Facilitate Education Quotes

True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.

The bold code of the transhumanist will rise. That's an inevitable, undeniable fact. It's embedded in the undemocratic nature of technology and our own teleological evolutionary advancment. It is the future. We are the future like it or not. And it needs to molded, guided, and handled correctly by the strength and wisdom of transhumanist scientists with their nations and resources standing behind them, facilitating them. It needs to be supported in a way that we can make a successful transition into it, and not sacrifice ourselves—either by its overwhelming power or by a fear of harnessing that power. You need to put your resources into the technology. Into our education system. Into our universities, industries, and ideas. Into the strongest of our society. Into the brightest of our society. Into the best of our society So that we can attain the future.

Everyone understood that Latin learning was inseparable from whipping. One educational theorist of the time speculated that the buttocks were created in order to facilitate the learning of Latin.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

As soon as (Teddy Roosevelt) received an assignment for a paper or project, he would set to work, never leaving anything to the last minute. Prepared so far ahead "freed his mind" from worry and facilitated fresh, lucid thought.

There is a difference between information and knowledge, and the most important role of the library is not providing access to information; it is supporting, enhancing, and facilitating the transfer of knowledge - in other words, education.

Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes “the practice of freedom,” the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

It facilitates labor and thought so much that there is always the temptation in large schools to omit the endless task of meeting the wants of each single mind, and to govern by steam. But it is at frightful cost. Our modes of Education aim to expedite, to save labor; to do for masses what cannot be done for masses, what must be done reverently, one by one: say rather, the whole world is needed for the tuition of each pupil.

multicultural education that has a strong antiracist orientation is of utmost importance in helping children to develop a nonracist identity.

I, too, do not want our children to leave us, Zeba, but it is not our decision to make. We are here only to facilitate their dreams.

Education facilitates economic development.

Intellectual Property must be accessible to facilitate full and equal enjoyment of innovation and creativity by all.

In the workshop, wishing won't make it so. The craftsman is forced to come to terms with the physical properties of materials, the mechanical properties of tools, and the real capacity and limits of his own dexterity, discipline and imagination. In this way, craft's materiality imposes cooperation on the sometimes discordant factions of the mind. By necessity, it reconciles the desire to interpret the world in ways that are emotionally gratifying with the countervailing need for accurate information to facilitate effective decisions. Thus the holistic quality of craft lies not only in engaging the whole person but also in harmonising his understanding of himself in the world.

Science has developed a certain technique, which is essentially a technique of discovery, that is to say, of change. The scientific frame of mind is, broadly speaking, that which facilitates discovery, not that which causes a man to have an unwavering belief in the present tenets of science. A well-educated citizen is likely to be incapable of discovery, since he will respect his elders and betters, reverence the great men of the past generation, and look with horror upon all subversive doctrines.

When educators lack critical consciousness about race/racism, have not adequately dealt with their own racial hang-ups, and are uncomfortable and unprepared to deal with difficult dialogues on race, they become part of the race talk problem (Bell, 2003; Pollock, 2004).

The great manager and business thinker Peter Drucker says that it’s not enough simply to want to learn. As people progress, they must also understand how they learn and then set up processes to facilitate this continual education. Otherwise, we are dooming ourselves to a sort of self-imposed ignorance.

While you two expose yourselves to the detrimental effects of a formal education—reduced self-knowledge, submission to authority, covert institutional indoctrination in linear time—I am employing unorthodox methods of learning in order to facilitate grand associative leaps, heightened cognition, and transcendental intellectualism,

When people of color talk racism, Whites seem to interpret statements as a personal accusation, and rather than reach out to understand the content, respond in a defensive and protective posture. In many cases, even statements of racial facts/statistics such as definitions of racism, disparities in income and education, segregation of neighborhoods, hate crime figures, and so forth arouse defensiveness in many Whites.

Through a process of social conditioning, however, White children are increasingly taught to associate only positive qualities with their own race and negative ones with other racial groups. The process of our cultural conditioning occurs through significant others (Sue, 2003), our educational curriculum (Minow, Shweder, & Markus, 2008), the mass media (Cortes, 2008), and institutions in society (APA Presidential Task Force, 2012; J. M. Jones, 1997).

Either way, I suspect that it’s less effective to aim at the Gini index as a deeply buried root cause of many social ills than to zero in on solutions to each problem: investment in research and infrastructure to escape economic stagnation, regulation of the finance sector to reduce instability, broader access to education and job training to facilitate economic mobility, electoral transparency and finance reform to eliminate illicit influence, and so on.

Many people in the West who stereotype all Muslims as terrorists don’t know about the side of Islam that reflects love and mercy. It cares for the poor, widows, and orphans. It facilitates education and welfare. It unites and strengthens. This is the side of Islam that motivated those early leaders of the Muslim Brotherhood. Of course, there is also the other side, the one that calls all Muslims to jihad, to struggle and contend with the world until they establish a global caliphate, led by one holy man who rules and speaks for Allah.

Those involved in the redesign process must know what they would do if they could do whatever they wanted. Such knowledge is essential if they are to set meaningful goals for the future. The outcome of such a design is idealized in the sense that the resulting system is ideal seeking, not ideal. It should be subject to continuous improvement with further experience and changing environments. The only certainty is that some of whatever we think we will want five or ten years from now will not be wanted then. Such a vision should be inspiring, a work of art. It should facilitate making short-run sacrifices for the sake of longer-run gains.

