Gifts From Students Quotes

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.

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.

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

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.

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.

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.

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.

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]

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.

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!

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.

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.

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.

When teachers of randomly selected students are told their students are slow, they become slower; when teachers believe their students are gifted, they become more gifted.

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?

THROUGHOUT THESE PAGES I advise students against sectarianism and suggest a therapeutic pluralism in which effective interventions are drawn from several different therapy approaches.

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 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.

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.

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.

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.

Drug prevention and sex education might seem to be very different activities, and a program for gifted and talented students still more different from both of these. But that is true only where these programs are legitimately confined to what they claim to be. Far too often, however, these words are mere flags of convenience under which schools set sail on an uncharted sea of social experimentation

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.

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.

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 green leaf upon which it sits, no matter how perfectly it has approximated the subtleties of the particular shade.

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.

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.

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.

As precious as life itself is our heritage of individual freedom, for man's free agency is a God-given gift. In sensing our responsibility to preserve it for ourselves and our posterity, let students and patriotic people ever keep in mind the warning voice of James Russell Lowell proclaiming: 'Our American republic will endure only as long as the ideas of the men who founded it continue dominant.' "There is a crying need today to have this truth heralded throughout the land that youth especially may appreciate and hold the freedom of the individual as sacred as did our revolutionary fathers

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?

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

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.

Third Wave Antiracism insists that it is “racist” for black boys to be overrepresented among those suspended or expelled from schools for violence, which when translated into policy, is documented to have led to violence persisting in the schools and to have lowered students’ grades. Third Wave Antiracism insists that it is “racist” that black kids are underrepresented in New York City schools requiring high performance on a standardized test for admittance, and demands that we eliminate the test. Forget directing black students to (free) resources for practicing the test and reinstating gifted programs that shunted good numbers of black students into those very schools just a generation before – those wouldn’t be quite “revolutionary” (and anti-“white”) enough.

She believed that a good teacher should make a poor student good, and a good student superior. I remember her saying, “When our students fail, we, as teachers, have also failed.” She focused on identifying and magnifying each student’s unique gifts. Her mantra to her students was “Trust yourself. Think for yourself. Act for yourself. Speak for yourself. Be yourself.” She embodied the philosophy “You can’t teach what you don’t know, and you can’t guide where you don’t go.” We don’t have to teach thousands, hundreds, or even dozens. If we can show one person the way, if we can bring one person from darkness into light, if we can make a difference in one person’s development, we have succeeded as a teacher and a coach. It is true that when you light someone else’s path, you see your own more clearly.

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.

Therapists must be familiar with their own dark side and be able to empathize with all human wishes and impulses. A personal therapy experience permits the student therapist to experience many aspects of the therapeutic process from the patient’s seat: the tendency to idealize the therapist, the yearning for dependency, the gratitude toward a caring and attentive listener, the power granted to the therapist. Young therapists must work through their own neurotic issues; they must learn to accept feedback, discover their own blind spots, and see themselves as others see them; they must appreciate their impact upon others and learn how to provide accurate feedback. Lastly, psychotherapy is a psychologically demanding enterprise, and therapists must develop the awareness and inner strength to cope with the many occupational hazards inherent in it. Many

Jesus has called you to serve faithfully. Keep your eye on this task. Be thankful for the others who have embraced the wilderness of cross-cultural ministry. If their ministries seem to be flourishing more than yours, so be it. God sees each part of the mission field and is watching how you plow, plant, water or harvest in your area of responsibility. Take your cues from Him and Him alone. Get this straight in your heart and fix your eyes upon Jesus. There will always be someone who is smarter, quicker, wittier, more gifted than you. There will always be missionaries who are better students of culture or who seem to have more energy than you. Stop the madness that comes from comparing. Be yourself. Do not evaluate your success by looking at others. Be faithful in your call and rejoice that you are working with others all around the world for the cause of Christ!

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.

I don’t know if I’ll get in at Stanford,” one premed said to me after he had sent in his application. “Or anywhere else,” he added. Another mentioned a different school, but the students’ worries were essentially the same. I seldom got involved in what I called freaking out, but this kind of talk happened often, especially during our senior year. One time when this freaking out was going on and I didn’t enter in, one of my friends turned to me, “Carson, aren’t you worried?” “No,” I said. “I’m going to the University of Michigan Medical School.” “How can you be so sure?” “It’s real simple. My father owns the university.” “Did you hear that?” he yelled at one of the others. “Carson’s old man owns the University of Michigan.” Several students were impressed. And understandably because they came from extremely wealthy homes. Their parents owned great industries. Actually, I had been teasing, and maybe it wasn’t playing fair. As a Chrisitan, I believe that God— my Heavenly Father— not only created the universe, but He controls it. And, by extension, God owns the University of Michigan and everything else. I never did explain.

