Gifted Student Quotes

Charlie, you’re one of the most gifted people I’ve ever known. And I don’t mean in terms of my other students. I mean in terms of anyone I’ve ever met.

The young student sits with his head bent over his books, and his mind straying in youth's dreamland; where prose is prowling on the desk and poetry hiding in the heart.

I want to go on being a student," I told him. "I want to be a teacher. I'm just a reader," I said. "DON'T SOUND SO ASHAMED," he said. "READING IS A GIFT." "I learned it from you," I told him. "IT DOESN'T MATTER WHERE YOU LEARNED IT- IT'S A GIFT. IF YOU CARE ABOUT SOMETHING, YOU HAVE TO PROTECT IT. IF YOU'RE LUCKY ENOUGH TO FIND A WAY OF LIFE YOU LOVE, YOU HAVE TO FIND THE COURAGE TO LIVE IT.

An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers?

Let me tell you about love, that silly word you believe is about whether you like somebody or whether somebody likes you or whether you can put up with somebody in order to get something or someplace you want or you believe it has to do with how your body responds to another body like robins or bison or maybe you believe love is how forces or nature or luck is benign to you in particular not maiming or killing you but if so doing it for your own good. Love is none of that. There is nothing in nature like it. Not in robins or bison or in the banging tails of your hunting dogs and not in blossoms or suckling foal. Love is divine only and difficult always. If you think it is easy you are a fool. If you think it is natural you are blind. It is a learned application without reason or motive except that it is God. You do not deserve love regardless of the suffering you have endured. You do not deserve love because somebody did you wrong. You do not deserve love just because you want it. You can only earn - by practice and careful contemplations - the right to express it and you have to learn how to accept it. Which is to say you have to earn God. You have to practice God. You have to think God-carefully. And if you are a good and diligent student you may secure the right to show love. Love is not a gift. It is a diploma. A diploma conferring certain privileges: the privilege of expressing love and the privilege of receiving it. How do you know you have graduated? You don't. What you do know is that you are human and therefore educable, and therefore capable of learning how to learn, and therefore interesting to God, who is interested only in Himself which is to say He is interested only in love. Do you understand me? God is not interested in you. He is interested in love and the bliss it brings to those who understand and share the interest. Couples that enter the sacrament of marriage and are not prepared to go the distance or are not willing to get right with the real love of God cannot thrive. They may cleave together like robins or gulls or anything else that mates for life. But if they eschew this mighty course, at the moment when all are judged for the disposition of their eternal lives, their cleaving won't mean a thing. God bless the pure and holy. Amen.

My 'morals' were sound, even a bit puritanic, but when a hidebound old deacon inveighed against dancing I rebelled. By the time of graduation I was still a 'believer' in orthodox religion, but had strong questions which were encouraged at Harvard. In Germany I became a freethinker and when I came to teach at an orthodox Methodist Negro school I was soon regarded with suspicion, especially when I refused to lead the students in public prayer. When I became head of a department at Atlanta, the engagement was held up because again I balked at leading in prayer. I refused to teach Sunday school. When Archdeacon Henry Phillips, my last rector, died, I flatly refused again to join any church or sign any church creed. From my 30th year on I have increasingly regarded the church as an institution which defended such evils as slavery, color caste, exploitation of labor and war. I think the greatest gift of the Soviet Union to modern civilization was the dethronement of the clergy and the refusal to let religion be taught in the public schools.

You should want to have gifted students who may excel in both courses, and you should be encouraging students when they show interest in their studies. Do you not want warriors who are brilliant, and diplomats who are brave?

Though many non-Native Americans have learned very little about us, over time we have had to learn everything about them. We watch their films, read their literature, worship in their churches, and attend their schools. Every third-grade student in the United States is presented with the concept of Europeans discovering America as a "New World" with fertile soil, abundant gifts of nature, and glorious mountains and rivers. Only the most enlightened teachers will explain that this world certainly wasn't new to the millions of indigenous people who already lived here when Columbus arrived.

Collaboration, it turns out, is not a gift from the gods but a skill that requires effort and practice.

In primary school, sports day was the one day of the year when the less academically gifted students could triumph...As if a silver in the egg-and-spoon race was some sort of compensation for not understanding how to use an apostrophe

Tegularius was a willful, moody person who refused to fit into his society. Every so often he would display the liveliness of his intellect. When highly stimulated he could be entrancing; his mordant wit sparkled and he overwhelmed everyone with the audacity and richness of his sometimes somber inspirations. But basically he was incurable, for he did not want to be cured; he cared nothing for co-ordination and a place in the scheme of things. He loved nothing but his freedom, his perpetual student status, and preferred spending his whole life as the unpredictable and obstinate loner, the gifted fool and nihilist, to following the path of subordination to the hierarchy and thus attaining peace. He cared nothing for peace, had no regard for the hierarchy, hardly minded reproof and isolation. Certainly he was a most inconvenient and indigestible component in a community whose idea was harmony and orderliness. But because of this very troublesomeness and indigestibility he was, in the midst of such a limpid and prearranged little world, a constant source of vital unrest, a reproach, an admonition and warning, a spur to new, bold, forbidden, intrepid ideas, an unruly, stubborn sheep in the herd.

One student asks: Why should I live? Steven Pinker answers: In the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

The academic study of literature leads basically nowhere, as we all know, unless you happen to be an especially gifted student, in which case it prepares you for a career teaching the academic study of literature—it is, in other words, a rather farcical system that exists solely to replicate itself and yet manages to fail more than 95 percent of the time.

The Rights Revolutions too have given us ideals that educated people today take for granted but that are virtually unprecedented in human history, such as that people of all races and creeds have equal rights, that women should be free from all forms of coercion, that children should never, ever be spanked, that students should be protected from bullying, and that there’s nothing wrong with being gay. I don’t find it at all implausible that these are gifts, in part, of a refined and widening application of reason.

It was James, who had an ego the size of a lake, but a heart to match it. Peter - who, yes, granted was weird and a bit clueless - actually had a wicked sense of humour and could be unfailing generous. And of course Sirius. Sirius could keep secrets, had a mean streak but never directed it at his friends, was the most gifted student in the year but spent all his time coming up with pranks instead.

Sport is a mystery to me. In primary school, sports day was the one day of the year when the less academically gifted students could triumph, winning prizes for jumping fastest in a sack, or running from Point A to Point B more quickly than their classmates. How they loved to wear those badges on their blazers the next day! As if a silver in the egg-and-spoon race was some sort of compensation for not understanding how to use an apostrophe.

Every semester I share this quote by theologian Howard Thurman with my graduate students. It’s always been one of my favorites, but now that I’ve studied the importance of meaningful work, it’s taken on new significance: “Don’t ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive.

Project: Potential was a separate class that the gifted students went to for an hour each day. The name was supposed to make it exciting, like Code Name: Cursive or Mission: State Capitals.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

I am gifted at blending myself into any given milieu—you've never seen such a typical California teenager as I was, nor such a dissolute and callous pre-med student—but somehow despite my efforts, I am never able to blend myself in entirely and remain in some respects quite distinct from my surroundings, in the same way that a green chameleon remains a distinct entity from the leaf upon which it sits, no matter how perfectly it has approximated the the subtleties of the particular shade.

In teaching, the other main problem related to type is the students’ interest. Intuitives and sensing types differ greatly in what they find interesting in any subject even if they like, that is, are interested in, the same subjects. Intuitives like the principle, the theory, the why. Sensing types like the practical application, the what and the how.

One who thinks for himself is a threat to his enemies, a refuge to his acquaintances, a prize to his friends, and a gift to the world.

You care deeply about big important things. You also care deeply about small important things. Keep caring.