...Obduracy can be overcome by determination. More insidious, and far harder to destroy, was women's internalizing of the notion that they were somehow inferior to men, a complementary species designed (in W.R. Greg's words) to 'complet[e], sweeten, and embellish the existence of others'. [Women] still chose to become nurses rather than doctors, secretaries rather than bosses: to be ill-paid facilitators for people no more talented nor, in many cases, better educated than themselves, but who simply happened to be men. The notion that they might be their bosses' equals penetrated only very slowly; the possibility that they might even be their superiors, though accepted in theory, has perhaps still not wholly sunk in.

Educating the young traditionally allowed new generations to join in the Great Conversation of civilization by furnishing access to the works and insights of previous generations of thinkers and writers from the dawn of history. Today it seems we only want to facilitate a conversation in which the young talk to themselves, about themselves. Treating the curriculum as a mirror in this way inevitably gives pupils a sense that they are the center of this universe. This is our mini-me Generation Snowflakers being told that thousands of years of literature, philosophy and historical insight should be sidelined to accommodate to their immediate interests. This inevitably feeds the idea that their own identity should be a trump card.

There's a larger social justice reason for sex educators' fighting against the myth of sex as a drive for more than a hundred years. A far worse consequence is that when sex is conceptualized as a need, it creates an environment that fosters men's sense of sexual entitlement. Nicholas Kristof and Sheryl WuDunn's book Half the Sky illustrates how the assumption that boys require outlets to "relieve their sexual frustrations" facilitates the sexual enslavement of impoverished girls. If you think of sex as a drive, like hunger or thirst, that has to be fed for survival, if you think that men in particular- with their 75 percent spontaneous desire- need to relieve their pent-up sexual energy, then you can invent justifications for any strategy a man might use to relieve himself.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

A common problem plagues people who try to design institutions without accounting for hidden motives. First they identify the key goals that the institution “should” achieve. Then they search for a design that best achieves these goals, given all the constraints that the institution must deal with. This task can be challenging enough, but even when the designers apparently succeed, they’re frequently puzzled and frustrated when others show little interest in adopting their solution. Often this is because they mistook professed motives for real motives, and thus solved the wrong problems. Savvy institution designers must therefore identify both the surface goals to which people give lip service and the hidden goals that people are also trying to achieve. Designers can then search for arrangements that actually achieve the deeper goals while also serving the surface goals—or at least giving the appearance of doing so. Unsurprisingly, this is a much harder design problem. But if we can learn to do it well, our solutions will less often meet the fate of puzzling disinterest. We should take a similar approach when reforming a preexisting institution by first asking ourselves, “What are this institution’s hidden functions, and how important are they?” Take education, for example. We may wish for schools that focus more on teaching than on testing. And yet, some amount of testing is vital to the economy, since employers need to know which workers to hire. So if we tried to cut too much from school’s testing function, we could be blindsided by resistance we don’t understand—because those who resist may not tell us the real reasons for their opposition. It’s only by understanding where the resistance is coming from that we have any hope of overcoming it. Not all hidden institutional functions are worth facilitating, however. Some involve quite wasteful signaling expenditures, and we might be better off if these institutions performed only their official, stated functions. Take medicine, for example. To the extent that we use medical spending to show how much we care (and are cared for), there are very few positive externalities. The caring function is mostly competitive and zero-sum, and—perhaps surprisingly—we could therefore improve collective welfare by taxing extraneous medical spending, or at least refusing to subsidize it. Don’t expect any politician to start pushing for healthcare taxes or cutbacks, of course, because for lawmakers, as for laypeople, the caring signals are what makes medicine so attractive. These kinds of hidden incentives, alongside traditional vested interests, are what often make large institutions so hard to reform. Thus there’s an element of hubris in any reform effort, but at least by taking accurate stock of an institution’s purposes, both overt and covert, we can hope to avoid common mistakes. “The curious task of economics,” wrote Friedrich Hayek, “is to demonstrate to men how little they really know about what they imagine they can design.”8

Perhaps..." Resuming his rake's persona, investing every movement with languid grace, he shifted forward, closer. Held her gaze. "You could teach me what it is you need." He let his gaze drift from her eyes to her lips. "I've always been considered a fast learner, and if I'm willing to learn, to devote myself to the study of what you truly want..." Her lips parted slightly. He raised his gaze once more to her eyes, to the stormy blue. Read her interest, knew he had her undivided attention. Inwardly smiled. "If I swear I'll do all I can to meet your requirements, shouldn't you accept the...challenge, if you like, to take me as I am and reshape me to your need?" Holding her gaze, resisting the urge to lower his to her tempting lips, he raised a hand, touched the backs of his fingers to her cheek in a tantalizingly light caress. "You could, if you wished, take on the challenge of taming the ton's foremost rake, of making me your devoted slave...but you'd have to work at it, make the effort and take the time to educate me-arrogantly oblivious male that I am-all of which will be much easier, facilitated as it were, by us marrying. After all, nothing worthwhile is ever attained easily or quickly. If I'm willing to give you free rein to mold me to your liking, shouldn't you be willing to engage?" She was thinking, considering he could see it in her eyes. She was following his arguments, her mind following the path he wanted it to take. Shifting his fingers to lightly frame her chin, he held her face steady as if for a kiss. "And just think," he murmured, his eyes still locked with hers, his lips curving in a practiced smile, "of the cachet you'll be able to claim as the lady who captured me.

societal bias also impacts the standard of living by creating disparities in education, employment, and health care (J. M. Jones, 1997; Sue, 2010). Although people of color see the election of Barack Obama as a major milestone in the history of the United States, their lived realities continue to indicate that racism, bias, and discrimination are alive as well. It frustrates them that their White brothers and sisters are unable to see the world through realistic lenses.

claims of reverse racism especially on topics of affirmative action allow majority group members (Whites) to turn the tables on their accusers by implying they are now the ones being discriminated against. Although this flies in the face of all economic, educational, and employment data (APA Presidential Task Force, 2012; J. M. Jones, 1997), the focus of the debate now becomes one of portraying White Americans as the victims.