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.

which did not touch his heart. He was not in Kamaswami's house for long, when he already took part in his landlords business. But daily, at the hour appointed by her, he visited beautiful Kamala, wearing pretty clothes, fine shoes, and soon he brought her gifts as well. Much he learned from her red, smart mouth. Much he learned from her tender, supple hand. Him, who was, regarding love, still a boy and had a tendency to plunge blindly and insatiably into lust like into a bottomless pit, him she taught, thoroughly starting with the basics, about that school of thought which teaches that pleasure cannot be taken without giving pleasure, and that every gesture, every caress, every touch, every look, every spot of the body, however small it was, had its secret, which would bring happiness to those who know about it and unleash it. She taught him, that lovers must not part from one another after celebrating love, without one admiring the other, without being just as defeated as they have been victorious, so that with none of them should start feeling fed up or bored and get that evil feeling of having abused or having been abused. Wonderful hours he spent with the beautiful and smart artist, became her student, her lover, her friend. Here with Kamala was the worth and purpose of his present life, nit with the business of

Yearning for some form of reconciliation, for a new, fresh beginning to their relationship, she looked forward to her father’s driving her to college—a time when she would be alone with him for several hours. But the long-anticipated trip proved a disaster: her father behaved true to form by grousing at length about the ugly, garbage-littered creek by the side of the road. She, on the other hand, saw no litter whatsoever in the beautiful, rustic, unspoiled stream. She could find no way to respond and eventually, lapsing into silence, they spent the remainder of the trip looking away from each other. Later, she made the same trip alone and was astounded to note that there were two streams—one on each side of the road. “This time I was the driver,” she said sadly, “and the stream I saw through my window on the driver’s side was just as ugly and polluted as my father had described it.” But by the time she had learned to look out her father’s window, it was too late—her father was dead and buried. That story has remained with me, and on many occasions I have reminded myself and my students, “Look out the other’s window. Try to see the world as your patient sees it.” The woman who told me this story died a short time later of breast cancer, and I regret that I cannot tell her how useful her story has been over the years, to me, my students, and many patients.

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.

As Mae followed her, she had to remind herself that Annie had not always been a senior executive at a company like the Circle. There was a time, only four years ago, when Annie was a college student who wore men’s flannel housepants to class, to dinner, on casual dates. Annie was what one of her boyfriends, and there were many, always monogamous, always decent, called a doofus. But she could afford to be. She came from money, generations of money, and was very cute, dimpled and long-lashed, with hair so blond it could only be real. She was known by all as effervescent, seemed incapable of letting anything bother her for more than a few moments. But she was also a doofus. She was gangly, and used her hands wildly, dangerously, when she spoke, and was given to bizarre conversational tangents and strange obsessions—caves, amateur perfumery, doo-wop music. She was friendly with every one of her exes, with every hookup, with every professor (she knew them all personally and sent them gifts). She had been involved in, or ran, most or all of the clubs and causes in college, and yet she’d found time to be committed to her coursework—to everything, really—while also, at any party, being the most likely to embarrass herself to loosen everyone up, the last to leave. The one rational explanation for all this would have been that she did not sleep, but this was not the case. She slept decadently, eight to ten hours a day, could sleep anywhere—on a three-minute car ride, in the filthy booth of an off-campus diner, on anyone’s couch, at any time. Mae

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!

As he helped Sejanus unpack and make his bed, Coriolanus got caught up on the Capitol news. His suspicions about the Hunger Games were right. “By the next morning, there was no mention of it,” said Sejanus. “When I went into the Academy for my review, I heard some of the faculty talking about what a mistake it’d been to involve the students, so I think that was a one-off. But I wouldn’t be surprised if we see Lucky Flickerman back again next year, or the post office open for gifts and betting.” “Our legacy,” said Coriolanus. “So it seems,” said Sejanus. “Satyria told Professor Sickle that Dr. Gaul is determined to keep it going somehow. A part of her eternal war, I guess. Instead of battles, we have the Hunger Games.” “Yes, to punish the districts and remind us what beasts we are,” said Coriolanus, focused on lining up Sejanus’s folded socks in the locker. “What?” asked Sejanus, giving him a funny look. “I don’t know,” said Coriolanus. “It’s like . . . you know how she’s always torturing that rabbit or melting the flesh off something?” “Like she enjoys it?” asked Sejanus. “Exactly. I think that’s how she thinks we all are. Natural-born killers. Inherently violent,” Coriolanus said. “The Hunger Games are a reminder of what monsters we are and how we need the Capitol to keep us from chaos.” “So, not only is the world a brutal place, but people enjoy its brutality? Like the essay on everything we loved about the war,” said Sejanus. “As if it had been some big show.” He shook his head. “So much for not thinking.” “Forget it,” said Coriolanus. “Let’s just be happy that she’s out of our lives.” A downcast Beanpole appeared, reeking of urinals and bleach. Coriolanus introduced him to Sejanus, who, upon learning of his predicament, cheered him up by promising to help him with the drills. “It took me awhile to get it, too, back at school. But if I can master it, so can you.

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.

