Flaws Education Quotes

[On Schopenhauer in Black and White] Schopenhauer's views of love are flawed. Love can't be merely an illusion of the mind to aid in procreation, but the path to redemption for an otherwise violently selfish species. Past human greatness has proven that when challenged, love can overpower impulsive instinct, and in essence, the vilest aspects of our nature.

That peace did not come easily. I spent two years enumerating my father’s flaws, constantly updating the tally, as if reciting every resentment, every real and imagined act of cruelty, of neglect, would justify my decision to cut him from my life. Once justified, I thought the strangling guilt would release me and I could catch my breath. But vindication has no power over guilt. No amount of anger or rage directed at others can subdue it, because guilt is never about them. Guilt is the fear of one’s own wretchedness. It has nothing to do with other people. I shed my guilt when I accepted my decision on its own terms, without endlessly prosecuting old grievances, without weighing his sins against mine. Without thinking of my father at all. I learned to accept my decision for my own sake, because of me, not because of him. Because I needed it, not because he deserved it.

YOU ARE JUST You are not just for the right or left, but for what is right over the wrong. You are not just rich or poor, but always wealthy in the mind and heart. You are not perfect, but flawed. You are flawed, but you are just. You may just be conscious human, but you are also a magnificent reflection of God.

Naive people tend to generalize people as—-good, bad, kind, or evil based on their actions. However, even the smartest person in the world is not the wisest or the most spiritual, in all matters. We are all flawed. Maybe, you didn’t know a few of these things about Einstein, but it puts the notion of perfection to rest. Perfection doesn’t exist in anyone. Nor, does a person’s mistakes make them less valuable to the world. 1. He divorced the mother of his children, which caused Mileva, his wife, to have a break down and be hospitalized. 2.He was a ladies man and was known to have had several affairs; infidelity was listed as a reason for his divorce. 3.He married his cousin. 4.He had an estranged relationship with his son. 5. He had his first child out of wedlock. 6. He urged the FDR to build the Atom bomb, which killed thousands of people. 7. He was Jewish, yet he made many arguments for the possibility of God. Yet, hypocritically he did not believe in the Jewish God or Christianity. He stated, “I believe in Spinoza’s God who reveals himself in the harmony of all that exists, not in a God who concerns himself with the fate and the doings of mankind.

I ran across an excerpt today (in English translation) of some dialogue/narration from the modern popular writer, Paulo Coelho in his book: Aleph.(Note: bracketed text is mine.)... 'I spoke to three scholars,' [the character says 'at last.'] ...two of them said that, after death, the [sic (misprint, fault of the publisher)] just go to Paradise. The third one, though, told me to consult some verses from the Koran. [end quote]' ...I can see that he's excited. [narrator]' ...Now I have many positive things to say about Coelho: He is respectable, inspiring as a man, a truth-seeker, and an appealing writer; but one should hesitate to call him a 'literary' writer based on this quote. A 'literary' author knows that a character's excitement should be 'shown' in his or her dialogue and not in the narrator's commentary on it. Advice for Coelho: Remove the 'I can see that he's excited' sentence and show his excitement in the phrasing of his quote.(Now, in defense of Coelho, I am firmly of the opinion, having myself written plenty of prose that is flawed, that a novelist should be forgiven for slipping here and there.)Lastly, it appears that a belief in reincarnation is of great interest to Mr. Coelho ... Just think! He is a man who has achieved, (as Leonard Cohen would call it), 'a remote human possibility.' He has won lots of fame and tons of money. And yet, how his preoccupation with reincarnation—none other than an interest in being born again as somebody else—suggests that he is not happy!

You may not understand issues that do not pertain to the heart, but be a master in areas that do. Nobody knows everything, and nobody can be a master of everything. Nobody was created perfect, and nobody should be measured according to perfection. It is the weight of your heart that matters the most in the end. All else is irrelevant.

Parenting is hard stuff. It builds us up, then beats us down. Swells our pride, then wounds our ego. Fills us up, then exposes our flaws. It defines our future and breaks our bodies. All within the same twenty-four-hour day. But we wouldn’t have it any other way.

The root cause of impostor syndrome is an unhelpful picture of what people at the top of society are really like. We feel like impostors not because we are uniquely flawed, but because we can’t imagine how equally flawed the elite must necessarily also be underneath their polished surfaces.

Our poor human heart is flawed: it is like a cake without the frosting: the first two acts of the theatre without the climax. Even its design is marred for a small piece is missing out of the side. That is why it remains so unsatisfied: it wants life and it gets death: it wants Truth and it has to settle for an education; it craves love and gets only intermittent euphoria’s with satieties. Samples, reflections and fractions are only tastes, not mouthfuls. A divine trick has been played on the human heart as if a violin teacher gave his pupil an instrument with one string missing. God kept a part of man's heart in Heaven, so that discontent would drive him back again to Him Who is Eternal Life, All-Knowing Truth and the Abiding Ecstasy of Love.

Learning can never be quantified with a flawed educational unit.

Excellence doesn’t come by obeying doctrines. Excellence comes through recognizing the flaws in the prevailing doctrines of the society and throwing them away if necessary in the path of progress.

The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.

At the gala, before he made his exit, Jim told the audience, “I like to think of this problem of homelessness as a prism held up to society, and what we see refracted are the weaknesses in our health care system, our public health system, our housing system, but especially in our welfare system, our educational system, and our legal system—and our corrections system. If we’re going to fix this problem, we have to address the weaknesses of all those sectors.” It was a bleak assessment, implying that the only cure for homelessness would be an end to many of the country’s deep, abiding flaws.

We are ready for relationships not when we have encountered perfection, but when we have grown willing to give flaws the charitable interpretations they deserve. This is because the success or failure of a relationship doesn’t hinge on whether the other is deeply flawed – they are. What matters is how we interpret their failings; how we understand the reasons why they have previously been and will again in the future be very difficult to be with.

My sin is education. I have been a problem child because I fought to study. My flaw is that I am more qualified than most boys in my society. I came too far, but it is a lone journey. To get back to living a normal social life, I have to walk backwards.