These are gifted adolescent women who don’t get to be judged on their impressive talent: their bodies are already paramount to the work they want to do and it’s only going to get worse. At sixteen these students are being judged on their sexual attractiveness. Their talent is a gift, but it is not enough.

Those rare individuals society labels geniuses are almost always freaks of nature and are naturally gifted rather than being diligent students who became geniuses because of their education.

My teachers revealed to me how traditional Islamic scholarship rests upon unbroken chains of transmission called Isnad (Literally, “to lean back on for support”—an unbroken transmission of religious authority similar to the Rabbinic concept of Semikhah) that link each student back in time through the generations to Muhammad himself. To bring my own Isnad to life, my teachers would occasionally gift me books written by ancestors in my chain, like Imam Ad-Dani who lived in eleventh-century Spain.

I tell students, when in doubt, to title their story after the smallest concrete object in their story. I warn them off plays on words, ('The Rent Also Rises'--no; 'Life in My Cat House'--no) and no grand reaches, either. 'Reverence,' 'Respect,' 'Regret,' 'Greed,' 'Adventure,' 'Retribution.' And never use the worst title of all time, 'The Gift,' a story I read six times a year.

Since the dawn of education, the student considered as normal has been the student who puts up the least resistance to teaching, the one who doesn't call our knowledge into question or put our competency to the test, a student who already knows a lot, who is gifted with instant comprehension, who spares us searching for the access roads to his grey matter, a student with a natural urge to learn, who can stop being a kid in turmoil or a teenager with problems during our lessons, a student convinced from the cradle that he has to curb his appetites and emotions by exercising his reason if he doesn't want to live in a jungle filled with predators, a student confident that the intellectual life is a source of infinite pleasures that can be refined to the extreme when most other pleasures are doomed to monotonous repetition - in short, a student who has understod that knowledge is the only answer: the answer to the slavery in which ignorance wants to keep us, the sole consolation for our ontological loneliness.

...to lead an individual along a spiritual path consonant with the person's gifts and personality...[The Jesuit training of novitiates and lay students]

That was her true gift to them: she taught them how to keep hoping in the face of a world that told them their memories were delusions, their lived experiences were lies, and their dreams were never going to come true. Perhaps that was her secret for engendering loyalty in a student body that was otherwise disinclined to trust adults, listen to them, or answer when they called. She believed . For people like her students - people like Eleanor herself - belief was the rarest gift of all.

Then he asked my age and I asked his. That's the tradition in China. If we know each other's ages we can understand each other's past. We Chinese have been collective for so long, personal histories are not worth mentioning. Therefore as soon as Xiaolin and I knew how old the other was, we knew exactly what big shit had happened in our lives. The introduction of the One Child Policy shortly before out births, for instance and the fact that, in 1985, two pandas were sent to the USA as a national gift and we had to sing a tearful panda song at school. 1989 was the Tiananmen Square student demonstration. Anyway, Xiaolin was one year younger than me, so I assumed we were from the same generation.

JEAN-PAUL SARTRE Born in Paris, Sartre was just 15 months old when his father died. Brought up by his mother and grandfather, he proved a gifted student, and gained entry to the prestigious École Normale Supérieure.

Divergent thinking is almost always seen as a gift rather than an acquired and developed skill. But this is far from the truth: divergent thinking is a distinct form of higher-order thinking that can be taught to all ages of students.

Good teaching is an act of hospitality toward the young, and hospitality is always an act that benefits the host even more than the guest. The concept of hospitality arose in ancient times when this reciprocity was easier to see: in nomadic cultures, the food and shelter one gave to a stranger yesterday is the food and shelter one hopes to receive from a stranger tomorrow. By offering hospitality, one participates in the endless reweaving of a social fabric on which all can depend—thus the gift of sustenance for the guest becomes a gift of hope for the host. It is that way in teaching as well: the teacher’s hospitality to the student results in a world more hospitable to the teacher.

In the original form of the word, to worry someone else was to harass, strangle, or choke them. Likewise, to worry oneself is a form of self-harassment. To give it less of a role in our lives, we must understand what it really it is. Worry is the fear we manufacture—it is not authentic. If you choose to worry about something, have at it, but do so knowing it’s a choice. Most often, we worry because it provides some secondary reward. There are many variations, but a few of the most popular follow. Worry is a way to avoid change; when we worry, we don’t do anything about the matter. Worry is a way to avoid admitting powerlessness over something, since worry feels like we’re doing something. (Prayer also makes us feel like we’re doing something, and even the most committed agnostic will admit that prayer is more productive than worry.) Worry is a cloying way to have connection with others, the idea being that to worry about someone shows love. The other side of this is the belief that not worrying about someone means you don’t care about them. As many worried-about people will tell you, worry is a poor substitute for love or for taking loving action. Worry is a protection against future disappointment. After taking an important test, for example, a student might worry about whether he failed. If he can feel the experience of failure now, rehearse it, so to speak, by worrying about it, then failing won’t feel as bad when it happens. But there’s an interesting trade-off: Since he can’t do anything about it at this point anyway, would he rather spend two days worrying and then learn he failed, or spend those same two days not worrying, and then learn he failed? Perhaps most importantly, would he want to learn he had passed the test and spent two days of anxiety for nothing? In Emotional Intelligence, Daniel Goleman concludes that worrying is a sort of “magical amulet” which some people feel wards off danger. They believe that worrying about something will stop it from happening. He also correctly notes that most of what people worry about has a low probability of occurring, because we tend to take action about those things we feel are likely to occur. This means that very often the mere fact that you are worrying about something is a predictor that it isn’t likely to happen!

I like the name writing practices better than Creative Writing. As I have said, nobody can teach creative writing—run like mad from anybody who thinks he can. But one can teach practices, like finger exercises on the piano; one can share the tools of the trade, and what one has gleaned from the great writers: it is the great writers themselves who do the teaching, rather than the leader of a seminar. It doesn’t take long for the gifted student to realize that there are certain things the great writers always do, and certain things they never do; it is from these that we learn.

Listen to me, Harry. You happen to have many qualities Salazar Slytherin prized in his hand-picked students. His own very rare gift, Parseltongue — resourcefulness — determination — a certain disregard for rules,” he added, his mustache quivering again. “Yet the Sorting Hat placed you in Gryffindor. You know why that was. Think.” “It only put me in Gryffindor,” said Harry in a defeated voice, “because I asked not to go in Slytherin. . . .” “Exactly,” said Dumbledore, beaming once more. “Which makes you very different from Tom Riddle. It is our choices, Harry, that show what we truly are, far more than our abilities.

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

Stanford University's psychologist Carol Dweck and her colleagues have discovered that what you believe about intellectual ability—whether you think it's a fixed gift, or an earned ability that can be developed—makes a difference to your behavior, persistence, and performance. Students who see ability as fixed—as a gift—are more vulnerable to setbacks and difficulties. And stereotypes, as Dweck rightly points out, "are stories about gifts—who has them and who doesn't." Dweck and her colleagues are shown that when students are encouraged to see math ability as something that grows with effort—pointing out, for example, that the brain forges new connections and develops better ability every time they practice a task—grades improve and gender gaps diminish (relative to groups given control interventions).

Sophia sat in meditation on the riverbank when a student bent down to place two enormous pearls at her feet as a gift. She opened her eyes to see the pearls. She picked one up, but dropped it. It rolled down the hill upon which she was sitting and into the river. The student chased after it and looked all afternoon, diving, coming up for air, diving back down. “Sophia,” he asked. “Could you show me where it went in? I can’t find it.” “Right there,” she said throwing the other pearl in the river.