I ask them to write brief descriptions of two recent moments in the classroom: a moment when things went so well that you knew you were born to be a teacher and a moment when things went so poorly that you wished you had never been born! Then we get into small groups to learn more about our own natures through the two cases. First, I ask people to help each other identify the gifts that they possess that made the good moment possible. It is an affirming experience to see our gifts at work in a real-life situation-and it often takes the eyes of others to help us see. Our strongest gifts are usually those we are barely aware of possessing. They are a part of our God-given nature, with us from the moment we drew first breath, and we are no more conscious of having them than we are of breathing. Then we turn to the second case. Having been bathed with praise in the first case, people now expect to be subjected to analysis, critique, and a variety of fixes: "If I had been in your shoes, I would have ... ," or, "Next time you are in a situation like that, why don't you ... ?" But I ask them to avoid that approach. I ask them instead to help each other see how limitations and liabilities are the flip side of our gifts, how a particular weakness is the inevitable trade-off for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so well that we can avoid falling into them. My gift as a teacher is the ability to "dance" with my students, to teach and learn with them through dialogue and interaction. When my students are willing to dance with nee, the result can be a thing of beauty. When they refuse to dance, when my gift is denied, things start to become messy: I get hurt and angry, I resent the students-whom I blame for my plight-and I start treating them defensively, in ways that make the dance even less likely to happen. But when I understand this liability as a trade-off for my strengths, something new and liberating arises within me. I no longer want to have my liability "fixed"-by learning how to dance solo, for example, when no one wants to dance with me-for to do that would be to compromise or even destroy my gift. Instead I want to learn how to respond more gracefully to students who refuse to dance, not projecting my limitation on them but embracing it as part of myself. I will never be a good teacher for students who insist on remaining wallflowers throughout their careers-that is simply one of my many limits. But perhaps I can develop enough self-understanding to keep inviting the wallflowers onto the floor, holding open the possibility that some of them might hear the music, accept the invitation, and join me in the dance of teaching and learning.

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.

In short, it was entirely natural that the newts stopped being a sensation, even though there were now as many as a hundred million of them; the public interest they had excited had been the interest of a novelty. They still appeared now and then in films (Sally and Andy, the Two Good Salamanders) and on the cabaret stage where singers endowed with an especially bad voice came on in the role of newts with rasping voices and atrocious grammar, but as soon as the newts had become a familiar and large-scale phenomenon the problems they presented, so to speak, were of a different character. (13) Although the great newt sensation quickly evaporated it was replaced with something that was somewhat more solid - the Newt Question. Not for the first time in the history of mankind, the most vigorous activist in the Newt Question was of course a woman. This was Mme. Louise Zimmermann, the manager of a guest house for girls in Lausanne, who, with exceptional and boundless energy, propagated this noble maxim around the world: Give the newts a proper education! She would tirelessly draw attention both to the newts' natural abilities and to the danger that might arise for human civilisation if the salamanders weren't carefully taught to reason and to understand morals, but it was long before she met with anything but incomprehension from the public. (14) "Just as the Roman culture disappeared under the onslaught of the barbarians our own educated civilisation will disappear if it is allowed to become no more than an island in a sea of beings that are spiritually enslaved, our noble ideals cannot be allowed to become dependent on them," she prophesied at six thousand three hundred and fifty seven lectures that she delivered at women's institutes all over Europe, America, Japan, China, Turkey and elsewhere. "If our culture is to survive there must be education for all. We cannot have any peace to enjoy the gifts of our civilisation nor the fruits of our culture while all around us there are millions and millions of wretched and inferior beings artificially held down in the state of animals. Just as the slogan of the nineteenth century was 'Freedom for Women', so the slogan of our own age must be 'GIVE THE NEWTS A PROPER EDUCATION!'" And on she went. Thanks to her eloquence and her incredible persistence, Mme. Louise Zimmermann mobilised women all round the world and gathered sufficient funds to enable her to found the First Newt Lyceum at Beaulieu (near Nice), where the tadpoles of salamanders working in Marseilles and Toulon were instructed in French language and literature, rhetoric, public behaviour, mathematics and cultural history. (15) The Girls' School for Newts in Menton was slightly less successful, as the staple courses in music, diet and cookery and fine handwork (which Mme. Zimmermann insisted on for primarily pedagogical reasons) met with a remarkable lack of enthusiasm, if not with a stubborn hostility among its young students. In contrast with this, though, the first public examinations for young newts was such an instant and startling success that they were quickly followed by the establishment of the Marine Polytechnic for Newts at Cannes and the Newts' University at Marseilles with the support of the society for the care and protection of animals; it was at this university that the first newt was awarded a doctorate of law.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