Third, although formal education and training seems effective in combating explicit bias, it appears to have less success in ameliorating implicit attitudes.

synthesize, and make sense of new information, modeling what it means to engage in inquiry, to present findings to audiences beyond the school, and to become involved in efforts to improve the lives of people in their home communities. By working in this way, educators tend to act more as colearners and facilitators than subject matter specialists.

Obviously, an actual emergency cannot be interrupted to reflect on specific objectives, goals, and capabilities as a way to engage in an emergent learning process. However, a number of ways that this type of reflective process can still be accomplished is to facilitate and encourage learning during a real emergency. To be clear, the underlying motive of the entire framework is to infuse a continuous learning sensibility into a response agency by adopting a philosophy of continual learning though reflection and action. In other words, a shift in organizational culture and values is necessary.

I am painfully aware that people of color have been talking about racism for a long time. Many people of color are tired of talking, frustrated that talk has not led to enough constructive action or meaningful social change. But in my own work, I have seen the effectiveness of talking about racism and teaching others to do the same. I have seen the impact on individual students who years later have written to me about the changes they are making in their workplaces. I have seen the impact on educators I have worked with who are now transforming their curricula and interacting with students of color in ways that facilitate rather than hinder those children’s academic success. I have witnessed the parents who begin to use their own spheres of influence within the community to address racism and other forms of oppression in their own environments. I remain hopeful. It is with this spirit of optimism that I invite my readers to join me in these conversations about race.

It is proper that our gratitude be great to those who have contributed even a little of the truth, let alone to those who have contributed much truth, since they have shared with us the fruits of their thought, and facilitated for us the true (yet) hidden inquiries, in that they benefited us by those premises which facilitated our approaches to the truth. If they had not lived, these true principles with which we have been educated, towards the conclusions of our hidden inquiries, would not have been assembled for us, even with intensive research throughout our time. But indeed this has been assembled only in preceding past ages, age after age, until this our time, accompanied by intensive research, necessary perseverance, and love of toil in that. In the time of one man, even if his life span is extended, his research intensive, his speculatuon subtle and he is fond of perseverance-it is not possible to assemble as much as has been assembled, by similar efforts-of intense research, subtle speculation, and fondness of perseverance-over a period of time many times as long.

However, if and when an educational program does directly address racism and the privileging of whites, common white responses include anger, withdrawal, emotional incapacitation, guilt, argumentation, and cognitive dissonance (all of which reinforce the pressure on facilitators to avoid directly addressing racism). So-called progressive whites may not respond with anger but still insulate themselves via claims that they are beyond the need for engaging with the content because they “already had a class on this” or “already know this.” All these responses constitute white fragility—the result of the reduced psychosocial stamina that racial insulation inculcates.

When thinking about how to incorporate lecture videos, many online faculty imagine posting videos of their classroom lectures in the course. This is certainly one way to do it, and some institutions are investing in elaborate lecture-capture systems to facilitate this process. But lecture capture requires expensive tech and a team of skilled professionals. The small teaching way is to record short narrated slideshow videos or webcam-style videos speaking directly to the camera on your computer monitor. The key word here is short. “Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online,” writes Philip Guo in a blog post about a study he and his colleagues conducted (Guo, 2013). The researchers compiled data from 6.9 million video-watching sessions to track engagement patterns of online students. Their findings led to a strong recommendation that online class videos should be no longer than six minutes.

if and when an educational program does directly address racism and the privileging of whites, common white responses include anger, withdrawal, emotional incapacitation, guilt, argumentation, and cognitive dissonance (all of which reinforce the pressure on facilitators to avoid directly addressing racism).

Until today, Marcos has denied any connection to “trolls,”22 despite the data that we at Rappler exposed in a three-part Marcos propaganda series in 2019. Not so subtly, the messaging on his social media accounts began with changing the past. To begin with, he repeatedly lied about his education at Oxford University and Wharton. After being caught in the lie by a Rappler exclusive,23 his Senate office quietly changed his résumé on the Senate website, but he doubled down on the lie,24 a lesson many people, including Donald Trump and Mark Zuckerberg, have learned is easily facilitated by social media. His disinformation network also hijacked popular pages and news groups with copied-and-pasted comments that slowly chipped away at the legacy of the Aquino family, long seen as his family’s nemesis—all

But most imperial elites earnestly believed that they were working for the general welfare of all the empire’s inhabitants. China’s ruling class treated their country’s neighbours and its foreign subjects as miserable barbarians to whom the empire must bring the benefits of culture. The Mandate of Heaven was bestowed upon the emperor not in order to exploit the world, but in order to educate humanity. The Romans, too, justified their dominion by arguing that they were endowing the barbarians with peace, justice and refinement. The wild Germans and painted Gauls had lived in squalor and ignorance until the Romans tamed them with law, cleaned them up in public bathhouses, and improved them with philosophy. The Mauryan Empire in the third century BC took as its mission the dissemination of Buddha’s teachings to an ignorant world. The Muslim caliphs received a divine mandate to spread the Prophet’s revelation, peacefully if possible but by the sword if necessary. The Spanish and Portuguese empires proclaimed that it was not riches they sought in the Indies and America, but converts to the true faith. The sun never set on the British mission to spread the twin gospels of liberalism and free trade. The Soviets felt duty-bound to facilitate the inexorable historical march from capitalism towards the utopian dictatorship of the proletariat. Many Americans nowadays maintain that their government has a moral imperative to bring Third World countries the benefits of democracy and human rights, even if these goods are delivered by cruise missiles and F-16s.