But rumor had it he was exceptional. Word had spread that one of his professors at Harvard—the daughter of a managing partner—claimed he was the most gifted law student she’d ever encountered. Some of the secretaries who’d seen the guy come in for his interview were saying that on top of this apparent brilliance he was also cute. I was skeptical of all of it. In my experience, you put a suit on any half-intelligent black man and white people tended to go bonkers. I was doubtful he’d earned the hype.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Tell me your power," she said. This time he answered. "I heal". She laughed, loud enough that one or two students glanced over from tables across the patio. "No wonder you have a wicked sense of entitlement". "What do you mean?" "Well, your gift doesn't impact anyone else. It's reflexive. So in your mind you're not a threat. But the rest of us are.

The Son of God has come in glory to redeem the lost, to save the helpless, and to give the world the gift of his forgiveness.

The greatest gift for yourself is to study to the highest degree.

Life is a series of problems to be analyzed and addressed. How do we fix our failing schools? How do we reduce violence? These problem-centered questions are usually the wrong ones to ask. They focus on deficits, not gifts. A problem conversation tends to focus on one moment in time—the moment when a student didn’t graduate from high school, the moment when a young person commits a crime, the moment when a person is homeless. But actual lives are lived cumulatively. It takes a whole series of shocks before a person becomes homeless—loss of a job, breakdown in family relationship, maybe car problems or some transportation issue. It takes a whole series of shocks before a kid drops out of school. If you abstract away from the cumulative nature of life and define the problem as one episode, you are abstracting away from how life is lived. All conversations are either humanizing or dehumanizing, and problem-centered conversations tend to be impersonal and dehumanizing. The better community-building conversations focus on possibilities, not problems. They are questions such as, What crossroads do we stand at right now? What can we build together? How can we improve our lives together? What talents do we have here that haven’t been fully expressed?

There is a growing body of evidence that “race affects how teachers see and treat their students. Black students taught by white teachers are less likely to be identified for gifted programs than black students taught by black teachers, for example. Other research has shown biases in teachers’ grading of work by students of different genders, races and ethnicities.”5

I suspect that every teacher hears the same complaints, but that, being seldom a practicing author, he tends to dismiss them as out of his field, or to see in them evidence that the troubled student has not the true vocation. Yet it is these very pupils who are most obviously gifted who suffer from these disabilities, and the more sensitively organized they are the higher the hazard seems to them. Your embryo journalist or hack writer seldom asks for help of any sort; he is off after agents and editors while his more serious brother-in-arms is suffering the torments of the damned because of his insufficiencies. Yet instruction in writing is oftenest aimed at the oblivious tradesman of fiction, and the troubles of the artist are dismissed or overlooked.

Unfortunately, parents who put a priority on saving kids from frustration and teachers who put a priority on challenging their students often butt heads, and consequently, the parent-teacher partnership has reached a breaking point. Teaching has become a push and pull between opposing forces in which parents want teachers to educate their children with increasing rigor, but reject those rigorous lessons as “too hard” or “too frustrating” for their children to endure. Parents rightly feel protective of their children’s self-esteem, but teachers too often bear the brunt of parental ire.

Ironically, it is therefore often the highly gifted and talented students, who receive a lot of praise, who are more in danger of developing a fixed mindset and getting stuck. Having been praised for what they are (talented and gifted) rather than for what they do, they tend to focus on keeping this impression intact, rather than exposing themselves to new challenges and the possibility of learning from failure.

EXPECTATIONS ALSO SHAPE stereotypes. A stereotype, after all, is a way of categorizing information, in the hope of predicting experiences. The brain cannot start from scratch at every new situation. It must build on what it has seen before. For that reason, stereotypes are not intrinsically malevolent. They provide shortcuts in our never-ending attempt to make sense of complicated surroundings. This is why we have the expectation that an elderly person will need help using a computer or that a student at Harvard will be intelligent.* But because a stereotype provides us with specific expectations about members of a group, it can also unfavorably influence both our perceptions and our behavior. Research on stereotypes shows not only that we react differently when we have a stereotype of a certain group of people, but also that stereotyped people themselves react differently when they are aware of the label that they are forced to wear (in psychological parlance, they are “primed” with this label). One stereotype of Asian-Americans, for instance, is that they are especially gifted in mathematics and science. A common stereotype of females is that they are weak in mathematics. This means that Asian-American women could be influenced by both notions.

I should have had Rachel write a note or something before we left. But knowing Rachel, she might have already thought of that. In fact, knowing Rachel, she can probably make the absences disappear. Am I really thinking about school when my mom and Galen are in trouble? Yes, yes I am. Because this is the life bequeathed to me. Part human, part fish. Part straight-A student, part possessor of the Gift of Poseidon. Yep, I’m a natural-born overachiever. Fan-flipping-tastic. Behind me, I hear the most obnoxious belch in history. “Excuse me,” Toraf says. I hear him wrestle with his buckle and make a hasty retreat to the bathroom. And I’m officially glad I’m not sitting next to him. Let’s face it. He’s a loud puker. Syrena were not meant to fly. When we land, Toraf is asleep. He doesn’t even wake up despite the wobbly landing and the giggling girls and the announcement of “Aloha” by the captain. When everyone has disembarked I make my way back to Toraf and shake him until he wakes up. His breath smells like slightly microwaved death. “We’re in Hawaii,” I tell him. “Time to swim.

It is said that there comes a point in every mathematics student's education when he hears himself saying to the teacher, "I think I understand"-- and that's the point at which he has hit a wall. Making sure that all gifted students hit their own personal walls is crucial for developing the empathy with the rest of the world. When they see their less lucky peers struggle academically, they need to be able to say "I know how it feels,"-- and be telling the truth.

I'd seen how the top-performing girls at Laurinda were cultivated like hothouse strawberries - bright and lush. Out in the real world, they would bruise. I wanted to see how the Cabinet would cope in two years' time, when they would be in the same classes as my most driven and hard-working Christ Our Saviour friends, and the most tenacious and gifted public school students, the hardy banksias and olive trees and root vegetables that would last all through winter.

Different types of thinking provide strengths in one area and deficits in another. My thinking is slower but it may be more accurate. Faster thinking would be helpful in social situations, but slower, careful thought would enhance production of art or building mechanical devices. Rapidly delivered verbal information is even more challenging for object-visual thinkers like me. Standup comedians often move too quickly through their routines for me to process. By the time I have visualized the first joke, the comedian has already launched two more. I get lost when verbal information is presented too fast. Imagine how a student who is a visual thinker feels in a classroom where a teacher is talking fast to get through a lesson.

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible.

I am gifted at blending myself into any given milieu—you've never seen such a typical California teenager as I was, nor such a dissolute and calculus pre-med student—but somehow, despite my efforts, I am never able to blend myself in entirely and remain in some respects quite distinct from my surroundings, in the same way that a green chameleon remains a distinct entity from the green leaf upon which it sits, no matter how perfectly it has approximated the subtleties of the particular shade.

Behind Caroline was her schoolroom full of bright, eager students. God had given them to her as a gift, to show her that the sacrifices she’d made did have meaning. His purposes for her life would be partly fulfilled in them, and in those children’s futures.