Twenty-five hundred years ago it might have been said that man understood himself as well as any other part of his world. Today he is the thing he understands least. Physics and biology have come a long way, but there has been no comparable development of anything like a science of human behavior. Greek physics and biology are now of historical interest only (no modern physicist or biologist would turn to Aristotle for help), but the dialogues of Plato are still assigned to students and cited as if they threw light on human behavior. Aristotle could not have understood a page of modern physics or biology, but Socrates and his friends would have little trouble in following most current discussions of human affairs. And as to technology, we have made immense strides in controlling the physical and biological worlds, but our practices in government, education, and much of economics, though adapted to very different conditions, have not greatly improved. We can scarcely explain this by saying that the Greeks knew all there was to know about human behavior. Certainly they knew more than they knew about the physical world, but it was still not much. Moreover, their way of thinking about human behavior must have had some fatal flaw. Whereas Greek physics and biology, no matter how crude, led eventually to modern science, Greek theories of human behavior led nowhere. If they are with us today, it is not because they possessed some kind of eternal verity, but because they did not contain the seeds of anything better.

Jim told the audience, “I like to think of this problem of homelessness as a prism held up to society, and what we see refracted are the weaknesses in our health care system, our public health system, our housing system, but especially in our welfare system, our educational system, and our legal system—and our corrections system. If we’re going to fix this problem, we have to address the weaknesses of all those sectors.” It was a bleak assessment, implying that the only cure for homelessness would be an end to many of the country’s deep, abiding flaws.

No one is expecting you to be perfect except yourself. And seeking perfection is a side effect of the oppression you've endured. So let's start our conversation by addressing that." "I don't understand," she said. "Are you saying the Southern Kingdom turned me into a perfectionist?" "Just like many members of the magical community, at some point, society made you believe that your flaws were worse than anyone else's flaws," the fairy explained. "And now, consequently, you've convinced yourself that being flawless is the only way to gain approval Having such impossible standards is no way to live life, and it's certainly not the way to get an education. On the contrary, if you're going to be successful at this academy, you need to embrace your flaws and learn from your mistakes, or you'll never know what challenges you're here to overcome.

The modern educational system teaches children how to obey authority. People are not being educated; they're being tested for levels of obedience. School is about memorizing what you are told short-term and repeating it. Children are taught that truth comes from authority, that intelligence is the ability to remember and repeat, that accurate memory and repetition are rewarded, that noncompliance is punished, and that they need to conform both intellectually and socially. The sad truth is, our educational system is flawed. It does not properly educate the people; it teaches them how to be good workers.

That peace did not come easily. I spent two years enumerating my father’s flaws, constantly updating the tally, as if reciting every resentment, every real and imagined act of cruelty, of neglect, would justify my decision to cut him from my life. Once justified, I thought the strangling guilt would release me and I could catch my breath.

It was stupid, pointless, irritating beyond belief that he still had four days left of being unable to perform magic…but he had to admit to himself that this jagged cut in his finger would have defeated him. He had never learned how to repair wounds, and now he came to think of it--particularly in light of his immediate plans--this seemed a serious flaw in his magical education.

That peace did not come easily. I spent two years enumerating my father's flaws, constantly updating the tally as if reciting every resentment, every real and imagined act of cruelty, of neglect, would justify my decision to cut him from my life. Once justified I thought the strangling guilt would release me, and I could catch my breath. But vindication has no power over guilt. No amount of anger or rage directed at others can subdue it, because guilt is never about them. Guilt is the fear of ones own retchedness. It has nothing to do with other people. I shed my guilt when I accepted my decision on my own terms, without endlessly prosecuting old greviences, without weighing his sins against mine. Without thinking of my father at all. I learned to accept my decision for my own sake. Because of me, not because of him. Because I needed it, not because he deserved it. It was the only way I could love him. When my father was in my life, wrestling me for control of that life, I percieved him with the eyes of a soldier, through a fog of conflict. I could not make out his tender qualities. When he was before me towering, indignant, I could not remember how when I was young his laugh used to shake his gut and make his glasses shine. In his stern presence I could never recall the pleasant way his lips used to twitch, before they were burned away, when a memory tugged tears from his eyes. I can only remember those things now, with a span of miles and years between us. But what has come between me and my father is more than time or distance. It is a change in the self. I am not the child my father raised but he is the father who raised her.

Before every elementary school classroom had a 'Drop Everything and Read' period, before parents and educators agonized more about children being glued to Call of Duty or getting sucked into the vortex of the Internet, reading as a childhood activity was not always revered. Maybe it was in some families, in some towns, in some magical places that seemed to exist only in stories, but not where I was. Nobody trotted out the kid who read all the time as someone to be admired like the ones who did tennis and ballet and other feats requiring basic coordination. While those other kids pursued their after-school activities in earnest, I failed at art, gymnastics, ice skating, soccer, and ballet with a lethal mix of inability, fear and boredom. Coerced into any group endeavor, I wished I could just be home already. Rainy days were a godsend because you could curl up on a sofa without being banished into the outdoors with an ominous 'Go play outside.' Well into adulthood, I would chastise myself over not settling on a hobby—knitting or yoga or swing dancing or crosswords—and just reading instead. The default position. Everyone else had a passion; where was mine? How much happier I would have been to know that reading was itself a passion. Nobody treated it that way, and it didn't occur to me to think otherwise.

Being a critical fan means that you love a famous human being,knowing fully well they are flawed and can make mistakes due to their privilege-blindness or outright ignorance (whether knowingly or unknowingly practicing misogyny,transphobia,homophobia,ableism,racism..). When they fuck up, it is your duty as a critical fan to make them better, call them out and educate them. Your job is not to create excuses and adamantly defend their mistakes because they are so fierce is your eyes.