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Largely incomprehensible: Madoff’s staff of high school–educated clerks facilitated the Ponzi scheme for 40 years without a single one ever realizing it was a Ponzi scheme.

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Many of us take on way too much. Education becomes a series of checkboxes and canned activities in our efforts to prove that learning is happening, even when it isn’t. We feel turbulent when we try to facilitate this kind of frenzied, quantifiable learning….There is another way.

Prisons themselves could actually start preventing violence, rather than stimulating it, if we took everyone out of them, demolished the buildings, and replaced them with a new and different kind of institution — namely, a locked, secure residential college, whose purpose and functions would be educational and therapeutic, not punitive. It would make sense to organize such a facility as a therapeutic community, with a full range of treatments for substance abuse and any other medical and mental health services needed to help the individual heal the damage that deformed his character and stunted his humanity. If it seems utopian to replace prison with schools, let me remind you that prisons already are schools and always have been — except that they are schools in crime and violence, in humiliation, degradation, brutalization and exploitation, not in peace and love and dignity. I am merely suggesting that we replace one already existing type of school with another. Such a program would enable those who have been violent to adopt non-violent means for developing the feelings of self-esteem and self-respect, for being respected by others, and of being able to take legitimate and realistic pride in their skills and knowledge and achievements, which all human beings need if they are to be able to find alternatives to violent behavior when their self-esteem is threatened. It would also enable them to become employable and self-sufficient, and to make a productive contribution to society when they return to the community. But before that can happen, we will have to renounce our own urge to engage in violence — that is, punishment — and decide that we want to engage in educational and therapeutic endeavors instead, so as to facilitate maturation, development, and healing.

As long as the northern liberals could maintain the illusion of their moral superiority, they could also justify their own lack of progress in terms of racial equality. The North’s arrogant insistence that it had no race problem, or at least a minimal one, allowed a racialized police militarism to take root and flourish there. It was a kind of once-removed racism in which individual citizens could keep their hands clean, claiming deniability for the oppression that they passively facilitated. It allowed a balkanized housing and education segregation to develop in supposedly “diverse” cities. It allowed for the rise of Black ghettos and concentrated poverty as well as white flight and urban disinvestment.

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This is not intended to be free verse. Writing each phrase on a separate line facilitates rapid reading, and everyone is in a hurry nowadays.

By prioritizing accessibility, educational institutions can do more than facilitating students with disabilities in achieving their academic and career goals; they can also play a role in spreading awareness and culture among all students.

Facilitating a culture of accessibility in education is not just about helping students with disabilities succeed; it's about shaping an informed student body that recognizes the value of accessibility in every aspect of life.

Digital boards, also known as interactive or electronic whiteboards, have revolutionized the way information is presented and shared in various settings, ranging from classrooms to corporate boardrooms. These sophisticated devices combine the benefits of traditional whiteboards with cutting-edge technology, providing a dynamic and interactive platform for communication. Unlike static whiteboards, digital boards are equipped with touch-sensitive screens that respond to both stylus and finger input, allowing users to write, draw, and manipulate content with ease. This versatility enhances collaboration and engagement, making learning and business meetings more interactive and productive. The potential applications of digital boards are vast, from facilitating remote collaboration to enhancing creative brainstorming sessions. As technology continues to advance, we can expect further innovations in digital board design, with features such as artificial intelligence integration and enhanced interactivity. In essence, digital boards have become indispensable tools in modern communication, fostering dynamic and collaborative environments across educational, professional, and creative domains.

There has been no greater tool to facilitate this weakening of the parent’s authority than the school system. This has gotten so sinister that advocates of the education system have been pushing for children to attend school from younger ages. This is presented as a benefit to the parents as they can now have time to work, and the child is learning from a young age.

One of the greatest challenges educators and parents face is getting students engaged in their own learning. Particularly in middle school and high school, a large segment of students is doing as little as possible to get by. Even some top students take what Ned calls a “station-to-station” attitude, refusing to do anything that doesn’t contribute to a grade.2 We’re not raising curious learners who are motivated to develop their own minds. We’re raising kids who are overly focused on metrics and outcomes. The best thing you can do to facilitate engagement in the classroom may be to give your kid autonomy outside of it.

Cultural Immersion: As missionaries, we aimed to understand and appreciate the cultures we encountered. Homeschooling played a pivotal role in facilitating this cultural immersion. Our children had the freedom to explore the local traditions, languages, and customs in a hands-on manner. They interacted with people from diverse backgrounds, forging meaningful connections and gaining a deep appreciation for the beauty of cultural diversity. This rich cultural exposure became an invaluable part of their education and broadened their worldview.

In many cases, educators verbally transmute higher capabilities into “privilege.” Through the magic of words, and in the name of “social justice,” such educators oppose using the schools to facilitate the development of special individual abilities that can benefit society as a whole, because that can cause an expansion of educational disparities and the economic disparities that follow. Many of those with this social vision not only proceed as if society is a zero-sum process, in which benefits to one segment necessarily come at the expense of other segments, they also often ignore, dismiss or demonize other ways of looking at the situation.

Many people in the West who stereotype all Muslims as terrorists don't know about the side of Islam that reflects love and mercy. It cares for the poor, widows, and orphans. It facilitates education and welfare. It unites and strengthens.