When I first read The Rebel, this splendid line came leaping from the page like a dolphin from a wave. I memorized it instantly, and from then on Camus was my man. I wanted to write like that, in a prose that sang like poetry. I wanted to look like him. I wanted to wear a Bogart-style trench coat with the collar turned up, have an untipped Gauloise dangling from my lower lip, and die romantically in a car crash. At the time, the crash had only just happened. The wheels of the wrecked Facel Vega were practically still spinning, and at Sydney University I knew exiled French students, spiritually scarred by service in Indochina, who had met Camus in Paris: one of them claimed to have shared a girl with him. Later on, in London, I was able to arrange the trench coat and the Gauloise, although I decided to forgo the car crash until a more propitious moment. Much later, long after having realized that smoking French cigarettes was just an expensive way of inhaling nationalized industrial waste, I learned from Olivier Todd's excellent biography of Camus that the trench coat had been a gift from Arthur Koestler's wife and that the Bogart connection had been, as the academics say, no accident. Camus had wanted to look like Bogart, and Mrs. Koestler knew where to get the kit. Camus was a bit of an actor--he though, in fact, that he was a lot of an actor, although his histrionic talent was the weakest item of his theatrical equipment--and, being a bit of an actor, he was preoccupied by questions of authenticity, as truly authentic people seldom are. But under the posturing agonies about authenticity there was something better than authentic: there was something genuine. He was genuinely poetic. Being that, he could apply two tests simultaneously to his own language: the test of expressiveness, and the test of truth to life. To put it another way, he couldn't not apply them.

Or take an instance from the student’s childhood: His parents made him take violin lessons. He was not very gifted and his teacher would interrupt him to criticize his mistakes in a cold, unbearable voice. He felt humiliated, and he wanted to cry. But instead of trying to play in tune and not make mistakes, he would deliberately play wrong notes, the teacher’s voice would become still more unbearable and harsh, and he himself would sink deeper and deeper into his litost. What then is litost? Litost is a state of torment created by the sudden sight of one’s own misery.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

He offered a less diabolic likeness of a complex and many-sided personality, and one that is both more plausible and more attractive. He said: Catilina had many excellent qualities, not indeed maturely developed, but at least sketched out roughly in outline.… There was a good deal about him that exercised a corrupting effect on other people; and yet he also undeniably possessed a gift for stimulating his associates into vigorous activity. Catilina was at one and the same time a furnace of inordinate sensual passions and a serious student of military affairs. I do not believe that the world has ever seen such a portent of divergent, contrary, contradictory tastes and appetites.

I’m glad we’re in the same school,” I say, and drop a kiss on her head. In London we were enrolled in different schools because Sunny’s so gifted. Here there’s no separate school for extra-smart students, and she’s coming in as a freshman, as they say, while I’ll be a junior. With her around, I’ll be sure to have one set of admiring eyes at least.

Middle school is prime time for failure, even among kids who have sailed through school up to that point. The combined stressors of puberty, heightened academic expectations, and increased workload are a setup for failure. How parents, teachers, and students work together to overcome those inevitable failures predicts so much about how children will fare in high school, college, and beyond.

Tomas led a young woman by the hand and walked up into the foothills. Millian, the miner from Rosario, had introduced her to the patron, already buying points for himself. He was no fool. And the girl, no fool either, lifted her skirts for Tomas as he knelt before her, licking his way up her thighs -brown and sweet as candy, at the same time, tart and salty, musky, silken and cold in the warm air, refreshing as the sorbet he licked in Culiacan back when he was a student. She was amazed that this bit of her body could the great master to his knees before her. She was perhaps the most beautiful girl on that whole plain, but he did not her name and felt no need to ask. He pressed his face to her underwear, redolent with the burning scent of her, and he pulled the cotton down, over the bright points of her hips , the shadowy curve of her belly, until the fog of dark hair came into his sight, soft in the moonlight, tickling his face as he bent down to her again. He pressed his lips on the mound of her, breathing her in, tasting her like a dog, as her skirts fell over his head and her fingers pulled his head tighter to her, her legs moving apart in the dark, her beauty falling around him, his greatest gift to him, this flavor, this smell, her scent.

Writing is not always a priority. . . .I only write those things that are necessary for me to write. I love to write, and when I’m not writing, I often feel as if I’m betraying my art, my gift, my calling, but that sensation is probably hubris or neurosis as much as anything else. The problem, and one of the joys of writing poetry, is that none of us can really count on entering the canon. The chances are that none of our work will survive long after we’re gone. That’s just the way it is. To feel otherwise is foolish. we write in competition with the dead for the attention of the unborn. We are writing poems that are trying to take the attention of people away from Sappho, Shakespeare, Whitman, and Baudelaire. Good luck to you! There’s a built-in failure to writing poetry that I find comforting. If you know you’re doomed to failure, then you can work freely. People who think their work is going to last, or that it matters, well . . . I always try to disabuse my students of their desire to write for fame. I ask them, “Who here has read Shakespeare?” Everyone raises his or her hand. We agree that his work is immortal, then I remind them: “he’s still dead. He’s as dead as he’d have been if you hadn’t read him; and you’ll be dead too someday, no matter how well you write.” To sacrifice your life for your art is an appalling notion. On the other hand, I have been called to be a poet, ad it’s an unimaginably rich gift. Like every artist, I know that in order to be a moral, effective human being, I have to give myself wholly to my art. The trick is finding a balance. If you can’t recognize that your art is no more, and no less, important than what you make for dinner, then you should find something else to do.

The Asperger’s child at the gifted meeting is doing well in school, but the Asperger’s child at an autism meeting may be in a poor special ed program, bored, and getting into trouble because adults in his life hold lower expectations of his abilities. Unfortunately, in some cases, people are so hung up on the labels attached to students that they teach to these low expectations and aren’t even curious to learn if the child is actually more capable.

The Sorting Hat is notorious for refusing to admit it has made a mistake in its sorting of a student. On those occasions when Slytherins behave altruistically or selflessly, when Ravenclaws flunk all their exams, when Hufflepuffs prove lazy yet academically gifted and when Gryffindors exhibit cowardice, the Hat steadfastly backs its original decision. On balance, however, the Hat has made remarkably few errors of judgement over the many centuries it has been at work.

Above all, he encourages her to paint, nodding with approval at even her most unusual experiments with color, light, rough brushwork [...]. She explains to him that she believes painting should reflect nature and life [...]. He nods, although he adds cautiously that he wouldn't want her to know too much about life - nature is a fine subject, but life is grimmer than she can understand. He thinks it is good for her to have something satisfying to do at home; he loves art himself; he sees her gift and wants her to be happy. He knows the charming Morisots. He has met the Manets, and always remarks that they are a good family, despite Édouard's reputation and his immoral experiments (he paints loose women), which make him perhaps too modern - a shame, given his obvious talent. In fact, Yves takes her to many galleries. They attend the Salon every year, with nearly a million other people, and listen to the gossip about favorite canvases and those critics disdain. Occasionally they stroll in the museums in the Louvre, where she sees art students copying paintings and sculpture, even an unchaperoned woman here and there (surely Americans). She can't quite bring herself to admire nudes in his presence, certainly not the heroic males; she knows she will never paint from a nude model herself. Her own formal training was in the private studios of an academican, copying from plaster casts with her mother present, before she married.

But let today’s idea find a place among your thoughts, and you have risen far above the world and all the worldly thoughts that hold it prisoner. And from this place of safety and escape, you will return and set it free. For he who can accept his true Identity is truly saved. And his salvation is the gift he gives to everyone in gratitude to Him Who pointed out the way to happiness that changed his whole perception of the world. 6 One holy thought like this, and you are free; you are the holy Son of God Himself.

Until COVID, I thought that free speech was a protected fundamental right guaranteed to all citizens of the United States of America by the Bill of Rights. Having been assigned core texts like 1984, Brave New World, Animal Farm, Lord of the Flies, and The Trial and Death of Socrates in fourth and fifth grade as a “gifted and talented” student in the California school system of the time, I believed there was no way anything like what was written in those books could happen here in the USA during the 21st century.

