Good School Appropriate Quotes

School appropriates the money, men, and good will available for education and in addition discourages other institutions from assuming educational tasks. Work, leisure, politics, city living, and even family life depend on schools for the habits and knowledge they presuppose, instead of becoming themselves the means of education.

those at the very top of the class—are going to face a burden that they would not face in a less competitive atmosphere. Citizens of happy countries have higher suicide rates than citizens of unhappy countries, because they look at the smiling faces around them and the contrast is too great. Students at “great” schools look at the brilliant students around them, and how do you think they feel? The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling—as subjective and ridiculous and irrational

2-Make eye contact. When someone is speaking, keep your eyes on him or her at all times. If someone makes a comment, turn and face that person. 3-During discussions, respect other students’ comments, opinions, and ideas. When possible, make statements like, “I agree with John, and I also feel that…” or “I disagree with Sarah. She made a good point I feel that…” or “I think Victor made an excellent observation, and it made me realize…” 4-If you win or do well at something, do not brag. If you lose, do not show anger. Instead, say something like, “I really enjoyed the competition, and I look forward to playing you again,” or “good game,” or don’t say anything at all. To show anger or sarcasm, such as “I wasn’t playing hard anyway” or “You really aren’t that good,” shows weakness. 5-“When you cough or sneeze or burp, it is appropriate to turn your head away from others and cover your mouth with the full part of your hand. Using a fist is not acceptable. Afterward, you should say, “Excuse me.” 6- “Do not smack your lips, tsk, roll your eyes, or show disrespect with gestures.” 7-“Always say thank you when I give you something. 8-“Surprise others by performing random acts of kindness. Go our of your way to do something surprisingly kind and generous for someone at least once a month.” 9-“You will make every effort to be as organized as possible.” 10-"Quickly learn the name of other teachers in the school and greet them by saying things like, "Good morning Mrs. Graham," or "Good afternoon Ms. Ortiz. 11-"When we go on field trips, we will meet different people. When I introduce you to people, make sure that you remember their names. Then, when we are leaving, make sure to shake their hands and thank them, mentioning their names as you do so." 12-“If you approach a door and someone is following you, hold the door. If the door opens by pulling, pull it open, stand to the side, and allow the other person 13-to pass through it first, then you can walk through. If the door opens by pushing, hold the door open after you push through." "Be positive and enjoy life. Some things just aren't worth getting upset over. Keep everything in perspective and focus on the good in your life.

The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling—as subjective and ridiculous and irrational as it may be—matters. How you feel about your abilities—your academic “self-concept”—in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.

Certainty is an unrealistic and unattainable ideal. We need to have pastors who are schooled in apologetics and engaged intellectually with our culture so as to shepherd their flock amidst the wolves. People who simply ride the roller coaster of emotional experience are cheating themselves out of a deeper and richer Christian faith by neglecting the intellectual side of that faith. They know little of the riches of deep understanding of Christian truth, of the confidence inspired by the discovery that one’s faith is logical and fits the facts of experience, and of the stability brought to one’s life by the conviction that one’s faith is objectively true. God could not possibly have intended that reason should be the faculty to lead us to faith, for faith cannot hang indefinitely in suspense while reason cautiously weighs and reweighs arguments. The Scriptures teach, on the contrary, that the way to God is by means of the heart, not by means of the intellect. When a person refuses to come to Christ, it is never just because of lack of evidence or because of intellectual difficulties: at root, he refuses to come because he willingly ignores and rejects the drawing of God’s Spirit on his heart. unbelief is at root a spiritual, not an intellectual, problem. Sometimes an unbeliever will throw up an intellectual smoke screen so that he can avoid personal, existential involvement with the gospel. In such a case, further argumentation may be futile and counterproductive, and we need to be sensitive to moments when apologetics is and is not appropriate. A person who knows that Christianity is true on the basis of the witness of the Spirit may also have a sound apologetic which reinforces or confirms for him the Spirit’s witness, but it does not serve as the basis of his belief. As long as reason is a minister of the Christian faith, Christians should employ it. It should not surprise us if most people find our apologetic unconvincing. But that does not mean that our apologetic is ineffective; it may only mean that many people are closed-minded. Without a divine lawgiver, there can be no objective right and wrong, only our culturally and personally relative, subjective judgments. This means that it is impossible to condemn war, oppression, or crime as evil. Nor can one praise brotherhood, equality, and love as good. For in a universe without God, good and evil do not exist—there is only the bare valueless fact of existence, and there is no one to say that you are right and I am wrong. No atheist or agnostic really lives consistently with his worldview. In some way he affirms meaning, value, or purpose without an adequate basis. It is our job to discover those areas and lovingly show him where those beliefs are groundless. We are witnesses to a mighty struggle for the mind and soul of America in our day, and Christians cannot be indifferent to it. If moral values are gradually discovered, not invented, then our gradual and fallible apprehension of the moral realm no more undermines the objective reality of that realm than our gradual, fallible apprehension of the physical world undermines the objectivity of that realm. God has given evidence sufficiently clear for those with an open heart, but sufficiently vague so as not to compel those whose hearts are closed. Because of the need for instruction and personal devotion, these writings must have been copied many times, which increases the chances of preserving the original text. In fact, no other ancient work is available in so many copies and languages, and yet all these various versions agree in content. The text has also remained unmarred by heretical additions. The abundance of manuscripts over a wide geographical distribution demonstrates that the text has been transmitted with only trifling discrepancies.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

