-Lynch uses Cultural Historical Activity Theory to examine design from an end-user point of view, Howard builds on an extensive use of the case study method to examine our own practices of instructional design. As we have seen in these chapters, instructional design is a diverse field and, while the specific subject matter is important, it is but one component of education. Wayne Nelson outlines the possible scope of research and practice and finds ways to integrate the field beyond traditional educational research. The qualitative and subjective aspects of instructional design must also be addressed. The specific elements of message design, judgment, and ethics are presented in chapters by M.J. Bishop, Nilufer Korkmaz and Elizabeth Boling, and Stephanie Moore. Each is critical in a holistic understanding of the field of instructional design, touching on such questions as how we convey meaning and information, our judgment of quality in our work, and our responsibilities as designers. We began the symposium with the idea of the value of design thinking, and Gordon Rowland, in his chapter, presents a method for improving the use of design in learning and thinking. Design is “a unique and essential form of inquiry,” and Rowland’s method can advance the use of design as a full-fledged educational component. Examining design and education encourages us to address larger, more systemic issues. Marcia Ashbaugh and Anthony Piña examine leadership thinking and how it could infuse and direct instructional design. How to improve the practice of design inquiry extends to the full field of education and to leadership in higher education. Paul Zenke’s chapter examines the role of university leadership as designers. Challenges abound in the modern age for higher education, and the application of design thinking and transformation is sorely needed. Our story, the chapters of this book, began with detailed views of the work of instructional design

Despite the widespread proliferation of the printed word in the first half of the nineteenth century, lyceums remained “an important element in our social progress” because “oral instruction” remained a necessary and effective pedagogical tool. Lyceums were part of a panoply of voluntary associations that functioned very much like the extension or continuing education courses of the twentieth century. Such institutions spurred a knowledge boom that helped to drive U.S. economic growth by increasing human capital, or what at the time was called “useful knowledge,” which could encompass anything from brewing beer to learning Hebrew to knowing how to apply manure properly to different crops.

One of the impediments to an acceptance of the myth theory is the apparent incredibility of the proposition that faith in Paul's Jesus the Son (and by extension, the Gospel Jesus) could have arisen with no historical basis. But we have to realize how much the educated ancient Jew lived within his holy books, as did many of those gentiles who attached themselves to Judaism. The Jewish scriptures offered a universe in themselves, in which the avid scholar and prophet could move and breathe. He governed his life by the writings. Like the Jewish philosopher Philo of Alexandria, he could construct whole philosophies from elements of scripture, aided at times by mystical experiences. [...] God's plan had to reside in scripture, for that was how he communicated with the world. All it needed was the right key, the right inspiration through the Spirit to unlock that coded information. [...] Paul's conviction that the Spirit was guiding him as he sought meaning from the sacred texts guaranteed that he would get the message he was looking for.

But Alfonso actually set out in his Siete Partidas the education which should be given to a prince, and to a princess. Interestingly, he considered that a princess should have the same tutors as a prince, thereby indicating that he considered that they should be as highly educated as their brothers. One can therefore (save as regards martial training) regard the rules for princes as being equally applicable to the princesses, and hence to Eleanor’s experience of education. Generally Alfonso’s list of the training which a prince should have, in Title VII of Part II of the Siete Partidas, may be likened to that to be expected of a well-behaved Victorian child. There is an extensive litany of behaviour and deportment issues. Those raising the children should pay careful attention to their rearing – the children should be very pure and refined in all their actions and kept in the company of pure and refined people only. Their tutors (of good family and judgment) should teach them to be elegant and clean and to eat tidily. They should be taught to speak properly and politely. They should not speak loudly, or in a very low tone, and they should not speak either very rapidly or very slowly. They should speak with no gesticulation and should use neither too many nor too few words. They should not listen with mouths open, and should walk gracefully, without dragging their feet or raising them too high. (It is interesting to see how universal are such preoccupations on the part of parents, even at a gap of several hundred years.) As for formal education, children should be taught to read and write, how to learn to know men and how to talk to those of all stations in life.31 For princesses there are special injunctions, doubtless to be attended to while their brothers gained proficiency in arms. They should be brought up with much greater supervision, to ensure they formed good habits as they would have a greater part in raising children in due course. ‘The most important thing in the world … is that for the sake of loyalty they should respect themselves and their husbands and consider carefully everything else which they have to do in order that they may have good habits and offer a good example to others.’ Interestingly, their supervisors ‘should especially prevent them from yielding to anger for … it is the one thing in the world which most quickly induces women to commit sin’.