When I was finding my way as a young psychotherapy student, the most useful book I read was Karen Horney’s Neurosis and Human Growth. And the single most useful concept in that book was the notion that the human being has an inbuilt propensity toward self-realization. If obstacles are removed, Horney believed, the individual will develop into a mature, fully realized adult, just as an acorn will develop into an oak tree. “Just as an acorn develops into an oak …” What a wonderfully liberating and clarifying image! It forever changed my approach to psychotherapy by offering me a new vision of my work: My task was to remove obstacles blocking my patient’s path. I did not have to do the entire job; I did not have to inspirit the patient with the desire to grow, with curiosity, will, zest for life, caring, loyalty, or any of the myriad of characteristics that make us fully human. No, what I had to do was to identify and remove obstacles. The rest would follow automatically, fueled by the self-actualizing forces within the patient.

I’ll never forget when I was a vocation director, and a college student asked me, ‘What do you do when you get an urge?’ as if no one else would control it but a priest,” Burns said. “Everyone is called to holiness, particularly in their sexual life. How do we manage our sexual desires? By being people of integrity, with respect for other people’s sexuality, and for our own sexuality. Celibacy is a gift we give, in order to live out a service of life for others. It is a call from God. We are meant to be celibate men, working to build a Kingdom, here and now.

How could I love a man as uptight as Nathan Edwards and still have a raging crush on someone as wicked as Ronnie Radke? Maybe I am an undiagnosed schizophrenic. That’s what happened to Jamie Foxx’s character in The Soloist. One day, he’s a gifted musical student at Julliard, and the next day he’s toting his cello through the streets of Los Angeles, disoriented and muttering to himself. “What are you thinking, Vivian?” I drop my hand and look at my best friend. “Nothing.” “Vivian?” I grimace. “Do you think I have schizophrenia?” Fanny tosses her pillow at me. “Shut up!

This particular group of students, like so many these days, seems divided, unequally, between the vocal clueless and the quietly pensive. Somehow, Blair and others like her have concluded that what’s most important in all educational settings is to avoid the ridicule of the less gifted. Silence is one way of avoiding it. If I could teach Blair how to become invisible, she’d be interested, but she doesn’t want to argue with anybody, and who can blame her? Students like Blair have learned from their professors that persuasion—reasoned argument—no longer holds a favored position in university life. If their professors—feminists, Marxists, historicists, assorted other theorists—belong to suspicious, gated intellectual communities that are less interested in talking to each other than in staking out territory and furthering agendas, then why learn to debate? Despite having endured endless faculty meetings, I can’t remember the last time anyone changed his (or her!) mind as a result of reasoned discourse. Anyone who observed us would conclude the purpose of all academic discussion was to provide the grounds for becoming further entrenched in our original positions.

Things evolve into other things. Emotions do the same. Forever. Your best ally in all of these shifting seas is your faith in the fact that you are exactly where you are supposed to be. Stay put. Stay soft. Stay gentle and kind. Listen to your instincts. Meditate. Pray. Laugh as much as humanly possible. Pain is okay too. Say thank you for all of it. Feel proud that you have spent most of your life's energy on cultivating a strong connection to your own soul and the will of your heart. It is leading you somewhere deeply satisfying but never perfect. Observe what is painful right now and see if you can stay courageous enough to share it wholly and honestly. Invite it into your house and be a good student. You are a patchwork quilt of all these past selves, all these wounded little girls, and they are all here too, listening in some form or another. You have grown into someone I am very proud of, and though I wish I could give you the gift of knowing we won't ever need to have this conversation... that's not really the point, and probably not true. The work is learning to love whatever it is, so for now let's do that, shall we? I love you, my beautiful girl, and I hope that's enough.

Then he asked my age, and I asked his. That's the tradition in China. If we know each other's ages we can understand each other's past. We chinese have been collective for so long, personal histories are not worth mentioning. Therefore as soon as Xiaolin and I knew how old the other was, we knew exactly what big shit happened in our lives. The introduction of the One Child Policy shortly before our births, for instance, and the fact that, in 1985, two pandas were sent to the USA as a national gift and we had to sing a tearful panda song at school. 1989 was the Tiananment Square student demonstration.

When this parable has been put to white students, most seemed to feel that it would not be out of place to ask for $1 million for each future year they would be living as a black American. And this calculation conveys, as well as anything, the value that white people place on their own skin. Indeed, to be white is to possess a gift whose value can be appreciated only after it has been taken away. And why ask for so large a sum? Surely this needs no detailing. The money would be used, as best it could, to buy protection from the discriminations and dangers white people know they would face once they were perceived to be black.

Setting boundaries and holding people accountable is a lot more work than shaming and blaming. But it’s also much more effective. Shaming and blaming without accountability is toxic to couples, families, organizations, and communities. First, when we shame and blame, it moves the focus from the original behavior in question to our own behavior. By the time this boss is finished shaming and humiliating his employees in front of their colleagues, the only behavior in question is his. Additionally, if we don’t follow through with appropriate consequences, people learn to dismiss our requests—even if they sound like threats or ultimatums. If we ask our kids to keep their clothes off the floor and they know that the only consequence of not doing it is a few minutes of yelling, it’s fair for them to believe that it’s really not that important to us. It’s hard for us to understand that we can be compassionate and accepting while we hold people accountable for their behaviors. We can, and, in fact, it’s the best way to do it. We can confront someone about their behavior, or fire someone, or fail a student, or discipline a child without berating them or putting them down. The key is to separate people from their behaviors—to address what they’re doing, not who they are.

Psychology (and psychiatry), philosophy and education has always been my passion and has been ever since I was really young. I have always been intrigued by human behaviour and what makes people tick. Where do we come from? Why are we here? Where are we going? Why do people do what they do? From very young she has asked us the BIG questions and we didn’t know the answers. So she read and studied and read and studied. She does find it difficult at times because she wants the answers to life in very black-and-white ways. She loves the rules and when things don’t make sense, she can get frustrated. – Stepmother of curious psychology student

EMOTIONAL INTENSITY DEFINED Emotional intensity can typically be described as strong and intense emotional reactions to various situations. Explosive outbursts, crying jags, paralyzing anxiety, or fear are all features of the negative aspects of emotional intensity (Sword, 2006a). But not all emotional reactions are negative or sad. Sometimes the extreme emotions include giddiness, highly frenetic energy, laughter, and general happiness. Most often, emotional intensity features the frequent vacillation between happiness and anxiety. That’s right, mood swings. Gifted children are prone to intense and somewhat erratic mood swings; it is the very nature of their giftedness.

and pulled to a stop. He turned to Candy and kissed her—their first kiss. From then on, Ben and Candy were inseparable. They did their homework together. They encouraged each other. They were in love. * * * During his final year of college, Ben applied to medical schools. Unlike many of his classmates who were worried about which medical school would accept them, Ben was confident that he would go to the University of Michigan School of Medicine. He believed so firmly that God wanted him to be a doctor that he never doubted he would be accepted. One day another student who was agonizing about his own medical school applications turned to Ben and asked, “Carson, aren’t you worried?

He begins talking to Himself inside of Himself, playing two parts as the student and the teacher or as Shiva and Shakti. ‘Hmm, why are things like this?’ ‘Well here’s why’. Becoming both, He has a dialogue within Himself. When we turn within we can still hear that rumbling, vibratory monologue. It is the fundamental vibration of the mind within. Whatever is in Shiva is in you, whatever divine powers are in God are in you. To truly get there you have to become unlimited. You have to let go of limitation, you have to let go of ego, you have to let go of ignorance. It is not a trivial process. The Mahartamanjari says: This is the way that the error of ordinary persons who think, ‘I am not the Lord’, is dissipated. This is an error with respect to the Self who shines always as the ‘I’. One repeats to them, ‘You are Shiva, gifted with the free power of Consciousness and activity: this world depends on you as a kingdom on its king. It is in you that the world shines, in you that it resides. It is you as Consciousness that the world has as its basis: from which it arises and into which it is reabsorbed. There is no world here without you. Only your awareness makes the world so for you. Contemplate this until conviction dawns. The Shiva Sutras say that such conviction is realisation of the Self. Shivo’ham. I am Shiva. All this arises and has its being in my awareness!