There is a good deal of the Nietzschean standpoint in this verse. It is the evolutionary and natural view. Of what use is it to perpetuate the misery of tuberculosis, and such diseases, as we now do? Nature's way is to weed out the weak. This is the most merciful way, too. At present all the strong are being damaged, and their progress hindered by the dead weight of the weak limbs and the missing limbs, the diseased limbs and the atrophied limbs. The Christians to the Lions! Our humanitarianism, which is the syphilis of the mind, acts on the basis of the lie that the King must die. The King is beyond death; it is merely a pool where he dips for refreshment. We must therefore go back to Spartan ideas of education; and the worst enemies of humanity are those who wish, under the pretext of compassion, to continue its ills through the generations. The Christians to the Lions! Let weak and wry productions go back into the melting-pot, as is done with flawed steel castings. Death will purge, reincarnation make whole, these errors and abortions. Nature herself may be trusted to do this, if only we will leave her alone. But what of those who, physically fitted to live, are tainted with rottenness of soul, cancerous with the sin-complex? For the third time I answer: The Christians to the Lions! Hadit calls himself the Star, the Star being the Unit of the Macrocosm; and the Snake, the Snake being the symbol of Going or Love, the Dwarf-Soul, the Spermatozoon of all Life, as one may phrase it. The Sun, etc., are the external manifestations or Vestures of this Soul, as a Man is the Garment of an actual Spermatozoon, the Tree sprung of that Seed, with power to multiply and to perpetuate that particular Nature, though without necessary consciousness of what is happening. (―New Comment on Liber AL vel Legis III:48)

A similar discrepancy between objective proclaimed and objective practised can be observed in most organisations. For example, one could mistakenly believe that the principal objective of universities is to educate students. But for Ackoff, the principal objective of a university is to provide job security and increase the standard of living and quality of life of those members of the faculty and administration who make the critical decisions. Teaching is the price that faculty members must pay to share in the benefits provided. Like any price, they try to minimise it. Note that the more senior and politically powerful teaching members of the faculty are, the less teaching they do.

Trust at the interpersonal level. Trustworthiness is the foundation of trust. Trust is the emotional bank account between two people that enables them to have a win-win performance agreement. If two people trust each other, based on the trustworthiness of each other, they can then enjoy clear communication, empathy, synergy, and productive interdependency. If one is incompetent, training and development can help. But if one has a character flaw, he or she must make and keep promises to increase internal security, improve skills, and rebuild relationships of trust. Trust—or the lack of it—is at the root of success or failure in relationships and in the bottom-line results of business, industry, education, and government.

It is feminist thinking that empowers me to engage in a constructive critique of [Paulo] Freire’s work (which I needed so that as a young reader of his work I did not passively absorb the worldview presented) and yet there are many other standpoints from which I approach his work that enable me to experience its value, that make it possible for that work to touch me at the very core of my being. In talking with academic feminists (usually white women) who feel they must either dismiss or devalue the work of Freire because of sexism, I see clearly how our different responses are shaped by the standpoint that we bring to the work. I came to Freire thirsty, dying of thirst (in that way that the colonized, marginalized subject who is still unsure of how to break the hold of the status quo, who longs for change, is needy, is thirsty), and I found in his work (and the work of Malcolm X, Fanon, etc.) a way to quench that thirst. To have work that promotes one’s lib­eration is such a powerful gift that it does not matter so much if the gift is flawed. Think of the work as water that contains some dirt. Because you are thirsty you are not too proud to extract the dirt and be nourished by the water. For me this is an experience that corresponds very much to the way individuals of privilege respond to the use of water in the First World context. When you are privileged, living in one of the richest countries in the world, you can waste resources. And you can especially justify your dispos­al of something that you consider impure. Look at what most people do with water in this country. Many people purchase special water because they consider tap water unclean—and of course this purchasing is a luxury. Even our ability to see the water that come through the tap as unclean is itself informed by an imperialist consumer per­ spective. It is an expression of luxury and not just simply a response to the condition of water. If we approach the drinking of water that comes from the tap from a global perspective we would have to talk about it differently. We would have to consider what the vast majority of the peo­ ple in the world who are thirsty must do to obtain water. Paulo’s work has been living water for me.

Intelligent, artistic, hard-working, well-mannered, educated, decent... good! Strong! Masculine! What else... Oh yes! Good-looking, sexy, experienced, exceptionally knowledgeable in bed, always fashionable, stylish, fragrant, flawless, faultless, I’m-just-perfect Alex! And me? I’m just like everyone else: a cocktail of virtues and shortcomings served with a couple of flaws. And that’s why this superhuman is starting to infuriate me. I desperately want to hurt his feelings or at least offend him in some way. This seems like an unhealthy reaction at first glance but is actually completely healthy, because next to people like him – if others like him even exist – you feel more awkward, more flawed, more stupid, and more subhuman than ever.

People thought of Adam as dim, flawed, “Lights are on, but nobody home,” they said about him. Because he had been told so often, Adam had come to agree with them. None of this made Adam think less of himself. In fact, Adam rarely thought of himself at all. He was different that way. Adam looked out at the world and whatever he saw required his total attention. He engaged his visible universe with an absolute, unreserved surrender. The intensity of his observation would have put an angel to shame. Mamaw’s preacher, a man more enlightened than he was educated, and who had some sense of the Spirit that was in Adam, might have said God looked down on Marshall County through Adam’s eyes, loved their little slice of the Appalachians through Adam’s heart, so that people and places there became real through being truly and completely seen and cherished by a selfless soul.

(Before the twentieth century was out that could be worded, “—most people can’t read.” One of the things I learned in studying the histories of my home planet and century on various time lines was that in the decline and fall that took place on every one of them there was one invariant: illiteracy. In addition to that scandalous flaw, on three time lines were both drug abuse and concurrent crime in the streets, plus a corrupt and spendthrift government. My own time line had endless psychotic fads followed by religious frenzy; time line seven had continuous wars; three time lines had collapse of family life and marriage—but every time line had loss of literacy…combined with—riddle me this—more money per student spent on education than ever before in each history. Never were so many paid so much for accomplishing so little. By 1980 the teachers themselves were only semiliterate.)

Kuznets created a metric called Gross National Product, which provided the basis for the Gross Domestic Product (GDP) metric we use today. But Kuznets was careful to emphasise that GDP is flawed. It tallies up the market value of total production, but it doesn’t care whether that production is helpful or harmful. GDP makes no distinction between $100 worth of tear gas and $100 worth of education. And, perhaps more importantly, it does not account for the ecological and social costs of production. If you cut down a forest for timber, GDP goes up. If you extend the working day and push back the retirement age, GDP goes up. If pollution causes hospital visits to rise, GDP goes up. But GDP says nothing about the loss of the forest as habitat for wildlife, or as a sink for emissions. It says nothing about the toll that too much work and pollution takes on people’s bodies and minds. And not only does it leave out what is bad, it also leaves out much of what is good: it doesn’t count most non-monetised economic activities, even when they are essential to human life and well-being. If you grow your own food, clean your own house or care for your ageing parents, GDP says nothing.