6. CHRISTIAN REFORMED CHURCH Nor is this movement confined to liberal denominations. The Christian Reformed Church (CRC) is still thought to be largely evangelical, and it was only in 1995 that the CRC approved the ordination of women. But now the First Christian Reformed Church in Toronto has “opened church leadership to practicing homosexual members ‘living in committed relationships,’ a move that the denomination expressly prohibits.”24 In addition, Calvin College in Grand Rapids, Michigan, the college of the Christian Reformed Church, has increasingly allowed expressions of support for homosexuals to be evident on its campus. World magazine reports: Calvin has since 2002 observed something called “Ribbon Week,” during which heterosexual students wear ribbons to show their support for those who desire to sleep with people of the same sex. Calvin President Gaylen Byker . . . [said], “. . . homosexuality is qualitatively different from other sexual sin. It is a disorder,” not chosen by the person. Having Ribbon Week, he said, “is like having cerebral palsy week.” Pro-homosexuality material has crept into Calvin’s curriculum. . . . At least some Calvin students have internalized the school’s thinking on homosexuality. . . . In January, campus newspaper editor Christian Bell crossed swords with Gary Glenn, president of the American Family Association’s Michigan chapter, and an ardent foe of legislation that gives special rights to homosexuals. . . . In an e-mail exchange with Mr. Glenn before his visit, Mr. Bell called him “a hate-mongering, homophobic bigot . . . from a documented hate group.” Mr. Bell later issued a public apology.25 This article on Calvin College in World generated a barrage of pro and con letters to the editor in the following weeks, all of which can still be read online.26 Many writers expressed appreciation for a college like Calvin that is open to the expression of different viewpoints but still maintains a clear Christian commitment. No one claimed the quotes in the article were inaccurate, but some claimed they did not give a balanced view. Some letters from current and recent students confirmed the essential accuracy of the World article, such as this one: I commend Lynn Vincent for writing “Shifting sand?” (May 10). As a sophomore at Calvin, I have been exposed firsthand to the changing of Calvin’s foundation. Being a transfer student, I was not fully aware of the special events like “Ribbon Week.” I asked a classmate what her purple ribbon meant and she said it’s a sign of acceptance of all people. I later found out that “all people” meant gays, lesbians, and bisexuals. I have been appalled by posters advertising a support group for GLBs (as they are called) around campus. God condemned the practice, so why cannot God’s judgment against GLB be proclaimed at Calvin? I am glad Calvin’s lack of the morals it was founded on is being made known to the Christian community outside of Calvin. Much prayer and action is needed if a change is to take place.—Katie Wagenmaker, Coopersville, Mich.27 Then in June 2004, the Christian Reformed Church named as the editor of Banner, its denominational magazine, the Rev. Robert De Moor, who had earlier written an editorial supporting legal recognition for homosexuals as “domestic partners.” The CRC’s position paper on homosexuality states, “Christian homosexuals, like all Christians, are called to discipleship, to holy obedience, and to the use of their gifts in the cause of the kingdom. Opportunities to serve within the offices and the life of the congregation should be afforded to them as they are to heterosexual Christians.”28 This does not indicate that the Christian Reformed Church has approved of homosexual activity (it has not), but it does indicate the existence of a significant struggle within the denomination, and the likelihood of more to come.

The most important content of case teaching is the student contributions—their suggestions, comments, and questions. Experienced case teachers refer to student contributions, particularly the unexpectedly good ones or those that produce teaching moments, as “gifts” the students offer to the teacher and the class. There is a lot of merit in thinking about student contributions this way. Gift giving is associated with a certain risk. Will the recipient accept the gift, understand why it is given, appreciate its originality, and not suspect a hidden agenda or that the gift really is repurposed from something left over? Being a good case teacher (and participation evaluator) is like being a good gift recipient: you see the students’ gifts in the best possible light (don’t look a gift horse in the mouth, right?) and try to make sense of even the more awkward presents, all to encourage more gift giving.

Judith Richards (1993), a teacher in Cambridge, Massachusetts, recounts her experience in a third/fourth grade classroom of children of white and African-American professionals and working-class Haitian immigrants. When she structured a traditional math problem-solving activity, the children of professionals invariably took the lead. However, when she embedded the same type of math problem-solving activity in a traditional Haitian folk tale, the Haitian children took the lead. It seems reasonable that culturally responsive pedagogy would positively affect learning. In both instances, the cognitive task facing children from cultures that were different from mainstream culture was simplified when they did not have to deal with both an unfamiliar speech event and instructional content. Further, one can imagine that using a familiar communication style could possibly reduce cultural dissonance, create a sense of membership, and symbolically affirm children who are members of racial minority groups (Erickson 1987).

Love your enemies! Do good to them. Lend to them without expecting to be repaid. Then your reward from heaven will be very great, and you will truly be acting as children of the Most High, for he is kind to those who are unthankful and wicked.” —Luke 6:35 (NLT) The late-night call to the hospital twisted my stomach into a hard knot. Danny, a strong, passionate college student studying for ministry, had been in an accident. He lay in a medically induced coma, survival uncertain. I was one of his teachers. I rushed to the hospital and joined his friends. Danny’s parents had not yet arrived; they faced an agonizing four-hour drive. As we waited, we pieced together the tragic story. Danny had seen a homeless man begging on the side of the road. He sensed God’s whisper to feed him; the fast-food gift certificates he had in his pocket would be perfect. While turning his car around, he was T-boned by a pickup truck. His girlfriend suffered minor injuries; the other driver wasn’t hurt, but Danny now fought for his life. We waited and prayed and tried to comfort his parents when they arrived. The waiting stretched into days. Danny’s father, however, was not content with waiting. He had a mission. The day after the accident, he drove to the fast-food joint, loaded up with food, drove to that fateful place, and finished the task his son had begun. While his son lay in a coma, Danny’s father fed that same homeless man who would never fathom the cost of his meal; God’s boundless compassion, disguised as fast food. Danny’s recovery was slow but strong. I saw him recently, working on campus. He waved. He'd just gotten married. Danny, by his life and through his family, has become my teacher. Heavenly Father, grant me grace to press through my heartaches to a place of total forgiveness, supernatural love, and abundant life. —Bill Giovannetti Digging Deeper: Jn 15:4; Eph 4:32; Jas 2:8

But virtually all aspects of underperformance—lower standardized test scores, lower college grades, lower graduation rates—persist among students from the African-American middle class. This situation forces on us an uncomfortable recognition: that beyond class, something racial is depressing the academic performance of these students.