Military is Legal Terrorism (Ceasefire Sonnet) Any planet that confuses guns with gallantry is a planet of apes. Prioritizing military over education, we only build a world full of terrorists. Military is just legal terrorism, To fathom this you gotta be human. What do monkeys know of peace and love, When guns are their emblem of patriotism! We don't need civilian disarmament, We need absolute universal disarmament. Only a worldwide ban on firearms production, Can facilitate a paradigm of peaceful coexistence. Let's see which nation has the heart and backbone, To legislate absolute ban on firearms manufacture! Let's see who are the first civilized people, Let's see which nation is the first peacemaker! What's the point of one ceasefire, Let's pull the plug on all war. Let's disband all military, and siphon those funds to housing, education and healthcare.

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The successful adoption of societal systems to the AI revolution and the digital age is crucial for the viability of the systems in the future. The education systems is one such pivotal system that, if well-prepared, will facilitate the successful integration of AI and digital technologies into other societal structures.

For those who lack the classical education of New York’s early butchers and bakers, Xanthippe was Socrates’ wife, and has gone down in history as an atrocious nag. Socrates’ equanimity in enduring (ignoring) her is regularly held out as a proof of his nobility of character. Graves begins by pointing out: why is it that for two thousand years, no one seems to have asked what it might have actually been like to be married to Socrates? Imagine you were saddled with a husband who did next to nothing to support a family, spent all his time trying to prove everyone he met was wrong about everything, and felt true love was only possible between men and underage boys? You wouldn’t express some opinions about this? Socrates has been held out ever since as the paragon of a certain unrelenting notions of pure consistency, an unflinching determination to follow arguments to their logical conclusions, which is surely useful in its way--but he was not a very reasonable person, and those who celebrate him have ended up producing a "mechanized, insensate, inhumane, abstract rationality" that has done the world enormous harm. Graves writes that as a poet, he feels no choice but to identify himself more with those frozen out of the "rational" space of Greek city, starting with women like Xanthippe, for whom reasonableness doesn’t exclude logic (no one is actually *against* logic) but combines it with a sense of humor, practicality, and simple human decency. With that in mind, it only makes sense that so much of the initiative for creating new forms of democratic process--like consensus--has emerged from the tradition of feminism, which means (among other things) the intellectual tradition of those who have, historically, tended not to be vested with the power of command. Consensus is an attempt to create a politics founded on the principle of reasonableness--one that, as feminist philosopher Deborah Heikes has pointed out, requires not only logical consistency, but "a measure of good judgment, self-criticism, a capacity for social interaction, and a willingness to give and consider reasons." Genuine deliberation, in short. As a facilitation trainer would likely put it, it requires the ability to listen well enough to understand perspectives that are fundamentally different from one’s own, and then try to find pragmatic common ground without attempting to convert one’s interlocutors completely to one’s won perspective. It means viewing democracy as common problem solving among those who respect the fact they will always have, like all humans, somewhat incommensurable points of view. (p. 201-203)

The delivery of the curriculum brings lessons to life in the classroom, with teachers serving as facilitators who adapt their methods to meet the needs and abilities of each student.

The Agile project manager plays a crucial role in ensuring the successful delivery of projects using Agile methodologies. They act as facilitators, coaches, and leaders, guiding the team through the iterative development process. Here are some key responsibilities of an Agile project manager: Orchestrating the project's lifecycle: This involves planning and breakdown of work into sprints, facilitating ceremonies like daily stand-ups, sprint planning, and retrospectives, and ensuring the project progresses smoothly towards its goals. Promoting collaboration and communication: Agile thrives on open communication and collaboration. The project manager fosters an environment where team members feel comfortable sharing ideas, concerns, and updates. They actively remove roadblocks and ensure everyone is aligned with the project vision and goals. Empowering the team: Agile teams are self-organizing and empowered to make decisions. The project manager provides guidance and support but avoids micromanaging. They trust the team's expertise and encourage them to take ownership of their work. Stakeholder management: The project manager acts as a bridge between the development team and stakeholders, including clients, sponsors, and other interested parties. They keep stakeholders informed of project progress, manage expectations, and address their concerns. Continuous improvement: Agile is an iterative process that emphasizes continuous improvement. The project manager actively seeks feedback from team members and stakeholders, analyzes project data, and identifies areas for improvement. They implement changes to the process and tools to enhance efficiency and effectiveness. Overall, the Agile project manager plays a vital role in driving successful project delivery through Agile methodologies. They wear multiple hats, acting as facilitators, coaches, leaders, and problem-solvers, ensuring the team has the resources, support, and environment they need to thrive.

The Spark, the animating spirit of the early warrior caste, is distinct from the religion that comes to predominate and maintain the later multiethnic empire, which I will call The Imperial Altar. Civilisational successes—such as conquest, wealth, and education—generate their own loss conditions. The Barbarism of Reflection destroys the foundations of the Imperial Altar and successfully kills any last remnants of The Spark. The castes of the lion archetype (warriors and peasants) have mutual antagonisms with the castes of the fox archetype (priests or intellectuals and merchants). Where the lion archetype predominates either as monarchism (warriors) or as Caesarism (peasants) ‘civilisational successes’ can be held in check for a period. They tend to create strong regimes through ruthlessness but such strength, ironically, leads to the managerial need for administration generated by growth and complexity, which in turn leads to the rise of elites of the fox archetype taking over. When the fox archetype predominates, either as theocracy (priests/intellectuals) or plutarchy (merchants), ‘civilisational success’ may accelerate but, in the process, the very foundations that facilitated such success in the first place (i.e. the strong regime maintained by the lion’s ruthlessness) are eroded, eventually leading to collapse. Quantity has a quality all of its own, which manifests as all that is ‘mass’: democracy, utilitarianism, standardisation, and the destruction of quality and distinction. This is a feature of the late, pre-collapse cycle. Individuals of one civilisational season cannot embody the spirit of another: the Children of Winter, for example, cannot embody the Spring. Civilisation is incommunicable. The ‘world-feeling’ of a people as Spengler says is ‘not transferable’. ‘What one people takes over from another—in “conversion” or in admiring feeling—is a name, dress, and mask for its own feeling, never the feeling of that other.’[1] Ethnicity is a constant reality which promotes ingroup solidarity in the early cycle and becomes a problem for the ruling class to manage in the late cycle.