My Lord Bacon, in his Novum Organum, discusses this point, and investigates with his habitual brilliance the various categories of evidence, and finds them all flawed. None conveys certainty, he decides, a conclusion which (one might think) would be devastating for scientists and lawyers alike: historians and theologians have learned to live with this, the former modestly tempering their claims, the latter resting their glorious edifice on the more reliable foundations of revelation. For without certainty what is science except glorified guesswork? And without the conviction of certainty, total and absolute, how can we ever hang anyone with an easy conscience? Witnesses can lie and, as I know myself, even an innocent can confess a crime he did not commit. But Lord Bacon did not despair, and claimed one instance of a fingerpost which points in one direction only, and allows of no other possibility. The perfectly independent eyewitness, who has nothing to gain from his revelation, who is, in addition, schooled in observation and report through a gentlemanly status and education, this is the nearest we can get to a reliable witness and his testimony may be said to be conclusive, overwhelming all lesser forms.

Herbenick invited me to sit in on the Human Sexuality class she was about to teach, one of the most popular courses on Indiana’s campus. She was, on that day, delivering a lecture on gender disparities in sexual satisfaction. More than one hundred fifty students were already seated in the classroom when we arrived, nearly all of them female, most dressed in sweats, their hair pulled into haphazard ponytails. They listened raptly as Herbenick explained the vastly different language young men and young women use when describing “good sex.” “Men are more likely to talk about pleasure, about orgasm,” Herbenick said. “Women talk more about absence of pain. Thirty percent of female college students say they experience pain during their sexual encounters as opposed to five percent of men.” The rates of pain among women, she added, shoot up to 70 percent when anal sex is included. Until recently, anal sex was a relatively rare practice among young adults. But as it’s become disproportionately common in porn—and the big payoff in R-rated fare such as Kingsman and The To Do List—it’s also on the rise in real life. In 1992 only 16 percent of women aged eighteen to twenty-four said they had tried anal sex. Today 20 percent of women eighteen to nineteen have, and by ages twenty to twenty-four it’s up to 40 percent. A 2014 study of heterosexuals sixteen to eighteen years old—and can we pause for a moment to consider just how young that is?—found that it was mainly boys who pushed for “fifth base,” approaching it less as a form of intimacy with a partner (who they assumed would both need to be and could be coerced into it) than a competition with other boys. Girls were expected to endure the act, which they consistently reported as painful. Both sexes blamed that discomfort on the girls themselves, for being “naïve or flawed,” unable to “relax.” Deborah Tolman has bluntly called anal “the new oral.” “Since all girls are now presumed to have oral sex in their repertoire,” she said, “anal sex is becoming the new ‘Will she do it or not?’ behavior, the new ‘Prove you love me.’” And still, she added, “girls’ sexual pleasure is not part of the equation.” According to Herbenick, the rise of anal sex places new pressures on young women to perform or else be labeled a prude. “It’s a metaphor, a symbol in one concrete behavior for the lack of education about sex, the normalization of female pain, and the way what had once been stigmatized has, over the course of a decade, become expected. If you don’t want to do it you’re suddenly not good enough, you’re frigid, you’re missing out, you’re not exploring your sexuality, you’re not adventurous.

Does that mean that all one has to do is wait for the right moment? It was not just a question of that, as Hesse explained: the vita active and the vita contemplativa stand in a very sensitive relation to one another, which must constantly be rebalanced. He would come to summarize this in 1956: 'The flaw in our questioning and complaining is presumably this: namely, that we desire to have something given to us from outside that we can only attain within ourselves, through our own dedication. We demand that life must have a meaning - yet it has precisely as much meaning as we are able to impart to it.' This led him on to formulate the idea of a elite, a secret society, the invisible realm of the league of those taking part in The Journey to the East and finally to The Glass Bead Game - the 'monastery for free spirits' that Nietzsche had in mind and that Hesse affirmed and rejected in equal measure: 'In short, wanting to improve humanity is always a hopeless task. That is why I have always built my faith on the individual, for the individual can be educated and is capable of improvement, and according to my faith it has always been and still remains the small elite of well-intentioned, dedicated, and courageous people who are the guardians of all that is good and beautiful in the world.

from creationism to climate-change “skepticism”: the suggestion that there are “flaws” in the science and that scientists are ruled by “dogma.” It shows a postmodernist antiscience educational background, appropriated into conservative Christianity, with science simply another “way of knowing” on equal footing with faith.

Much of the current debate focuses not on success but on failure. There is a shelf-load of books discussing flawed states such as ‘Why Nations Fail?’, ‘Is Democracy Dying?’ and ‘What’s Killing Liberalism?’. But as Harvard University’s Steven Pinker reminds us, ‘There are so many more ways for things to go wrong than to go right’, making success far more valuable to explain than failure. Have we not heard enough about failure? After all, history shows that unlike lotteries, progress is usually a matter of finding something which works and reverse-engineering it.

Wikipedia: Pygmalion effect The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. … … According to the Pygmalion effect, the targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations. The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's performance will result in better follower performance. … The educational psychologist Robert L. Thorndike described the poor quality of the Pygmalion study. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression toward the mean, not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the effect of a prior expectancy induction was reduced to virtually zero.

The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against their character, while a highly respected person finds it demeaning to dignify accusations with a response.

Let's recognize that wolves which are often hungry for chickens, will probably eat the chickens if allowed to carry the keys to the hen's house. For similar reasons the senile and the clumsy should probably not be allowed to walk freely around sensitive equipment. The protector of dangerous means such as nuclear weapons or other powerful decisions which may affect thousands, millions or billions of lives through a simple order or press of a button ought therefor be screened regularly, very thouroughly through a strict protocol regarding mental, physical, social and spiritual health/status. On top of this we are not fully aware of all the currently unknown dangers such as external manipulation of our own biology [as already witnessed in small scale with certain parasitic venoms in insects], the universe is colossal and there is almost certainly a few exotic, unseen and unexpected threats. Likewise, human psychology can in some ways be easy to predict, opportunity to soften otherwise perpetuated tragedies caused by the mismatch between individuals with certain characteristics and certain responsibilities. Let's also recognize that even if each of us were shipped with previously necessary primal flaws [which coincidentaly, may be highlighted as sins] also includes a very real ability to manipulate our biology and circumstances through various forms of voluntary discipline or exposure. Furthermore, while it is more comfortable to rely on our strengths perhaps we should also make an effort to explore our weakneses. Let's not forget that babies are all bundles of confusions, struggling to find their ways [and if someone has lost their love for babies they should be executed on the spot, or somewhere nearby]

Do you feel educated? Knowledge spreads through sharing, not through selling it. The consumeristic institutionalisation of education is essentially flawed. It takes away the process of mental growth and begets learning as a commodity rather than as a necessity for understanding. In such an academic dystopia all virtue of knowledge is lost and all that is produced is a youth who, in comparison to the society, carries more greeds, more fears, more dogmas and more illegitimate prejudices.