A wave of unease traveled the room. Everyone recalled Levi’s memorable introduction to the Surrey City Press. Kim had been a new hire, only on the job a few days. At Levi’s first staff meeting, he’d loudly noted that her byline—Kimmy Jones—made it sound as if she were writing for the school newspaper, which she had been only months before. Adding insult to injury, Levi had handed Kim back a redlined piece she’d done on the 140th anniversary of Benjamin Franklin Savings Bank. From there he’d remarked, “If you rewrite the lead, find a quote worth using, and back off the superlatives, it might not sound like a college student wrote it.” And that was the beginning of Levi St John—expert at handling a newspaper agenda, disturbingly dense in the area of personal communication.

What advice would you give to a smart, driven college student about to enter the “real world”? Life will go faster than you know. It will be tempting to live a life that impresses others. But this is the wrong path. The right path is to know that life is short, every day is a gift, and you have certain gifts. Happiness is about understanding that the gift of life should be honored every day by offering your gifts to the world. Don’t let yourself define what matters by the dogma of other people’s thoughts. And even more important, don’t let the thoughts of self-doubt and chattering self-criticism in your own mind slow you down. You will likely be your own worst critic. Be kind to yourself in your own mind. Let your mind show you the same kindness that you aspire to show others. What

Poet Ayoade, the first African immigrant to serve as a nuclear missile operator in the United States Air Force, debuts with an inspirational memoir chronicling his childhood in Nigeria and journey to become a doctor and American citizen. Ayoade, who at the age of seven promised his mother “One day, I will take you far away from here,” details his upbringing with an abusive father and the many family tragedies he endured—along with his dedication to creating a different life: “Underground is my unusual journey from childhood poverty to where I am today. How the impossible became a reality.” Readers will be swept into Ayoade’s vivid recollections of his early years, including his strict education, brushes with death, and a strained relationship with his father. He recounts the family’s passion for American movies that made “America seem like the perfect place,” sparking his desire for a better future, and details his decision to become a veterinarian and eventually pursue a career in the U.S. military to ensure the best life for his family (and future generations). Ayoade’s story is moving, particularly his reconciliation with his father and hard-earned American citizenship, and his message that it’s never too late to chase your dreams resonates. That message will evoke strong emotions for readers as Ayoade highlights the importance of hard work and the benefit of a committed support system, alongside his constant “wishing, praying, and fighting to be free from all the sadness and injustice around me”—a theme that echoes through much of the book, including in his acknowledgement that the fear he experienced as a nuclear missile operator was a “cost of this freedom.” Ayoade’s poetry and personal photographs are sprinkled throughout, illuminating his deep love for family and his ultimate belief in liberty as “The reason for it all./ A foundation for a new generation,/ The best gift to any child.” Takeaway: This stirring memoir documents an immigrant’s fight for the American dream. Great for fans of: Ashley C. Ford’s Somebody's Daughter, Maria Hinojosa’s Once I Was You. Production grades Cover: A- Design and typography: A Illustrations: A Editing: A Marketing copy: A

Advanced concepts: You are only an “object” when you are rigid. For most of this chapter, we have assumed people are big solid objects, but anyone who has ever watched a toddler using “noodle legs” in the grocery store while refusing to stand up knows the human body is also capable of behaving like a pile of wet spaghetti. At any moment you can decide if you would like to be one large object or a bunch of little, loosely connected objects, just by flexing or relaxing your muscles. To test this, hold your hand out in front of you with your arm and your body completely flexed and rigid. Have a friend put his palm up against yours and push you as hard as he can. Chances are you will end up stumbling back a few feet or lying on the floor, depending on how strong your friend is. Now have him push you again, but this time let your arm go flaccid. No matter how hard he pushes, your body will not move. From time to time a white belt judo student will try to use his strength to his advantage and “stiff-arm” his opponents. This can be an effective tactic to use against other white belts because they cannot get in close enough to try one of their throws, but to an experienced judoka, stiff arms are a gift, complete with wrapping paper and a bow. A rigid frame gives your opponent access to your center of mass from anywhere on your body, so he can throw you without ever stepping in. Hiza garuma, or the “knee wheel,” is a great throw to use, but there are many effective options available. The same concept applies to striking arts. When you are rigid, your body will be strong and your strikes will have your weight behind them, but you will also burn energy quickly, and you will give your opponent the ability to control you by manipulating your limbs. When you are loose, what happens far away from your center of mass stays far away from your center of mass.

I've got two smart boys," she'd say. "Two mighty smart boys." .... "First thing you're going to do is memorize your times tables." .... I learned the times table. I just kept repeating them until they fixed themselves in my brain... Within days of learning my times table, math became so much easier that my test scores soared.... "I've decided you boys are watching too much television," she said one evening, snapping off the set in the middle of a program... "From now on, you boys can watch no more than three programs a week." .... Mother had already decided how we would spend our free time when we weren't watching television. "You boys are going to go to the library and check out books. You're going to read at least two books every week. At the end of each week you'll give me a report on what you read." .... Slowly the realization came that I was getting better in all my school subjects. I began looking forward to. my trips to the library. The staff got to know Curtis and me, offering suggestions on what we might like to read.... By reading so much, my vocabulary improved along with my comprehension. Soon I became the best student in math when we did story problems. .... The final week of fifth grade we had a long spelling bee in which Mrs. Williamson made us go through every spelling word we were supposed to have learned that year. As everyone expected, Bobby Farmer won the spelling bee. But to my surprise, the last word he spelled correctly to win was agriculture. I can spell that word, I thought with excitement. I had learned it just the day before from my library book. As the winner sat down, a thrill swept through me--a yearning to achieve--more powerful than ever before. "I can spell agriculture," I said to myself. "and I'll bet I can learn to spell any other word in the world." .... I can learn about flax or any subject through reading. It is like Mother says--if you can read, you can learn just about anything.... As I continued to read, my spelling, vocabulary, and comprehension improved, and my classes became much more interesting.