While implementing constructivist approaches demands tailored learning experiences and skilled facilitation, its resource-intensive nature may pose challenges for educators striving to create dynamic, student-centered classrooms.

Rapid learning classes are built upon the premise that learners can efficiently absorb information at an accelerated pace. By incorporating the principles of rapid learning and strategically selecting the best strategies, techniques, and methods, educators can facilitate quicker and more efficient learning outcomes.

of the individual—of all the individuals—is the basic purpose and ultimate justification for all social organizations and second that autonomous individuals cannot exist apart from others. In the transcendentalist vocabulary “association” is just as charged a word as “self.” Transcendentalism believes that the purpose of education is to facilitate the self-development of each individual. The political trajectory of transcendentalism begins in philosophical freedom and ends in democratic individualism.12

Which company is best for using construction Project work? The Shree Siva Balaaji Steels project is a significant endeavor that encompasses the establishment and operation of a modern and advanced steel manufacturing facility. This project represents a fusion of innovation, cutting-edge technology, and industrial expertise, aimed at delivering high-quality steel products to meet the growing demands of various sectors. Key Features: State-of-the-Art Manufacturing Plant: The project involves the construction and operation of a state-of-the-art manufacturing plant equipped with the latest machinery, automation systems, and environmentally friendly processes. This allows for efficient production and reduced environmental impact. Diverse Product Range: Shree Siva Balaaji Steels aims to offer a diverse range of steel products to cater to different industries such as construction, automotive, infrastructure, and manufacturing. This versatility enables the company to meet the varying needs of clients and partners. Quality Assurance: A cornerstone of the project is its commitment to delivering high-quality steel products. The facility adheres to strict quality control measures and follows international standards to ensure that the end products are durable, reliable, and meet or exceed industry specifications. Sustainability Focus: The project places a strong emphasis on sustainability and environmentally conscious practices. Energy-efficient processes, recycling initiatives, and waste reduction strategies are integrated into the manufacturing process to minimize the ecological footprint. Employment Opportunities: Shree Siva Balaaji Steels contributes to local economies by creating employment opportunities across various skill levels, from skilled labor to technical experts. This helps stimulate economic growth in the region surrounding the manufacturing facility. Collaboration and Partnerships: The project fosters collaborations with suppliers, distributors, and clients, establishing strong relationships within the steel industry. This network facilitates efficient supply chain management and enables the company to provide tailored solutions to its customers. Innovation and Research: The project invests in research and development to constantly improve manufacturing processes, product quality, and the development of new steel products. This dedication to innovation positions the company at the forefront of the steel industry. Community Engagement: Shree Siva Balaaji Steels is committed to engaging with local communities and implementing corporate social responsibility initiatives. These efforts include supporting education, healthcare, and other community-centric projects, fostering goodwill and positive impact. Vision: The Shree Siva Balaaji Steels project envisions becoming a leading name in the steel manufacturing sector, renowned for its exceptional quality, technological innovation, and sustainability practices. By adhering to its core values of integrity, excellence, and environmental responsibility, the project strives to contribute positively to the industry and the communities it operates within.

A common motivation is the compassionate desire to foster well-being and happiness, alleviate or prevent suffering, and facilitate positive change. There is the joy, indeed the privilege, of being witness to growth and change, knowing that you have made a difference. These motivations are often what attract and retain people as counselors, educators, clergy, coaches, and health care professionals along with many other kinds of helpers who accompany people on life’s journey.

• Launched Real Time Talent, one of the most innovative workforce development initiatives in the country. It links the curriculum and training for more than four hundred thousand postsecondary students with the skill requirements of employers in the state (RealTimeTalentMN.org). • Created the Business Bridge, which facilitates connections between the procurement functions of large corporations and smaller potential suppliers located in the region. As a result of this effort, participating businesses added more than $1 billion to their spending with local businesses in two years—a year ahead of their goal. • Helped to build the case for investing more aggressively in higher education. By strengthening relationships between business and higher education leaders, and using a fact-based set of findings to justify investing more than an incremental amount, a coalition organized by Itasca helped increase spending in the state by more than $250 million annually. That’s not bad for a group of people with no budget, no office, no charter, virtually no Internet presence, virtually no staff—but a huge abundance of trust.

Multiculturalism (and, we would contend, social justice) has too often been transformed into a code word in contemporary political jargon that has been grossly invoked in order to divert attention from the racism and social injustice in this country and the ways differences are demonized (McLaren, 1995).

Stated in its simplest form, lasticity describes the set of express conditions (related to qualities, processes, approaches, values, and interconnectivity) that, if met and satisfied, operate to facilitate breakaway student success across the educational pipeline.

Another program that evolved from the Cultivating Emotional Balance project is Stress Management and Relaxation Techniques (SMART) in Education, an eight-week, 11-session program that involves after-school or evening sessions for a total of 36 contact hours. With the support of the Impact Foundation, this program was developed by Margaret Cullen, a licensed therapist, MBSR instructor, one of the developers of CEB, and a primary facilitator for CEB research.