Dr. Woody Burton has progressed in education to become the Director of Schools for Lake County. With extensive experience as an educator and administrator, he embodies a strong dedication to student success. Outside his professional role, Dr. Burton delights in cooking and baking, often sharing his creations with colleagues and friends.

Doxing has come to be classified as a form of violence, in and of itself. What's mildly amusing is that, prior to the internet, most Americans doxed themselves. Home addresses and telephone numbers were listed in the phone book, annually distributed to every local home for free. Phone customers were charged a monthly fee if they didn't want their home number included in the directory. And possession of the physical directory wasn't even necessary. It was possible to dial the telephone operator and request an immediate con- nection to almost anyone's home phone, without consent. All that was needed was the spelling of the person's last name and an educated guess as to the area code in which they lived. How did something once considered a normal extension of establishing residence become a disturbing act of aggression, during a decade when crime statistically decreased? The explanation is twofold. The first is that the early internet was built around anonymity. It was populated by people known only by their fabricated screen names, interacting with anonymous strangers they knew nothing about. This established a new expectation of confidentiality, where it was assumed everyone had the inherent right to say or do whatever they wanted online, without those words or actions impinging on life in the real world.

The “hard” sell and the “hot” line become mere comedy in the TV age, and the death of all the salesmen at one stroke of the TV axe has turned the hot American culture into a cool one that is quite unacquainted with itself. America, in fact, would seem to be living through the reverse process that Margaret Mead described in Time magazine (September 4, 1954): “There are too many complaints about society having to move too fast to keep up with the machine. There is great advantage in moving fast if you move completely, if social, educational, and recreational changes keep pace. You must change the whole pattern at once and the whole group together — and the people themselves must decide to move.

Environments are not passive wrappings but active processes. In his splendid work Preface to Plato (Harvard University Press, 1963), Eric Havelock contrasts the oral and written cultures of the Greeks. By Plato’s time the written word had created a new environment that had begun to detribalize man. Previously the Greeks had grown up by benefit of the process of the tribal encyclopedia. They had memorized the poets. The poets provided specific operational wisdom for all the contingencies of life — Ann Landers in verse. With the advent of individual detribalized man, a new education was needed. Plato devised such a new program for literate men. It was based on the Ideas.

The American stake in literacy as a technology or uniformity applied to every level of education, government, industry, and social life is totally threatened by the electric technology. The threat of Stalin or Hitler was external. The electric technology is within the gates, and we are numb, deaf, blind and mute about its encounter with the Gutenberg technology, on and through which the American way of life was formed.

At OBSS   An unexpected occurrence did come of this escapade, even though I didn’t care for the program. Andy, you may or may not be aware that Outward Bound teaches interpersonal and leadership skills, not to mention wilderness survival. The first two skillsets were not unlike our education at the Enlightened Royal Oracle Society (E.R.O.S.) or the Dale Carnegie course in which I had participated before leaving Malaya for school in England. It was the wilderness survival program I abhorred. Since I wasn’t rugged by nature (and remain that way to this day), this arduous experience was made worse by your absence. In 1970, OBSS was under the management of Singapore Ministry of Defence, and used primarily as a facility to prepare young men for compulsory ’National Service,’ commonly known as NS. All young and able 18+ Singaporean male citizens and second-generation permanent residents had to register for National Service compulsorily. They would serve either a two-year or twenty-two-month period as Full Time National Servicemen after completing the Outward Bound course. Pending on their individual physical and medical fitness, these young men would enter the Singapore Armed Forces (SAF), Singapore Police Force (SPF), or the Singapore Civil Defense Force (SCDF). Father, through his extensive contacts, enrolled me into the twenty-one-day Outward Bound summer course. There were twenty boys in my class. We were divided into small units under the guidance of an instructor. During the first few days at the base camp, we trained for outdoor recreation activities such as adventure racing, backpacking, cycling, camping, canoeing, canyoning, fishing, hiking, kayaking, mountaineering, horseback riding, photography, rock climbing, running, sailing, skiing, swimming, and a variety of sporting activities.