Feinstein has been a China-booster from the early 1990s, often backing pro-Beijing legislation in the Senate. Her husband has strong business links in China, which she denies have had any influence on her. In 1997 she compared the Tiananmen Square massacre to the shooting of four students at Ohio’s Kent State University in 1970, and called for a joint US–China commission on the two nations’ human rights records.35 Lowe left Feinstein’s office after the FBI warned her about him. China’s intelligence agencies also target Westerners not of Chinese heritage for information-gathering. In 2017 a long-serving State Department employee, Candace Claiborne, was indicted for accepting money and gifts from Chinese agents in exchange for diplomatic and economic information.36 She had been targeted by the MSS’s Shanghai State Security Bureau after she asked a Chinese friend to find a job in China for a family member. Claiborne maintained secret contact with MSS agents for five years, supplying them with information in return for help with her ‘financial woes’. She was sentenced to forty months in prison. In the early 1990s Britain’s MI5 wrote a protection manual for businesspeople visiting China; the advice remains relevant today: ‘Be especially alert for flattery and over-generous hospitality … [Westerners] are more likely to be the subject of long-term, low key cultivation, aimed at making “friends” … The aim of these tactics is to create a debt of obligation on the part of the target, who will eventually find it difficult to refuse inevitable requests for favours in return.

What’s great about research is that you can ask these kinds of questions and then go get the answers. So we conducted studies with hundreds of students, mostly early adolescents. We first gave each student a set of ten fairly difficult problems from a nonverbal IQ test. They mostly did pretty well on these, and when they finished we praised them. We praised some of the students for their ability. They were told: “Wow, you got [say] eight right. That’s a really good score. You must be smart at this.” They were in the Adam Guettel you’re-so-talented position. We praised other students for their effort: “Wow, you got [say] eight right. That’s a really good score. You must have worked really hard.” They were not made to feel that they had some special gift; they were praised for doing what it takes to succeed. Both groups were exactly equal to begin with. But right after the praise, they began to differ. As we feared, the ability praise pushed students right into the fixed mindset, and they showed all the signs of it, too: When we gave them a choice, they rejected a challenging new task that they could learn from. They didn’t want to do anything that could expose their flaws and call into question their talent.

The Recipient will take whatever time they need to return to full consciousness at the conclusion of the tuning process and then wash their hands in cold running water as well as drink a glass of cold water to settle themselves and sever the connection to the Reiki Master doing the remote tunings. How to Perform the Reiki Distant Attunements Step 1: Agree the day, date and time of the attunement ceremony with the receiver. Step 2: Decide on the connection method. Print a picture of the receiver's home or location from Google Maps if needed. Step 3: Decide how you will use the Direct Intention and Surrogate method during the attunement ceremony. We think a printed image / video of the receiver is really helpful, so ask the receiver to send you a picture of yourself to use during the tuning. (Please note: although it is not essential to use a receiver photo during the distant tuning ceremony). Step 4: Be ready with the reiki chant or heartbeat music playing in the background, at least 5 minutes before the agreed time. Taking a few minutes to interact with the energies of the reiki and pull in the energy / images in which you will work during the remote tuning ceremony. Step 5: Intone a short prayer, quietly. (Example: "I call upon Reiki, the Universal Life Force, all past, present and future Reiki Masters (remember Reiki is not bound by time or space) in particular Dr. Usui, Dr. Hayashi and Mrs. Takata to close and participate in this sacred distant tuning ceremony for (insert name of students). I ask that Reiki's power and wisdom establish this connection now and guide and assist me by allowing our energies to connect across time and space so that I can pass on Reiki's gift through the tuning of (insert the name of the students) to Usui Reiki Level 1, 2 and 3. I propose that this ritual be an uplifting and encouraging event for (insert the name of the students) so that (insert the name of the students) the optimistic and strong Reiki Master / Teacher can go forward from this point on. Phase 6: Now, when you look down, imagine / visualize the surrogate / proxy being linked and transferred through time and space, so you're in the room with your student / recipient. Based on the amount of tuning you are doing, envision or picture yourself now in front of the receiver and go through the entire process in your imagination or through the surrogate / proxy physical actions using the strategies outlined in Lesson 8, 9, 10 or 11. You should ask the power and wisdom of reiki to sever the connection between you and the student / recipient at the end of the tuning ceremony and ask reiki to return you to your present location. Conclude the ritual with a brief thank you prayer, then then wash your hands in cold running water and drink a glass of cold water to stabilize yourself and sever the bond between yourself and the recipient / student entirely.