Only a fool says in his heart There is no Creator, no King of kings, Only mules would dare to bray These lethal mutterings. Over darkened minds as these The Darkness bears full sway, Fruitless, yet, bearing fruit, In their fell, destructive way. Sterile, though proliferate, A filthy progeny sees the day, When Evil, Thought and Action mate: Breeding sin, rebels and decay. The blackest deeds and foul ideals, Multiply throughout the earth, Through deadened, lifeless, braying souls, The Darkness labours and gives birth. Taking the Lord’s abundant gifts And rotting them to the core, They dress their dish and serve it out Foul seeds to infect thousands more. ‘The Tree of Life is dead!’ they cry, ‘And that of Knowledge not enough, Let us glut on the ashen apples Of Sodom and Gomorrah.’ Have pity on Thy children, Lord, Left sorrowing on this earth, While fools and all their kindred Cast shadows with their murk, And to the dwindling wise, They toss their heads and wryly smirk. The world daily grinds to dust Virtue’s fair unicorns, Rather, it would now beget Vice’s mutant manticores. Wisdom crushed, our joy is gone, Buried under anxious fears For lost rights and freedoms, We shed many bitter tears. Death is life, Life is no more, Humanity buried in a tomb, In a fatal prenatal world Where tiny flowers Are ripped from the womb, Discarded, thrown away, Inconvenient lives That barely bloomed. Our elders fare no better, Their wisdom unwanted by and by, Boarded out to end their days, And forsaken are left to die. Only the youthful and the useful, In this capital age prosper and fly. Yet, they too are quickly strangled, Before their future plans are met, Professions legally pre-enslaved Held bound by mounting student debt. Our leaders all harangue for peace Yet perpetrate the horror, Of economic greed shored up Through manufactured war. Our armies now welter In foreign civilian gore. How many of our kin are slain For hollow martial honour? As if we could forget, ignore, The scourge of nuclear power, Alas, victors are rarely tried For their woeful crimes of war. Hope and pray we never see A repeat of Hiroshima. No more! Crimes are legion, The deeds of devil-spawn! What has happened to the souls Your Divine Image was minted on? They are now recast: Crooked coins of Caesar and The Whore of Babylon. How often mankind shuts its ears To Your music celestial, Mankind would rather march To the anthems of Hell. If humanity cannot be reclaimed By Your Mercy and great Love Deservedly we should be struck By Vengeance from above. Many dread the Final Day, And the Crack of Doom For others the Apocalypse Will never come too soon. ‘Lift up your heads, be glad’, Fools shall bray no more For at last the Master comes To thresh His threshing floor.

Far too many of the existing programs for gifted children cater only to high achievers who fit the conventional model of education. Those with high potential who cannot redesign themselves to walk the fine line of the traditional educational system’s requirements are at a loss. As one might imagine, an ill-conceived education can easily destroy self-esteem and motivation in any student, gifted or otherwise, though the gifted person most often blames him- or herself to a greater degree for a perceived failure to measure up. In every case of lack of attention and resources, the budding Everyday Genius is left holding the bag, a bag full of holes that drains away the likelihood of self-fulfillment and success.

EVERY workman knows the necessity of keeping his tools in a good state of repair, for “if the iron be blunt, and he do not whet the edge, then must he put to more strength.” If the workman lose the edge from his adze, he knows that there will be a greater draught upon his energies, or his work will be badly done. Michael Angelo, the elect of the fine arts, understood so well the importance of his tools, that he always made his own brushes with his own hands, and in this he gives us an illustration of the God of grace, who with special care fashions for himself all true ministers. It is true that the Lord, like Quintin Matsys in the story of the Antwerp well-cover, can work with the faultiest kind of instrumentality, as he does when he occasionally makes very foolish preaching to be useful in conversion; and he can even work without agents, as he does when he saves men without a preacher at all, applying the word directly by his Holy Spirit; but we cannot regard God’s absolutely sovereign acts as a rule for our action. He may, in His own absoluteness, do as pleases Him best, but we must act as His plainer dispensations instruct us; and one of the facts which is clear enough is this, that the Lord usually adapts means to ends, from which the plain lesson is, that we shall be likely to accomplish most when we are in the best spiritual condition; or in other words, we shall usually do our Lord’s work best when our gifts and graces are in good order, and we shall do worst when they are most out of trim. This is a practical truth for our guidance. When the Lord makes exceptions, they do but prove the rule.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

The theme of tonight’s dinner is apotheosis. What does it mean to become God? If Father Francis has no problem with lesser mortals like ourselves bursting into kaleidoscopic rainbows after decades of intense meditation, then why not simply drink the sacred potion and cut to the chase? At the end of the day, aren’t we both talking about that cryptic promise from Eleusis: overcoming the limitations of the physical body and cheating death? That “moment of intense rapture” sought by the maenads of Dionysus, until they “became identified with the god himself.” And aren’t he and Ruck both committing the same arch-heresy by suggesting that the original, obscured truth of Christianity has nothing to do with worshipping Jesus, and everything to do with becoming Jesus? Aren’t we all just gods and goddesses in the making? Maybe the concept of apotheosis doesn’t sound particularly heretical today. But a few hundred years ago, it got the likes of Giovanni Pico della Mirandola into a load of trouble. In 1484 the upstart Italian was only twenty-one years old when he met Lorenzo de’ Medici, who promptly invited him into the Florentine Academy that was about to punch the Renaissance into high gear. Already a student of Greek, as well as Latin, Hebrew, and Arabic, the newest Florentine got to work writing Oratio de hominis dignitate (Oration on the Dignity of Man): the so-called Manifesto of the Renaissance. He wanted to publicly debut the Oratio, together with his 900 Theses, in Rome on the Epiphany of 1487, the God’s Gift Day. But Pope Innocent VIII was not impressed. He put a halt to the spectacle and condemned every one of Pico della Mirandola’s theses for “renovating the errors of pagan philosophers.

We were in Julie’s room one night, my eldest daughter and I, maybe a decade ago now. I wanted to show her how the canvas painting she had carefully labored over for her little sister's Christmas gift was framed and hung on the wall. I said, gazing at her masterpiece with no small amount of motherly pride, “Now it looks like a real work of art”. Bella looked at me quizzically, wondering yet again how her mother could possibly understand so little about the world. “Mama, every time you make something, or draw something, or paint something, it is already real art. There is no such thing as art that is not real” And so I said that she was right, and didn’t it look nice, and once again, daughter became guru and mother became willing student. Which is, I sometimes think, the way it was meant to be. ~~~~~ art is always real. all of it. even the stuff you don’t understand. even the stuff you don’t like. even the stuff that you made that you would be embarrassed to show your best friend that photo that you took when you first got your DSLR, when you captured her spirit perfectly but the focus landed on her shoulder? still art. the painting you did last year the first time you picked up a brush, the one your mentor critiqued to death? it’s art. the story you are holding in your heart and so desperately want to tell the world? definitely art. the scarf you knit for your son with the funky messed up rows? art. art. art. the poem scrawled on your dry cleaning receipt at the red light. the dress you want to sew. the song you want to sing. the clay you’ve not yet molded. everything you have made or will one day make or imagine making in your wildest dreams. it’s all real, every last bit. because there is no such thing as art that is not real.