The termination phase of psychoanalysis Working-through of mourning, typical of the termination phase of psychoanalysis, brings forth the working through of the candidate-analysand’s relation to his analyst, and, by extension, to psychoanalysis itself. In my

To travel is an extension of one's education

On the basis of the evidence, the only conclusion we can draw from Scheler’s remark is that, thanks to the theory of political freedom, there is, in the very heart of our society, an extension of the conception of the rights of man and a corresponding dissatisfaction caused by the application of this theory of freedom. Actual freedom has not increased in proportion to man’s awareness of it. We can only deduce, from this observation, that rebellion is the act of an educated man who is aware of his rights. But we cannot say that it is only a question of individual rights. Because of the sense of solidarity that we have already pointed out, it would rather seem that what is at stake is humanity’s gradually increasing awareness of itself as it pursues its adventurous course.

So did women who, at the end of Queen Victoria’s reign, began to break down barriers to law, medicine, and university education. More common was faith in “maternal feminism,” the divinely sanctioned role of women as wives, mothers, and guardians of social convention against those heedless brutes, their husbands. The nurturing role grew as Victorian Canadians came to see their children not as undersized adults but as beings in a key stage of development. Nursing, teaching, perhaps even medicine became logical extensions of the maternal role. So did social reform.

Social capital is a capability that arises from the prevalence of trust in a society or in certain parts of it. It can be embodied in the smallest and most basic social group, the family, as well as the largest of all groups, the nation, and in all the other groups in between. Social capital differs from other forms of human capital insofar as it is usually created and transmitted through cultural mechanisms like religion, tradition, or historical habit. Economists typically argue that the formation of social groups can be explained as the result of voluntary contract between individuals who have made the rational calculation that cooperation is in their long-term self-interest. By this account, trust is not necessary for cooperation: enlightened self-interest, together with legal mechanisms like contracts, can compensate for an absence of trust and allow strangers jointly to create an organization that will work for a common purpose. Groups can be formed at any time based on self-interest, and group formation is not culture-dependent. But while contract and self-interest are important sources of association, the most effective organizations are based on communities of shared ethical values. These communities do not require extensive contract and legal regulation of their relations because prior moral consensus gives members of the group a basis for mutual trust. The social capital needed to create this kind of moral community cannot be acquired, as in the case of other forms of human capital, through a rational investment decision. That is, an individual can decide to “invest” in conventional human capital like a college education, or training to become a machinist or computer programmer, simply by going to the appropriate school. Acquisition of social capital, by contrast, requires habituation to the moral norms of a community and, in its context, the acquisition of virtues like loyalty, honesty, and dependability. The group, moreover, has to adopt common norms as a whole before trust can become generalized among its members. In other words, social capital cannot be acquired simply by individuals acting on their own. It is based on the prevalence of social, rather than individual virtues. The proclivity for sociability is much harder to acquire than other forms of human capital, but because it is based on ethical habit, it is also harder to modify or destroy. Another term that I will use widely throughout this book is spontaneous sociability, which constitutes a subset of social capital. In any modern society, organizations are being constantly created, destroyed, and modified. The most useful kind of social capital is often not the ability to work under the authority of a traditional community or group, but the capacity to form new associations and to cooperate within the terms of reference they establish. This type of group, spawned by industrial society’s complex division of labor and yet based on shared values rather than contract, falls under the general rubric of what Durkheim labeled “organic solidarity.”7 Spontaneous sociability, moreover, refers to that wide range of intermediate communities distinct from the family or those deliberately established by governments. Governments often have to step in to promote community when there is a deficit of spontaneous sociability. But state intervention poses distinct risks, since it can all too easily undermine the spontaneous communities established in civil society.

The neoliberal extension of economic analysis into non-economic domains like child-rearing and education inflects not only the sorts of questions we ask about those domains — “Am I investing enough in my child to give her the skills and qualities that will make her an economically competitive adult? How well does her schooling prepare her for the job market?” — it also conceives of subjectivity itself in terms of human capital. Human potential becomes earning potential.