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An architectural curiosity. And a flawed comparison, as the geometry of this chamber is quite different. The great curse of the artistic education, or what you call the liberal arts, is the understanding of the world through metaphor. Understanding things for what they resemble, rather than what they are in themselves. I think that is what draws you to the battle against conspiracy. Am I correct?” “I guess. I call it false narrativization.” Rostam laughed, and the sound echoed back around them “Also it brings in listeners.

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broken praise job Lyrics from Music Inspired by The Story If one more person takes my hand And tries to say they understand, Tells me there's a bigger plan that I'm not meant to see. If one more person dares suggest That I held something unconfessed, Tries to make the dots connect from righteousness to easy street… Well I, I won't deny that I've relied on some assumptions. A man's honest life entitles him to something, But who am I to make demands of the God of Abraham? And who are you that you would choose to answer me with mercy new? How many more will wander past To find me here among the ashes? Will you hold me? Will you stay So I can raise this broken praise to you? Who else will see my suffering As one more opportunity To educate; to help me see all my flawed theology? If one more well-intentioned friend tries to tie up my loose ends Hoping to, with rug and broom, sweep awkward moments from the room… But I, I can't forget that I have begged just like a madman For my chance to die and never have to face the morning. But you were the One who filled my cup And you were the One who let it spill. So blessed be your holy name if you never fill it up again. If this is where my story ends, just give me one more breath to say hallelujah.

A basic flaw in contemporary American educational philosophy as much as it is under the influence of the late John Dewey, is it s failure to grasp the essentially artistic character of teaching. Due to an inflated opinion of "science" and all things supposedly "scientific," educators have been loathe to admit that teaching is an art, not a science. The art of teaching is a mingling of the liberal and the dramatic arts. Above and beyond the subject matter, the teacher actually needs but two assets: (a) a grasp of the liberal arts of grammar, rhetoric,and logic; (b) a mastery of the dramatic art of presentation." — pg 126 footnote 1.

At any rate, since the rise of mass democracy no political leader has seriously proposed to use the ‘ignorance’ of the voters – any more than their level of education or the lack of taxable property – as excuses to restrict the right to vote at national or local elections. From the viewpoint of democratic theory, therefore, the arguments of integrationist leaders and their academic supporters against ratification by referendum, are flawed. In refusing to meet the requirements of modern mass democracy, pro-integration leaders are conditioned by a political culture in many respects similar to that prevailing before the great reforms of the franchise in the nineteenth century, when policy was considered a virtual monopoly of cabinets, diplomats, and top bureaucrats. In this as in other respects the political culture of old-regime Europe still influences the supposedly post-modern system of governance of the EU (Majone 2005: 46–51).

To digress, in the last 15 years or so, policymakers in America have decided that our country’s results on PISA tests are a valid barometer of our country’s future. That is, instead of engaging in rational thought, they have chosen to authenticate our country’s educational system, and seemingly our entire nation, by statistically comparing ourselves to how well international students perform on this test given to 15 year olds. Not by looking at ourselves and comparing ourselves to other countries according to the number of patents and copyrights granted, or space exploration, or the number of Nobel Prizes awarded (89 in the last 15 years), or the number of blockbuster pharmaceuticals that have been invented, or the Genome Project, or the advances in fighting diseases, or its second-to-none military, or its incredibly creative entertainment industry. Nope. Policymakers have instead decided what matters most are the results of a test given to a wildly erratic and unrepresentative sampling of teenagers in member countries every three years. That is, a test which is so deeply flawed in its methodologies and comparisons, it is difficult to overstate.

Of what use is my going to church every day and still come home and remain the same? Of what use is my attending the mosques and the next day I enter the mall with knives and start slaughtering people in the name of religion. God is a God of variety. He was not stupid creating all of us different with our uniqueness. His creating us different shows the level of His creativity. He didn't make you white to hate black or vice versa. He made it so that we can cherish and love each other irrespective of our differences just as He loved us with all our flaws and our short comings. Can we forgive those who have offended us? Yes and some will say no but never forget that you are not worthy but God still forgives you even till the last hour of your life. If God can love us against all our atrocities why can't we learn to love one another. Take a look around you, you can only see sad faces. Was that really God's intention for us on earth? Absolutely not. But we have remoulded God's creativity to suit our taste and lifestyles and now we are reaping the fruit of our labour. You should not expect to reap love when you sowed the seed of hatred. What a man sows that he reaps. We sowed on weapons of war and we are yielding war in return. We have sowed on weapons of destruction so why are we asking for peace. If you ask me....I will say let's go back to our source. He has never lost any battle. I am a living witness.

Sanders had fought the B-school mentality that she exemplified. After watching these graduates come and go, Sanders had finally concluded that there was a fundamental flaw in their education. They had been trained to believe that they were equipped to manage anything. But there was no such thing as general managerial skill and tools.

Although it permits the use of students’ native language “to clarify key concepts,” this weak form of bilingual instruction has no support in educational research.

A highly structured, prescriptive model of sheltering and scaffolding is not necessary for effectively educating English learners. In fact, mandating any approach that allows for little deviation is likely to be counterproductive. Just as explicit instruction encourages passive learning, tightly scripted lessons encourage passive teaching.

Nevertheless, in the field of second and foreign language teaching, behaviorist pedagogy—i.e., direct instruction in various forms—maintains a large following, which seems to grow ever larger in this era of high-stakes testing. The connection is obvious. When educators’ evaluations, pay, promotions, and job security depend on “metrics” of student performance, there is a natural tendency to teach to the test. Hence the proliferation of test-prep materials, paint-by-numbers teaching guides, and commercial learning systems, inevitably advertised as “research-based” and “aligned to the Common Core.

educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should be informed by professional development and coaching from experienced colleagues on effective techniques in the classroom. But is there no room for diversity in teaching styles and techniques? Is there really just one way to shelter instruction?