Wild animals enjoying one another and taking pleasure in their world is so immediate and so real, yet this reality is utterly absent from textbooks and academic papers about animals and ecology. There is a truth revealed here, absurd in its simplicity. This insight is not that science is wrong or bad. On the contrary: science, done well, deepens our intimacy with the world. But there is a danger in an exclusively scientific way of thinking. The forest is turned into a diagram; animals become mere mechanisms; nature's workings become clever graphs. Today's conviviality of squirrels seems a refutation of such narrowness. Nature is not a machine. These animals feel. They are alive; they are our cousins, with the shared experience kinship implies. And they appear to enjoy the sun, a phenomenon that occurs nowhere in the curriculum of modern biology. Sadly, modern science is too often unable or unwilling to visualize or feel what others experience. Certainly science's "objective" gambit can be helpful in understanding parts of nature and in freeing us from some cultural preconceptions. Our modern scientific taste for dispassion when analyzing animal behaviour formed in reaction to the Victorian naturalists and their predecessors who saw all nature as an allegory confirming their cultural values. But a gambit is just an opening move, not a coherent vision of the whole game. Science's objectivity sheds some assumptions but takes on others that, dressed up in academic rigor, can produce hubris and callousness about the world. The danger comes when we confuse the limited scope of our scientific methods with the true scope of the world. It may be useful or expedient to describe nature as a flow diagram or an animal as a machine, but such utility should not be confused with a confirmation that our limited assumptions reflect the shape of the world. Not coincidentally, the hubris of narrowly applied science serves the needs of the industrial economy. Machines are bought, sold, and discarded; joyful cousins are not. Two days ago, on Christmas Eve, the U.S. Forest Service opened to commercial logging three hundred thousand acres of old growth in the Tongass National Forest, more than a billion square-meter mandalas. Arrows moved on a flowchart, graphs of quantified timber shifted. Modern forest science integrated seamlessly with global commodity markets—language and values needed no translation. Scientific models and metaphors of machines are helpful but limited. They cannot tell us all that we need to know. What lies beyond the theories we impose on nature? This year I have tried to put down scientific tools and to listen: to come to nature without a hypothesis, without a scheme for data extraction, without a lesson plan to convey answers to students, without machines or probes. I have glimpsed how rich science is but simultaneously how limited in scope and in spirit. It is unfortunate that the practice of listening generally has no place in the formal training of scientists. In this absence science needlessly fails. We are poorer for this, and possibly more hurtful. What Christmas Eve gifts might a listening culture give its forests? What was the insight that brushed past me as the squirrels basked? It was not to turn away from science. My experience of animals is richer for knowing their stories, and science is a powerful way to deepen this understanding. Rather, I realized that all stories are partly wrapped in fiction—the fiction of simplifying assumptions, of cultural myopia and of storytellers' pride. I learned to revel in the stories but not to mistake them for the bright, ineffable nature of the world.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

Our power connects us to life in ways ordinary people can never understand, her teacher had said. That’s why using our gift makes us stronger instead of depleting us. We are tied to the power of creation itself, the making at the heart of the world. For Corporalki, that bond is woven even more tightly, because we deal in life and the taking of it. The teacher had raised his hands, and Nina felt her pulse slow just slightly. The other students had released gasps and looked around at one another, all of them experiencing the same thing. Do you feel that? the teacher asked. All your hearts, beating in shared time, bound to the rhythm of the world? It had been the strangest sensation, the feeling of her body dissolving, as if they were not many students wriggling in their classroom chairs, but one creature, with a single heart, a single purpose. It had lasted only moments, but she’d never forgotten that sense of connection, the sudden understanding that her power would mean she was never alone.

As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

After moving his family from Yakima to Paradise, California, in 1958, he enrolled at Chico State College. There, he began an apprenticeship under the soon-to-be-famous John Gardner, the first "real writer" he had ever met. "He offered me the key to his office," Carver recalled in his preface to Gardner’s On Becoming a Novelist (1983). "I see that gift now as a turning point." In addition, Gardner gave his student "close, line-by-line criticism" and taught him a set of values that was "not negotiable." Among these values were convictions that Carver held until his death. Like Gardner, whose On Moral Fiction (1978) decried the "nihilism" of postmodern formalism, Carver maintained that great literature is life-connected, life-affirming, and life-changing. "In the best fiction," he wrote "the central character, the hero or heroine, is also the ‘moved’ character, the one to whom something happens in the story that makes a difference. Something happens that changes the way that character looks at himself and hence the world." Through the 1960s and 1970s he steered wide of the metafictional "funhouse" erected by Barth, Barthelme and Company, concentrating instead on what he called "those basics of old-fashioned storytelling: plot, character, and action." Like Gardner and Chekhov, Carver declared himself a humanist. "Art is not self-expression," he insisted, "it’s communication.

Welcome, ladies and gentlemen, to your new home.’ He gestured to the stone walls of the cavern that surrounded them. ‘Your lives as you once knew them are over,’ he continued. ‘You have been selected, all of you, the worst, the most cunning, the most mischievous minds from around the world . . . selected to become part of an institution like no other. You have all exhibited certain unique abilities, abilities that set you apart from the mediocrity of the teeming masses and which mark you out as the leaders of tomorrow. Here, in this place, you will be furnished with the knowledge and experience to best exploit your own natural abilities, to hone your craft to a cutting edge.’ He paused and slowly surveyed the pale, wide-eyed faces before him. ‘Each of you has within you a rare quality, a gift if you will, a special talent for the supremely villainous. Society would have us believe that this is an undesirable characteristic, something that should be subdued, controlled, destroyed. But not here . . . no, here we want to see you blossom into all that you can be, to see your innate wickedness flourish, to make you the very worst that you can be.’ He stepped out from behind the lectern and walked to the edge of the raised platform. As he loomed over them he seemed to grow taller and some of those at the front of the group edged backwards nervously. ‘For today all of you have the unique honour and privilege of becoming the newest students of the world’s first and only school of applied villainy.’ He spread his arms, gesturing to the walls around them. ‘Welcome to H.I.V.E., the Higher Institute of Villainous Education.

Ship Protected From Storm The students of the great Ghawth (r.a) state that once he was delivering his lessons as usual to them when suddenly his blessed face turned red and beads of perspiration covered his blessed forehead. He then placed his hand into his cloak and remained silent for a short time. The students state that after he removed his hand from inside his cloak, drops of water began to drip from his sleeves. Due to his spiritual state, the students say that they did not ask him any questions but rather, they recorded the date, day and time of this astonishing event. The students say that two months after this incident, a group of traders, who had come by sea to Baghdad, arrived and presented various gifts to al-Ghawth al-A’zam (r.a) The students were very confused by this as they had never seen these traders in Baghdad before. They asked the traders the reason for them bringing the gifts. The traders said that two months previously, whilst they were sailing to Baghdad, their ship was caught in a fierce storm. When they realised that there was a real danger of sinking, they called out the name of “Sheikh Abdul Qadir Jilani” (r.a). When they called out his name, they found that from the Unseen a hand lifted their ship to safety. When the students compared this narration to the incident in the Madrassa, it was confirmed that it was the same date, day and time in which the great Saint (r.a) had put his hand into his cloak. Suhban-Allah! This incident shows that although Sheikh Abdul Qadir Jilani (r.a) seemed to be placing his hand into his cloak, but in reality, he was stretching his hand into the sea to assist those who called for his assistance!