Everything is on the Record, just waiting to be discovered: the whispered confession, the stolen kiss. This is not the goal of our good and golden systems; the goal is simply the maintenance of reality as it occurs, so that all can live together within the same sheltering truth, safe within the strong high walls of the Objectively So. We may keep secrets from one another, but not from the Record, and if life is therefore made more difficult for the adulterer or the petty-cash-box pilferer, for the student with his eye on his deskmate’s paper or the worker who clocks in late, surely that’s a price worth paying—or even, looked at differently, not a price at all, but a benefice. A gift we are given by the ever-presence of truth.

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

Further Reading For the Children’s Sake: Foundations of Education for Home and School by Susan Schaeffer Macaulay The Brave Learner: Finding Everyday Magic in Homeschool, Learning, and Life by Julie Bogart The Read-Aloud Family: Making Meaningful and Lasting Connections with Your Kids by Sarah Mackenzie Rethinking School: How to Take Charge of Your Child’s Education by Susan Wise Bauer A Gracious Space: Daily Reflections to Sustain Your Homeschooling Commitment by Julie Bogart Teaching from Rest: A Homeschooler’s Guide to Unshakable Peace by Sarah Mackenzie Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Peter Gray Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Scott D. Sampson Home Grown: Adventures in Parenting off the Beaten Path, Unschooling, and Reconnecting with the Natural World by Ben Hewitt Project-Based Homeschooling: Mentoring Self-Directed Learners by Lori Pickert Let’s Play Math: How Families Can Learn Math Together—and Enjoy It by Denise Gaskins The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education by Blake Boles Gifts Differing: Understanding Personality Type by Isabel Briggs Meyers and Peter B. Myers

From this school came Thekla, a Grecian noblewoman, a God-anointed healer, whose ministry of healing is said by students to have set a record. And still there are those who would deny the right of Christian ministry to women.

As a Christian university administrator, it has been my life’s work to integrate faith and learning to equip students to be Christian servant leaders in their respective callings. In this book a dear friend of mine, Tony Carvalho, does not just integrate faith and learning, but rather he aids Christians in going beyond that into our central calling of integrating faith and living. Beyond Sunday Morning is a wonderful guide from a gifted business leader who has implemented these practices into his own life and work. This book is insightful, challenging, and inspiring.

Norma Bowe often said she believed there was a wonder in unleashing your story, horrible as it might be, out into the world. She told her students that speaking it aloud releases a different kind of power from writing it down on paper or typing it on a computer screen. Give it voice, and you never know what kind of gift might find its way back in return.

Also during their honeymoon, Jane shared with him a gift from her favorite professor at Swarthmore, Henry Goddard, chair of the English Department. For every student, Goddard wrote a phrase from literature on a slip of paper, put it inside a walnut shell, and presented it at the end of the semester. For Jane, he had selected a sentence from Dostoyevsky: “One sacred memory from childhood is perhaps the best education.” Kurt referred to it for years as inspiration and solace.

I have to confess that, in the years I have spent as a schoolteacher, I have learned much more from my students than they have from me. While that will surely sound like a feigned humility, it isn't feigned, and it isn't humility either.

David, a six-year-old autistic boy, suffered from chronic anxiety and poor visual-motor co-ordination. For nine months, efforts had been made to teach him to tie his shoe-laces without avail. However, it was discovered that his audio-motor co-ordination was excellent. He could beat quite complex rhythms on a drum, and was clearly musically gifted. When a student therapist put the process of tying his shoe-laces into a song, David succeeded at the second attempt. A song is a form in time. David had a special relationship to this element and could comprehend the shoe-tying process when it was organized in time through a song.16

Notably, there is teaching, which once again requires verbal skill and a gift for explaining large amounts of accumulated information. No wonder this field favors the old over the young. A recent study in The Chronicle of Higher Education showed that the oldest college professors tended to have the best teaching evaluations within departments.[7] They found this especially in the humanities, where professors got their lowest ratings early in their careers and improved through their sixties and seventies. (A note to college students reading this book: enroll in the classes of the oldest professors.) This late-in-life

I started learning English from Abuelo Jorge's old grammar textbooks. I found them in Abuelo Celia's closet. They date back to 1919, the first year he started working for the American Electric Broom Company. At school, only a few students were allowed to learn English, by special permission. The rest of us had to learn Russian. I liked the curves of the Cyrillic letters, their unexpected sounds. I liked the way my name looked: Иван. I took Russian for nearly two years at school. My teacher, Sergey Mikoyan, praised me highly. He said I had an ear for languages, that if I studied hard I could be a translator for world leaders. It was true I could repeat anything he said, even tongue twisters like kolokololiteyshchiki perekolotili vikarabkavshihsya vihuholey "the church bell casters slaughtered the desmans that had scrambled out." He told me I had a gift, like playing the violin, or mastering chess.