BOTH PEARSON EDUCATION AND THE NONPROFIT Center for Applied Linguistics (CAL) have promoted SIOP as an all-purpose educational product: a tool for evaluating teachers, a template for lesson planning and “delivery,” and a course of professional development. They advertise their model as ideal not only for English learners (pre-K–12 and adult), but also for mainstream and special education students in the United States, as well as language students worldwide. Clearly, they believe the market potential is vast.

the federal Institute of Education Sciences reviewed these studies and found all of them lacking—that is, none could “establish that the comparison group was comparable to the intervention group prior to the start of the intervention.

SIOP is teacher-centric, a classic transmission model. Sadly, this approach is all too common in the education of low-income and minority students and of English learners in particular: Learning is conceived not as something a learner does, but as something that is done to a learner.52

t o improve the physical capacity of the horse, a trainer must learn to value its qualities and to compensate for its flaws. Physical training of an athlete, particularly a human athlete, requires a deep understanding of the sporting discipline in question. It is in this same spirit that the chapters in this book describing the biomechanics and physical training of the horse as an athlete have been developed. The presentation of these concepts begins with a series of simplified and educational reminders on the biomechanics of the muscles underlying overall movement. The primary body system involved in active physical exercise is the muscular system and the first three chapters focus on the muscular groups and actions of the forelimb, the hindlimb and the neck and trunk, and this leads to a chapter discussing the biomechanics of lowering of the neck. To evaluate the usefulness of an exercise and to understand its mode of action, including its advantages and disadvantages, it is essential to have a basic understanding of musculotendinous functional anatomy. An understanding of these fundamental ideas is directly applicable to the later chapters, which focus on training and the core exercises for a horse. Training a horse for every discipline brings together two specific but complementary areas, which are often worked on at the same time: conditioning and strengthening. The aim of conditioning is to develop respiratory capacity and to improve cardiovascular function. This results in a greater ability to perform with prolonged effort, while also improving the recovery time after this effort. Strengthening of the horse has two main goals: (1) to improve the flexibility of joints secondary to the action of ligaments and muscles (these structures have an intrinsic role in the control and stability of joints) and (2) to develop effective muscular contraction and coordination, making movements more fluid, lighter and confident (1, 2).

Until competency management platforms gain widespread acceptance, “badges” or “stackable credentials” are unlikely to gain much traction. The notion that educated adults, like the boy and girl scouts they once were, will prefer to flaunt a collection of badges testifying to skills they have demonstrated is flawed for one reason. While degrees are validated by a single institution with a recognizable form (i.e., colleges and universities), who is validating a collection of badges? Who vouches that a student has demonstrated a given skill? Although many visionary organizations are seeking to enter this market, outside of IT none currently has the ability or credibility to authenticate such credentials in a way that would be acceptable to a critical mass of employers and students.

Trustworthiness at the personal level. Trustworthiness is based on character, what you are as a person, and competence, what you can do. If you have faith in my character but not in my competence, you still wouldn’t trust me. Many good, honest people gradually lose their professional trustworthiness because they allow themselves to become “obsolete” inside their organizations. Without character and competence, we won’t be considered trustworthy, nor will we show much wisdom in our choices and decisions. Without meaningful ongoing professional development, there is little trustworthiness or trust. • Trust at the interpersonal level. Trustworthiness is the foundation of trust. Trust is the emotional bank account between two people that enables them to have a win-win performance agreement. If two people trust each other, based on the trustworthiness of each other, they can then enjoy clear communication, empathy, synergy, and productive interdependency. If one is incompetent, training and development can help. But if one has a character flaw, he or she must make and keep promises to increase internal security, improve skills, and rebuild relationships of trust. Trust—or the lack of it—is at the root of success or failure in relationships and in the bottom-line results of business, industry, education, and government.

How Do We Raise Our Test Scores? This is the most pervasive misguided (and misguiding) question. While high-stakes testing is an undeniable reality in public education, this fatally flawed initial question leads to the wrong answers for achieving deep levels of student learning.

On her end, Mommy had no model for raising us other than the experience of her own Orthodox Jewish family, which despite the seeming flaws—an unbending nature, a stridency, a focus on money, a deep distrust of all outsiders, not to mention her father’s tyranny—represented the best and worst of the immigrant mentality: hard work, no nonsense, quest for excellence, distrust of authority figures, and a deep belief in God and education. My parents were nonmaterialistic. They believed that money without knowledge was worthless, that education tempered with religion was the way to climb out of poverty in America, and over the years they were proven right.

Countersignaling You would think, based on the previous section, that if you have the ability to signal your type, you should. That way, you differentiate yourself from those who can’t make the same signal. And yet, some of the people most able to signal refrain from doing so. As Feltovich, Harbaugh, and To explain: The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.6 Their insight is that in some circumstances, the best way to signal your ability or type is by not signaling at all, by refusing to play the signaling game.

The comparison is neither wrong nor awkward since it can enlighten and fragrance life journey if one understands that as the context of knowledge and insight of education, but not as competitive or complex.” — E.S Quotes by Bertrand Russel and Ehsan Sehgal “Men are born ignorant, not stupid. They are made stupid by education.” — Bertrand Russell “Humans are born with incredible knowledge of the six senses; worldly education is the creation of humans based on the six senses. Education may be untrue, but it does not make anyone stupid.” — Ehsan Sehgal 27–06–2024 Note: Adding the content of ChatGPT will enlighten the comparison of both quotes. “The quotes by Bertrand Russell and Ehsan Sehgal both critique the impact of education on human intellect, but they come from different perspectives and imply distinct understandings of education and human nature. Bertrand Russell: “Men are born ignorant, not stupid. They are made stupid by education.” Russell’s statement reflects a critical view of formal education systems, suggesting that these systems can mislead and dull human intellect rather than cultivate it. Russell was known for his philosophical skepticism towards established norms and institutions, and this quote aligns with his broader critique of how education can sometimes propagate conformity, dogma, and uncritical thinking, rather than fostering genuine understanding and critical reasoning. Ehsan Sehgal: “Humans are born with incredible knowledge of the six senses; worldly education is the creation of humans based on the six senses. Education may be untrue, but it does not make anyone stupid.” Sehgal’s perspective acknowledges an inherent, almost instinctual knowledge in humans, related to their sensory experiences. He seems to argue that while education is a human construct built upon these senses and might be flawed or even incorrect, it does not fundamentally impair human intelligence. Instead of making people stupid, education is portrayed as a potentially misguided but still valuable attempt to structure and expand upon the innate understanding people have through their senses. Comparison: Innate Knowledge vs. Learned Ignorance: Russell: Suggests that ignorance is natural, but stupidity results from flawed education. Sehgal: Suggests that humans are born with an innate form of knowledge and that education, though potentially flawed, doesn’t diminish this intelligence. Critique of Education: Russell: Directly critiques education as capable of making people less intelligent. Sehgal: Critiques the truthfulness of education but separates this from the impact on intelligence. Nature of Human Intellect: Russell: Implies that human intellect can be compromised by poor education. Sehgal: Implies that human intellect remains robust despite the imperfections of education. Both quotes invite reflection on the purpose and effects of education. Russell warns against complacency and the acceptance of flawed educational paradigms, urging reform to foster true critical thinking. Sehgal, while acknowledging the fallibility of educational systems, seems to maintain a more optimistic view of human intellect’s resilience.