When the time comes, & I hope it comes soon, to bury this era of moral rot & the defiling of our communal, social, & democratic norms, the perfect epitaph for the gravestone of this age of unreason should be Iowa Senator Chuck Grassley's already infamous quote: "I think not having the estate tax recognizes the people that are investing... as opposed to those that are just spending every darn penny they have, whether it’s on booze or women or movies.” Grassley's vision of America, quite frankly, is one I do not recognize. I thought the heart of this great nation was not limited to the ranks of the plutocrats who are whisked through life in chauffeured cars & private jets, whose often inherited riches are passed along to children, many of whom no sacrifice or service is asked. I do not begrudge wealth, but it must come with a humility that money never is completely free of luck. And more importantly, wealth can never be a measure of worth. I have seen the waitress working the overnight shift at a diner to give her children a better life, & yes maybe even take them to a movie once in awhile - and in her, I see America. I have seen the public school teachers spending extra time with students who need help & who get no extra pay for their efforts, & in them I see America. I have seen parents sitting around kitchen tables with stacks of pressing bills & wondering if they can afford a Christmas gift for their children, & in them I see America. I have seen the young diplomat in a distant foreign capital & the young soldier in a battlefield foxhole, & in them I see America. I have seen the brilliant graduates of the best law schools who forgo the riches of a corporate firm for the often thankless slog of a district attorney or public defender's office, & in them I see America. I have seen the librarian reshelving books, the firefighter, police officer, & paramedic in service in trying times, the social worker helping the elderly & infirm, the youth sports coaches, the PTA presidents, & in them I see America. I have seen the immigrants working a cash register at a gas station or trimming hedges in the frost of an early fall morning, or driving a cab through rush hour traffic to make better lives for their families, & in them I see America. I have seen the science students unlocking the mysteries of life late at night in university laboratories for little or no pay, & in them I see America. I have seen the families struggling with a cancer diagnosis, or dementia in a parent or spouse. Amid the struggles of mortality & dignity, in them I see America. These, & so many other Americans, have every bit as much claim to a government working for them as the lobbyists & moneyed classes. And yet, the power brokers in Washington today seem deaf to these voices. It is a national disgrace of historic proportions. And finally, what is so wrong about those who must worry about the cost of a drink with friends, or a date, or a little entertainment, to rephrase Senator Grassley's demeaning phrasings? Those who can't afford not to worry about food, shelter, healthcare, education for their children, & all the other costs of modern life, surely they too deserve to be able to spend some of their “darn pennies” on the simple joys of life. Never mind that almost every reputable economist has called this tax bill a sham of handouts for the rich at the expense of the vast majority of Americans & the future economic health of this nation. Never mind that it is filled with loopholes written by lobbyists. Never mind that the wealthiest already speak with the loudest voices in Washington, & always have. Grassley’s comments open a window to the soul of the current national Republican Party & it it is not pretty. This is not a view of America that I think President Ronald Reagan let alone President Dwight Eisenhower or Teddy Roosevelt would have recognized. This is unadulterated cynicism & a version of top-down class warfare run amok. ~Facebook 12/4/17

told my people that I wanted only the best, whatever it took, wherever they came from, whatever it cost. We assembled thirty people, the brightest cybersecurity minds we have. A few are on loan, pursuant to strict confidentiality agreements, from the private sector—software companies, telecommunications giants, cybersecurity firms, military contractors. Two are former hackers themselves, one of them currently serving a thirteen-year sentence in a federal penitentiary. Most are from various agencies of the federal government—Homeland Security, CIA, FBI, NSA. Half our team is devoted to threat mitigation—how to limit the damage to our systems and infrastructure after the virus hits. But right now, I’m concerned with the other half, the threat-response team that Devin and Casey are running. They’re devoted to stopping the virus, something they’ve been unable to do for the last two weeks. “Good morning, Mr. President,” says Devin Wittmer. He comes from NSA. After graduating from Berkeley, he started designing cyberdefense software for clients like Apple before the NSA recruited him away. He has developed federal cybersecurity assessment tools to help industries and governments understand their preparedness against cyberattacks. When the major health-care systems in France were hit with a ransomware virus three years ago, we lent them Devin, who was able to locate and disable it. Nobody in America, I’ve been assured, is better at finding holes in cyberdefense systems or at plugging them. “Mr. President,” says Casey Alvarez. Casey is the daughter of Mexican immigrants who settled in Arizona to start a family and built up a fleet of grocery stores in the Southwest along the way. Casey showed no interest in the business, taking quickly to computers and wanting to join law enforcement. When she was a grad student at Penn, she got turned down for a position at the Department of Justice. So Casey got on her computer and managed to do what state and federal authorities had been unable to do for years—she hacked into an underground child-pornography website and disclosed the identities of all the website’s patrons, basically gift-wrapping a federal prosecution for Justice and shutting down an operation that was believed to be the largest purveyor of kiddie porn in the country. DOJ hired her on the spot, and she stayed there until she went to work for the CIA. She’s been most recently deployed in the Middle East with US Central Command, where she intercepts, decodes, and disrupts cybercommunications among terrorist groups. I’ve been assured that these two are, by far, the best we have. And they are about to meet the person who, so far, has been better. There is a hint of reverence in their expressions as I introduce them to Augie. The Sons of Jihad is the all-star team of cyberterrorists, mythical figures in that world. But I sense some competitive fire, too, which will be a good thing.

The process of receiving teaching depends upon the student giving something in return; some kind of psychological surrender is necessary, a gift of some sort. This is why we must discuss surrendering, opening, giving up expectations, before we can speak of the relationship between teacher and student. It is essential to surrender, to open yourself, to present whatever you are to the guru, rather than trying to present yourself as a worthwhile student. It does not matter how much you are willing to pay, how correctly you behave, how clever you are at saying the right thing to your teacher. It is not like having an interview for a job or buying a new car. Whether or not you will get the job depends upon your credentials, how well you are dressed, how beautifully your shoes are polished, how well you speak, how good your manners are. If you are buying a car, it is a matter of how much money you have and how good your credit is. But when it comes to spirituality, something more is required. It is not a matter of applying for a job, of dressing up to impress our potential employer. Such deception does not apply to an interview with a guru, because he sees right through us. He is amused if we dress up especially for the interview. Making ingratiating gestures is not applicable in this situation; in fact it is futile. We must make a real commitment to being open with our teacher; we must be willing to give up all our preconceptions. Milarepa expected Marpa to be a great scholar and a saintly person, dressed in yogic costume with beads, reciting mantras, meditating. Instead he found Marpa working on his farm, directing the laborers and plowing his land. I am afraid the word guru is overused in the West. It would be better to speak of one’s “spiritual friend,” because the teachings emphasize a mutual meeting of two minds. It is a matter of mutual communication, rather than a master-servant relationship between a highly evolved being and a miserable, confused one. In the master-servant relationship the highly evolved being may appear not even to be sitting on his seat but may seem to be floating, levitating, looking down at us. His voice is penetrating, pervading space. Every word, every cough, every movement that he makes is a gesture of wisdom. But this is a dream. A guru should be a spiritual friend who communicates and presents his qualities to us, as Marpa did with Milarepa and Naropa with Marpa. Marpa presented his quality of being a farmer-yogi. He happened to have seven children and a wife, and he looked after his farm, cultivating the land and supporting himself and his family. But these activities were just an ordinary part of his life. He cared for his students as he cared for his crops and family. He was so thorough, paying attention to every detail of his life, that he was able to be a competent teacher as well as a competent father and farmer. There was no physical or spiritual materialism in Marpa’s lifestyle at all. He did not emphasize spirituality and ignore his family or his physical relationship to the earth. If you are not involved with materialism, either spiritually or physically, then there is no emphasis made on any extreme. Nor is it helpful to choose someone for your guru simply because he is famous, someone who is renowned for having published stacks of books and converted thousands or millions of people. Instead the guideline is whether or not you are able actually to communicate with the person, directly and thoroughly. How much self-deception are you involved in? If you really open yourself to your spiritual friend, then you are bound to work together. Are you able to talk to him thoroughly and properly? Does he know anything about you? Does he know anything about himself, for that matter? Is the guru really able to see through your masks, communicate with you properly, directly? In searching for a teacher, this seems to be the guideline rather than fame or wisdom.