In a way, Schoenberg's journey resembles that of Theodor Herzi, the progenitor of political Zionism, whose early attacks on self-satisfied assimilated urban Jews could be mistaken for anti-Semitic diatribes. The scholar Alexander Ringer has argued that Schoenberg's atonality may have been an oblique affirmation of his Jewishness. In this reading, it is a kind of musical Zion, a promised land in whose dusty desert climate the Jewish composer could escape the ill-concealed hatred of bourgeois Europe. Schoenberg would prove uncannily alert to the murderousness of Nazi anti-Semitism. In 1934, he predicted that Hitler was planning "no more and no less than the extermination of all Jews!" Such thoughts were presumably not on his mind circa 1907 and 1908, yet to be Jewish in Vienna was to live under a vague but growing threat. Anti-semitism was shifting from a religious to a racial basis, meaning that a conversion to Catholicism or Protestantism no longer sufficed to solve one's Jewish problem. Rights and freedoms were being picked off one by one. Jews were expelled from student societies, boycotts instituted. There were beatings in the streets. Rabble-rousers spouted messages of hate. Hitler himself was somewhere in the background, trying to make his way as an artist, building a cathedral of resentment in his mind. As the historian Steven Beller writes, Jews were "at the center of culture but the edge of society." Mahler ruled musical Vienna; at the same time, Jewish men never felt safe walking the streets at night. All told, a Freudian host of urges, emotions, and ideas circled Schoenberg as he put his fateful chords on paper. He endured violent disorder in his private life; he felt ostracized by a museum-like concert culture; he experienced the alienation of being a Jew in Vienna; he sensed a historical tendency from consonance to dissonance; he felt disgust for a tonal system grown sickly. But the very multiplicity of possible explanations points up something that cannot be explained. There was no "necessity" driving atonality; no irreversible current of history made it happen. It was one man's leap into the unknown. It became a movement when two equally gifted composers jumped in behind him.

In a way, Schoenberg's journey resembles that of Theodor Herzi, the progenitor of political Zionism, whose early attacks on self-satisfied assimilated urban Jews could be mistaken for anti-Semitic diatribes. The scholar Alexander Ringer has argued that Schoenberg's atonality may have been an oblique affirmation of his Jewishness. In this reading, it is a kind of musical Zion, a promised land in whose dusty desert climate the Jewish composer could escape the ill-concealed hatred of bourgeois Europe. Schoenberg would prove uncannily alert to the murderousness of Nazi antisemitism. In 1934, he predicted that Hitler was planning "no more and no less than the extermination of all Jews!" Such thoughts were presumably not on his mind circa 1907 and 1908, yet to be Jewish in Vienna was to live under a vague but growing threat. Antisemitism was shifting from a religious to a racial basis, meaning that a conversion to Catholicism or Protestantism no longer sufficed to solve one's Jewish problem. Rights and freedoms were being picked off one by one. Jews were expelled from student societies, boycotts instituted. There were beatings in the streets. Rabble-rousers spouted messages of hate. Hitler himself was somewhere in the background, trying to make his way as an artist, building a cathedral of resentment in his mind. As the historian Steven Beller writes, Jews were "at the center of culture but the edge of society." Mahler ruled musical Vienna; at the same time, Jewish men never felt safe walking the streets at night. All told, a Freudian host of urges, emotions, and ideas circled Schoenberg as he put his fateful chords on paper. He endured violent disorder in his private life; he felt ostracized by a museum-like concert culture; he experienced the alienation of being a Jew in Vienna; he sensed a historical tendency from consonance to dissonance; he felt disgust for a tonal system grown sickly. But the very multiplicity of possible explanations points up something that cannot be explained. There was no "necessity" driving atonality; no irreversible current of history made it happen. It was one man's leap into the unknown. It became a movement when two equally gifted composers jumped in behind him.

The Adam Smith that we know today was shaped by his early life and education in Kirkcaldy and Glasgow. As a bright young man he was able to benefit from gifted teachers, to read widely, and to discuss what he read with the students he spent time with. Smith clearly loved the school, the university, and the clubs and societies in Glasgow and Eddinburgh. They shaped his thinking. But we should also remember that, for all his sociability, Smith also loved to be on his own. When it came time to write the Wealth of Nations he returned to his mother's home and to the solitude of Kirkcaldy. Here he was able to arrange his thoughts during long walks on the beach. It is no surprise that a major section of Book V of the Wealth of Nations ended up being about education. Smith's own education and experience as a teacher shaped his thinking and awareness of how important education is to society.

Instead of calling these IB and AP courses "gifted" classes, I call them privileged classes. The students in the classes are privileged. Colleges give preferential treatment to students who take these classes. These classes are not offered at all or in full in some schools. Others have a full slate of IB or AP classes. Many IB programs require letters of recommendation, allowing eligibility to hinge on teachers' assumptions and expectations of students. Depending on their race, students aren't just steered away from them, they are also steered toward them.

headed for Victoria Street and Petty France to pick up my new passport. Filling in the form the day before – born in London, 11 February 1915; height 5' 9¾"; eyes, brown; hair, brown; distinguishing marks, none – I had left the top space empty, not knowing what to write. Profession? ‘Well, what shall we say?’ the Passport Official had asked, pointing to the void. My mind remained empty. A few years earlier, an American hobo song called Hallelujah I’m a bum! had been on many lips; during the last days it had been haunting me like a private leitmotif and without realizing I must have been humming the tune as I pondered, for the Official laughed. ‘You can’t very well put that,’ he said. After a moment he added: ‘I should just write “student”’; so I did. With the stiff new document in my pocket, stamped ‘8 December 1933’, I struck north over the Green Park under a dark massing of cloud.

Underachievement is not limited to struggling students; even gifted individuals can underachieve. It often stems from a conscious or an unconscious decision, manifesting in their daily habits and behaviours.