The media is the fourth estate, the watchdog, the public voice that informs, educates, and entertains the citizens, and holds the government accountable to its actions and policies.

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Eva, people expect a lot from their heroes. On the one hand, they want them to be like their sons and brothers, not too educated, not too proud, not too smart. Probably because if people really do have to be remarkable to accomplish remarkable things it means most of us never will. If you have to be born with a great destiny it might mean the rest of us are here just taking up space. Nobody wants to read that in their morning paper, even if it’s true. “On the other hand, people want heroes to be without human flaws—unfailingly honest, immune to temptation, fearless. And if they aren’t, the same crowd that was so quick to put them up on a pedestal will pull them down even quicker.” “But that’s crazy, Mama.” I tossed the newspaper aside in disgust. “If heroes aren’t just as flawed as the rest of us, where is the bravery in that? I would think that heroism means overcoming your fears and failures long enough to do something great. Isn’t that more difficult than not having fears in the first place?

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Modern education is flawed. We can't teach children how to solve our worlds problems. But we can lock children in libraries and let their own curiosity do the rest.

It is easier to decide to respond with helpful interventions instead of punishments when educators and families view problems like lack of attention, poor planning, forgetfulness, and impulsiveness as thinking malfunctions rather than attitude or character flaws. This

Then very carefully choose who you’ll study with. Contrary to popular belief, the most expensive education isn’t graduate school, like an MBA. The most expensive education is one based on a flawed models and incorrect information. The hardest form of learning is unwinding all the wrong, mistaken, and flawed things you “learned” from unqualified teachers. So choose to learn from the best. It will save you years of frustration following defective models.

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.

We suffer, feel lost and isolated, are racked with worry, miss our own talents, refuse love, lack empathy, sulk, obsess, and hate: These are not merely personal flaws, but constitute the essence of the human animal.

The Most Widely Known Path If you're like most people, you believe landing an interview is limited to these three steps: 1.) Applying online, 2.) HR reviewing your application, and 3.) If your application is selected, the hiring manager reviewing it. You believe this because almost everything you’ve read comes from current or former HR folks. This process has significant flaws. Because the Internet made applying for positions easy, HR was drowning in applications. As a result, the HR Elimination system was born. That’s not its official name, but the name fits. The official name is Applicant Tracking System or ATS. ATS systems reject, on average, 75% of all applicants. Sometimes the rejection rate can be as high as 90%. J. P. Medved, content director at Capterra, a firm that helps companies find the right software for their business, said, Reducing the number of candidates might seem good if we're weeding out irrelevant resumes...In reality, many of these rejected candidates were knocked out of the running for bad reasons. An automated system, like an ATS, will sometimes reject people for very minor reasons, like incorrect resume formatting. Bersin & Associates, an Oakland-based firm specializing in talent management, tested an ATS system. They created the perfect resume for an ideal candidate for a clinical scientist position. Matching the resume to the job description from a leading manufacturer, they submitted the resume to an applicant tracking system. The ATS lost one of the candidate's work experiences. It also failed to read several educational degrees. As a result, the perfect resume for a clinical scientist position earned a score of 43, because the applicant tracking system misread it. Similarly, a Vice-President of Human Resources decided to test his company's ATS system. He applied for a job at his own company and received an automated rejection letter from the ATS.

As a Marketer (specifically a Digital Marketer) your job is not to prove the operational or fulfillment side of your company wrong by providing so much activity it proves fundamental flaws in the systems, but rather to ensure the activity you are creating is educated, nurtured and that the internal operational systems are in place to support the operational side of your organization so that it can quickly pivot and learn from the data your activity creates. A marketer has to be able to market externally, but also systematically utilize that data to change strategies when and if needed internally. How and what to do with the activity's data is a responsibility that falls with production\fulfillment AND marketing\sales. "I brought you 1,000 inbound leads it's not my fault we couldn't fulfill them" is no longer acceptable.

She was never able, after her education in the movies, to look at a face and not assign it some category in the scale of absolute beauty, and the scale was one she absorbed in full from the silver screen. There at last were the darkened woods, the lonely roads, the river banks, the gentle knowing eyes. There the flawed became whole, the blind sighted, and the lame and halt threw away their crutches. There death was dead, and people made every gesture in a cloud of music. There the black-and-white images came together, making a magnificent whole—all projected through the ray of light from above and behind. It was really a simple pleasure, but she learned all there was to love and all there was to hate.

The usual. Grants. Financial aid. The research position pays a small amount, and should you be unable to cover the rest…” He closes the book with a snap that makes me jump. “I would be happy to help you myself.” A blush steals over my cheeks. “I don’t think that would be appropriate.” He shrugs. “It’s a flawed system, education. Favoring those who have money over those who have talent.

Don’t assume you know all there is to know. If you’re a project leader and people on your team make this assumption—which is common—educate them or shift them out of the team. Don’t let yourself or them draw what appear to be obvious conclusions. That sort of premature commitment puts you at risk of missing not only glaring flaws but also opportunities that could make your project much better than what you have in mind now.

Why was she murdered—because she was a pagan, educated, a woman? I think Hypatia, a remarkable woman who willingly engaged in the politics of her time, ran afoul of others' personal ambitions. A rival party used fear-mongering lies to eliminate her as an asset to a political rival. Her tragic flaw was her disengagement from the ordinary people of her city. Among elites, Hypatia was esteemed and influential; but, to the ordinary people of Alexandria, she was a scandalous woman.