Most prominently, the period from 1792 to 1815 constituted a generation of nearly uninterrupted warfare, creating an urgent, practical need for more numerous physicians and more adequate hospitals. These needs in turn facilitated the reform of medical education and hospital administration. The hospitals were now centralized and controlled by the state rather than the church.

Most prominently, the period from 1792 to 1815 constituted a generation of nearly uninterrupted warfare, creating an urgent, practical need for more numerous physicians and more adequate hospitals. These needs in turn facilitated the reform of medical education and hospital administration.

total communication (TC) A method of communication for students with hearing impairments, designed to provide equal emphasis on oral and signing skills to facilitate communication ability.

Diversity training is any program designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and generally teach individuals who are different from others how to work together effectively. "From the broad corporate perspective, diversity training is defined as raising personal awareness about individual differences in the workplace and how those differences inhibit or enhance the way people work together and get work done. In the narrowest sense, it is education about compliance – affirmative action (AA), equal employment opportunity (EEO), and sexual harassment." A competency based definition refers to diversity training as any solution designed to increase cultural diversity awareness, attitude, knowledge, and skills. Diversity training is thought to be more needed because of the growing ethnic and racial diversity in the workplace.

public-spirited altruism that we should applaud – or is it a nostalgia for a world that has now disappeared and will never return? The educated and affluent part of our community takes it for granted that public funding of the arts and the facilitation of recreational reading is part of the core functions of government. But the public library – in the sense of a funded collection available free to anyone who wants to use it – has only existed since the mid nineteenth century, a mere fraction of the history of the library as a whole. If there is one lesson from the centuries-long story of the library, it is that libraries only last as long as people find them useful.

2. “Development that is solely defined in terms of external presence or absence of infrastructure is an: “Arrested/Provisional Development”. Its only goal is to mitigate immediate sufferings. The people’s emotions are played on, their current sufferings and hardship retards their vision, their sense of worth as humans and ultimately their expectations are miniaturized and capped. Development in other places we regard as developed nations actually is a crystallization of the collectively shared thoughts of the people on their Health, Education, Shelter, Security, Intelligence etc. We should really be asking ourselves these questions whenever we notice any so called developmental projects going on; What is our definition of schooling; what kind of schooling experience befits Humans who are Nigerians? What kind of facilities, facilitators befits Humans, Nigerians? What Objective and content should we as a people pursue? What is our definition of Market; what kind of market befits Humans, Nigerians; do you think a market should have functional drains, recycling plants, water facilities, paved parking lots, lighting facilities? Do you think Humans, Nigerians deserve these and more?

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

We might want to consider instead the new opportunities and affinities that are opened up through coming together to fight the environmental crisis. Ecological justice groups like Extinction Rebellion are calling for citizens’ assemblies—innovative institutions that can allow people, communities, even entire countries, to make important decisions in ways that may be more just and fairer than party politics. Similar to jury service, members are randomly selected from across the country. The process is designed to ensure that assemblies reflect the population in regard to characteristics like gender, age, ethnicity, education level, and geography. Assembly members hear from experts and those most affected by an issue. Members then come together in small groups with professional facilitators and together work through their differences and draft and vote on recommendations.69

Govt to help dropouts study further’ 98 words Union HRD Minister Smriti Irani Saturday said the government will roll out a programme by this year-end wherein school dropouts, who were forced to take up a job or those who opt to exit education due to financial worries, will be facilitated back into studies up to PhD level. “When it comes to specialisation (in education), women, tribal children, children from Scheduled Castes, Other Backward Castes are not economically empowered to possibly study further and many of them drop out because they need to go and get themselves a job...I left education because I didn’t have money,” Irani said.

In truth, the history of political thought is an end in itself, the highest peak of political education. The crowning achievement of political knowledge, it will be argued in these pages, consists precisely in the ability to partake of the visions of man, society and the state to be found in the writings of our most eminent thinkers, in the ability to enjoy political 'conversation' at its highest level and in its longest historical expanse. This ability is not (or not obviously) an 'aid' to any other aspect of the study of politics, and it should not be construed as one; on the contrary, it is these other aspects (institutions and behaviour for example) which should be seen as so many intellectual aids facilitating our comprehension of the history of political thought.

Physical proximity, of course, facilitates the common education of the affects, but also essential are the intense experiences of cooperation, the creation of mutual security in a situation of extreme vulnerability, and the collective deliberation and decision-making processes. The encampments are a great factory for the production of social and democratic affects.

In the string model, the educational program lays out a structure to facilitate the goal of having the student “acquire the capacity to inquire, to create, to innovate, to challenge—that’s education.”[2]

The transmission of culture assures the survival of the particular forms given to our existence and expression as human beings. It goes much beyond our customs and traditions and symbols to include how we express ourselves in gestures and language, the way we adorn ourselves in dress and decoration, what and how and when we celebrate. Culture also defines our rituals around contact and connection, greetings and good-byes, belonging and loyalty, love and intimacy. Central to any culture is its food — how food is prepared and eaten, the attitudes toward food, and the functions food serves. The music people make and the music they listen to is an integral part of any culture. The transmission of culture is, normally, an automatic part of child-rearing. In addition to facilitating dependence, shielding against external stress, and giving birth to independence, attachment also is the conduit of culture. As long as the child is properly attaching to the adults responsible, the culture flows into the child. To put it another way, the attaching child becomes spontaneously informed, in the sense of absorbing the cultural forms of the adult. According to Howard Gardner, a leading American developmentalist, more is spontaneously absorbed from the parents in the first four years of life than during all the rest of a person's formal education put together. When attachment is working, the transmission of culture does not require deliberate instruction or teaching on the part of the adult or even conscious learning on the part of the child. The child's hunger for connection and inclination to seek cues from adults take care of it. If the child is helped to attain genuine individuality and a mature independence of mind, the passing down of culture from one generation to another is not a process of mindless imitation or blind obedience.