Discovering a dental practitioner that works for you can be difficult. You can make this task a lot simpler if you educate yourself a bit. The following article provides numerous ideas to help you learn the best dental care practices. If you're teeth are very delicate to temperature level like hot and cold, you might should attempt a new toothpaste. Talk with your dental practitioner prior to switching over to tooth paste for sensitive teeth. If there is anything else that may be causing your delicate teeth, he or she can identify. Practice deep breathing if you're worried about having actually procedures done. When you find something that works for you, do it both in the past, throughout (if possible) and after your consultation. Using these strategies can help the process go more efficiently. A weak tooth enamel can lead to issues with cavities. Germs breaks down the enamel and this lead to cavities. Having routine cleanings in addition to excellent brushing practices can prevent cavities from ever forming. Your dentist will examine for any dental troubles with an x-ray. For the healthiest teeth, you should do more than just brush them. You likewise need to floss your teeth frequently and utilize disinfectant mouthwash regularly. Mouthwash gets rid of the germs that brushing your teeth doesn't and flossing enters between your teeth to get rid of plaque and pieces of food. Make sure your dental care regimen has all three aspects: flossing, mouthwash and brushing. You need routine check-ups to make sure that you have no problems with your teeth. You will likewise be sure that your dental professional will find anything before it happens and can also offer you with strong suggestions. You have to floss a minimum of once daily. You will see a huge distinction when you appropriately floss. The floss must be placed between your teeth. Move the floss back and forth to clean the space extensively. You must stop flossing at the gum line, not under the gums. You have to go gradually and clean the back and sides of every tooth with the floss. Prior to making use of over-the-counter items for whitening your teeth, visit your dentist. The unsightly fact is that damages can result from utilizing some teeth-whitening products. Most can be utilized safely; nevertheless, it is tough to identify which products are damaging and which aren't Your dentist will let you understand which options you should make use of for whitening, depending on your situation. Are you mulling over the possibility of having somebody pierce your tongue? Think once more. Germs are rampant inside your mouth, as well as a precise cleaning can not eliminate them all. Tongue piercings can end up cracking your enamel or even breaking your teeth. If your tongue ends up being infected and you don't receive therapy, you might lose a portion of your tongue. This is actually not extremely chic! Make sure that you alter your toothbrush on a routine basis. You ought to change your toothbrush every three or 4 months. It does not matter if your toothbrush still looks fantastic. After this window, your toothbrush's bristles become damaged. The older a tooth brush is, the less effective it is at cleaning your teeth. Frequently replacing your tooth brush is important for correctly taking care of your teeth. Floss teeth about when a day. It eliminates plaque and bacteria in between the teeth where brushes can not reach. Flossing likewise has much to do with guaranteeing your gums remain healthy. You can either floss in the early morning or at night; however, just do not forget to floss. Follow your tri cities wa dentist's orders as carefully as you can, specifically if you need dental work or antibiotics. Infections delegated fester can infect other parts of your body. Always do what your dental professional states to treat your infection, consisting of getting antibiotic

A doctorate study is the passion for extensive research, reading, thinking and writing.

Economic growth requires investment in things—more machines, more basic facilities like highways or broadband—and in people, who need more and better education. Knowledge needs to be acquired and extended. Some of that extension is the product of new basic science, and some of it comes from the engineering that turns science into goods and services, and from the endless tweaking and improvement of design that, over time, turned a Model-T Ford into a Toyota Camry, or my clunky personal computer of 1983 into the sleek, almost weightless, and infinitely more powerful laptop on which I am writing this book. Investment in research and development enhances the flow of innovation, but new ideas can come from anywhere; the stock of knowledge is international, not national, and new ideas disperse quickly from the places where they are created. Innovation also needs entrepreneurs and risk-taking managers to find profitable ways of turning science and engineering into new products and services. This will be difficult without the right institutions. Innovators need to be free from the risk of expropriation, functioning law courts are needed to settle disputes and protect patents, and tax rates cannot be too high. When all of these conditions come together—as they have in the United States for a century and a half—we get sustained economic growth and higher living standards.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

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Mathematical knowledge begins during infancy and undergoes extensive development over the first 5 years of life. It is just as natural for young children to think mathematically as it is for them to use language, because “humans are born with a fundamental sense of quantity” (Geary, 1994, p. 1), as well as spatial sense, a propensity to search for patterns, and so forth.