Asperger and Weiss worked on a ward at the Children’s Clinic founded in 1911 by a physician, schoolteacher, and social reformer named Erwin Lazar. His approach to special education would still be considered innovative today. Instead of seeing the children in his care as flawed, broken, or sick, he believed they were suffering from neglect by a culture that had failed to provide them with teaching methods suited to their individual styles of learning. He had an uncanny knack for spotting signs of potential in every boy and girl no matter how difficult or rebellious they were alleged to be.

Though culture and media often serve as mirrors to society, their acceptance does not serve as an alibi for poor behavior. It is our responsibility to question, critique, and rise above, not merely conform to flawed standards.

The faculty members who support these three contentions will tell you that the fundamental flaw in the structure of the university is that the faculty governs the institution, yet the primary loyalty of too many faculty members as individuals is not to their university or even to their students, but to their discipline, their professional expertise and reputation, and their colleagues that share these in universities generally. Perceptive faculty members know this, and the donors know it. And the donors are wise enough to accept that they cannot, and ought not, use their influence to try to change the predominant loyalty of faculty members. Perhaps this is what a good teacher-scholar has to be. The donors also know that the trustees have given the faculty so much power that the administrators cannot lead them in their educational goals. So the trustees must assume more leadership.

While my vision of what feminism was and wasn’t contained a lot of flawed thinking, we’re also now better able to recognize that the feminist movement hasn’t always been as inclusive as it should be, leaving out the voices of women of color and working women and working mothers from less-advantaged economic backgrounds. For so long, so many of the spokespeople of the feminist movement were (and continue to be, in many cases) elite, educated white women.

Yet there is a logical flaw at the heart of Establishment thinking. It may abhor the state – but it is completely dependent on the state to flourish. Bailed-out banks; state-funded infrastructure; the state’s protection of property; research and development; a workforce educated at great public expense; the topping up of wages too low to live on; numerous subsidies – all are examples of what could be described as a ‘socialism for the rich’ that marks today’s Establishment.

Personally, I don’t think there is a more vicious pack of carnivorous beasts on the planet than a group of junior-high students. There are many adults who still carry around the wounds and scars of their adolescence. Many young people during this transformational age are scared and uncertain about themselves and their place in the world. They feel vulnerable and don’t want to show their fears, so they look for weakness in others and lunge at any opportunity to exploit it. They feel that if they can expose a flaw or shortcoming in someone else, the pack, like a bunch of rabid sharks, will attack the wounded companion and leave them alone.

Many private college owners have personally admitted to me that they had to pay bribes at every stage of setting up the college—from getting land and building approval's to approving the course plan and setting fee structures. Corruption in the private education sector is such a norm that nobody in the know even raises an eyebrow anymore. One reason for corruption is the government's no-profits-allowed policy for private institutes. Every educational institution has o be incorporated as a non-profit trust. Technically, you cannot make money from the college. The government somehow believes that there are enough people who will spend thousands of crores every year just out of the goodness of their hearts. On this flawed, stupid assumption that people are dying to run colleges without ever making money rests the higher education of our country. Of course, none of this no-profit business ever happens. What happens is that shady methods are devised to take money out from the trust. Black money, fake payments to contractors and over-inflation of expenses are just a few ingenious methods to ensure promoters get a return on their investment. The Bootlegging of Education, pages 124 and 125

Over the years, as it became my responsibility to evaluate and hire new people for my unit, I developed a profile of what I wanted in a profiler. At first, I went for strong academic credentials, figuring an understanding of psychology and organized criminology was most important. But I came to realize degrees and academic knowledge weren’t nearly as important as experience and certain subjective qualities. We have the facilities to fill in any educational gaps through fine programs at the University of Virginia and the Armed Forces Institute of Pathology. What I started looking for was “right-brained,” creative-type thinkers. There are many positions within the FBI and law enforcement in general where engineering or accounting types do the best, but in profiling and investigative analysis, that kind of thinker would probably have some difficulty. Contrary to the impression given in such stories as The Silence of the Lambs, we don’t pluck candidates for the Investigative Support Unit right out of the Academy. Since our first book, Mindhunter was published, I’ve had many letters from young men and women who say they want to go into behavioral science in the FBI and join the profiling team at Quantico. It doesn’t work quite that way. First you get accepted by the Bureau, then you prove yourself in the field as a first-rate, creative investigator, then we recruit you for Quantico. And then you’re ready for two years of intensive, specialized training before you become a full-fledged member of the unit. A good profiler must first and foremost show imagination and creativity in investigation. He or she must be willing to take risks while still maintaining the respect and confidence of fellow agents and law enforcement officers. Our preferred candidates will show leadership, won’t wait for a consensus before offering an opinion, will be persuasive in a group setting but tactful in helping to put a flawed investigation back on track. For these reasons, they must be able to work both alone and in groups.

Charlotte Brontë was a genius, whose work has resonated for centuries as an example of female intellect and expressive power. Her letters to Constantin Heger are some of the stupidest things I’ve ever read, a masterful, two-year-long demonstration of one woman’s inability to absorb the fact that the guy she liked did not like her. Mary Wollstonecraft was over a century ahead of her time on women’s education, and twice as far ahead on women’s sexual freedom. She still thought she’d rather drown than not have a boyfriend. Harriet Jacobs was possibly one of the bravest women who ever lived. She survived unspeakable atrocity, thanks only to her own daring, ingenuity, and resilience, and published one of the most important political documents of her age. And she was afraid that “educated people” would make fun of her grammar. She was scared, but she did it. That’s all being strong is, apparently: being scared, or flawed, or weak, or capable (under the right circumstances) of astonishing acts of stupidity. And then going out and doing it all anyway. Trying, every morning, to be the woman you want to be, regardless of how often you manage to fall short of your own high expectations.

Miller also believed both public and church-lead education systems were flawed and needed reform.

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Let him be made to understand that to confess the flaw he discovers in his own argument, though it still be unnoticed except by himself, is itself an act of judgement and sincerity, which are the principal qualities he seeks; that obstinacy and contention are vulgar qualities, most often seen in the meanest souls; that to change his mind and correct himself, to give up a bad position at the height of his ardor, are rare, strong, and philosophical qualities.

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