TV’s essential characteristics make it the perfect education for sociopaths, facilitating deceit, acquisitiveness, intransigence, and validating a worldview only loosely tethered to reality.

The narcissistic gratifications involved in psychoanalytic training, such as professional advancement, the unconscious misuse of the therapeutic relationship as an expression of power, basking in patients’ idealizations, and the facilitation of vicarious living through patients may unfortunately remain unrecognized for many years. The

All socioeconomic activity in cities involves the interaction between people. Employment, wealth creation, innovation and ideas, the spread of infectious diseases, health care, crime, policing, education, entertainment, and indeed, all of the pursuits that characterize modern Homo sapiens and are emblematic of urban life are sustained and generated by the continual exchange of information, goods, and money between people. The job of the city is to facilitate and enhance this process by providing the appropriate infrastructure such as parks, restaurants, cafés, sports stadiums, cinemas, theaters, public squares, plazas, office buildings, and meeting halls to encourage and increase social connectivity.

All cultures, we know, place boundaries around the passions; they construct powerful defenses against murder and incest, to say nothing of derivative transgressions. In complex cultures like nineteenth-century Europe and America, these boundaries are sure to be complex as well, broken through by facilitating openings and strengthened by special obstructions. Segments of culture, like religious denominations or classes, add prohibitions of their own. These boundaries and these obstructions are far harder to map than self-appointed spokesmen for morality and restraint, the border guards of civilization, would make it appear; their regulations and their pronouncements tend to depict wishes rather than realities.

The teacher is not simply an intermediary who gives out parcels of information, but is there to facilitate and confirm true understanding, to provide conditions where education can take place.

As a career college teacher, I want our coddling, authoritarian universities to end all involvement with or surveillance of students’ social lives and personal interactions, verbal or otherwise. If a real crime is committed, it should be reported to the police. Otherwise, college administrations should mind their own business and focus on facilitating and funding education in the classroom.

Maria Colavito, a retired special education support facilitator at MSD who dealt with the shooter during his junior year, told Kenny that he was on the right track. She told Kenny that she once asked School Resource Officer Scot Peterson why 18–1958 had not been arrested and Peterson replied, “It’s this PROMISE program stuff. My hands are tied.

Furthermore, we suggest a fractal self is capable of growth and a kind of metamorphosis. Daoists refer to a seasoned human cooperator and facilitator, working adroitly, with a natural ease in the smooth, orderly, adaptive spirit of wuwei, as a sage. Such an individual is typically embedded in a particular affinitive complex system. An affinitive system is virtually anything in nature or human endeavor that is avidly sought by an individual in pursuit of vocation or avocation-a business, social, educational, artistic, scientific, or governmental enterprise, and so forth. Such systems typically develop chaotic structures and behaviors; envisioned as geometrical forms, they often constitute complicated attractors; around the edges of their coherent existence they would tend to be fractally organized, transcending classic dimensionality (see introduction). The sage tends to develop into a leader or catalyst within his or her affinitive system as he or she progressively "evolves" over time into increasing levels of intimacy and coherence with the system.

Walking was a philosophical act, facilitating a direct experience with divinity. It was a political act, mixing the educated classes up with the poor (who had always walked, doh). And it was an intellectual act, generating ideas and art. The ramblers of yore embraced a kind of radical common sense.

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The Daily Mail had facilitated an attack on a woman who had not only worked hard to earn an honest living, but had fought for her own educational rights and tried her best to ensure other girls would not have to face horrible abuse. This woman was abused via a campaign on national TV because of the two men she had married and supported. These were the same British tabloids that would cheer Malala.

The attitude of rising mass movements toward the family is of considerable interest. Almost all our contemporary movements showed in their early stages a hostile attitude toward the family, and did all they could to discredit and disrupt it. They did it by undermining the authority of the parents; by facilitating divorce; by taking over the responsibility for feeding, educating and entertaining the children; and by encouraging illegitimacy. Crowded housing, exile, concentration camps and terror also helped to weaken and break up the family. Still, not one of our contemporary movements was so outspoken in its antagonism toward the family as was early Christianity. Jesus minced no words: “For I am come to set a man at variance against his father, and the daughter against her mother, and the daughter in law against her mother in law. And a man’s foes shall be they of his own household. He that loveth father or mother more than me is not worthy of me: and he that loveth son or daughter more than me, is not worthy of me.”14 When He was told that His mother and brothers were outside desiring to speak with Him He said: “Who is my mother? and who are my brethren? And he stretched forth his hand toward his disciples, and said, Behold my mother, and my brethren!”15 When one of His disciples asked leave to go and bury his father, Jesus said to him: “Follow me; and let the dead bury their dead.”16 He seemed to sense the ugly family conflicts His movement was bound to provoke both by its proselytizing and by the fanatical hatred of its antagonists. “And the brother shall deliver up the brother to death, and the father the child: and the children shall rise up against their parents, and cause them to be put to death.”17 It is strange but true that he who preaches brotherly love also preaches against love of mother, father, brother, sister, wife and children. The Chinese sage Mo-Tzü who advocated brotherly love was rightly condemned by the Confucianists who cherished the family above all. They argued that the principle of universal love would dissolve the family and destroy society.18 The proselytizer who comes and says “Follow me” is a family-wrecker, even though he is not conscious of any hostility toward the family and has not the least intention of weakening its solidarity.

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