We're in her bedroom,and she's helping me write an essay about my guniea pig for French class. She's wearing soccer shorts with a cashmere sweater, and even though it's silly-looking, it's endearingly Meredith-appropriate. She's also doing crunches. For fun. "Good,but that's present tense," she says. "You aren't feeding Captain Jack carrot sticks right now." "Oh. Right." I jot something down, but I'm not thinking about verbs. I'm trying to figure out how to casually bring up Etienne. "Read it to me again. Ooo,and do your funny voice! That faux-French one your ordered cafe creme in the other day, at that new place with St. Clair." My bad French accent wasn't on purpose, but I jump on the opening. "You know, there's something,um,I've been wondering." I'm conscious of the illuminated sign above my head, flashing the obvious-I! LOVE! ETIENNE!-but push ahead anyway. "Why are he and Ellie still together? I mean they hardly see each other anymore. Right?" Mer pauses, mid-crunch,and...I'm caught. She knows I'm in love with him, too. But then I see her struggling to reply, and I realize she's as trapped in the drama as I am. She didn't even notice my odd tone of voice. "Yeah." She lowers herself slwoly back to the floor. "But it's not that simple. They've been together forever. They're practically an old married couple. And besides,they're both really...cautious." "Cautious?" "Yeah.You know.St. Clair doesn't rock the boat. And Ellie's the same way. It took her ages to choose a university, and then she still picked one that's only a few neighborhoods away. I mean, Parsons is a prestigious school and everything,but she chose it because it was familiar.And now with St. Clair's mom,I think he's afraid to lose anyone else.Meanwhile,she's not gonna break up with him,not while his mom has cancer. Even if it isn't a healthy relationship anymore." I click the clicky-button on top of my pen. Clickclickclickclick. "So you think they're unhappy?" She sighs. "Not unhappy,but...not happy either. Happy enough,I guess. Does that make sense?" And it does.Which I hate. Clickclickclickclick. It means I can't say anything to him, because I'd be risking our friendship. I have to keep acting like nothing has changed,that I don't feel anything ore for him than I feel for Josh.

As it is written, “Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth.” 2Ti 2:15  But how can we rightly divide the word of truth? Where does the truth come from? The Lord no doubt. But without His wisdom how can we rightly divide it? Where does this wisdom come from and how do we come to the knowledge of the truth which is the word of God? But as it is also written, “However, when He, the Spirit of truth, has come, He will guide you into all truth.” Joh 16:13  Seeing that He guides us into all truth, we can find the power to retain the word of truth through the Holy Spirit. He likewise will bring the scriptures to remembrance when it comes time to apply them. But as we discussed earlier, the scriptures need to be speaking out to us first when we read. This is the Holy Spirit breathing life into the word of God and speaking it to you. This is the scripture He is teaching you and wants you to memorize and meditate on. We as good pupils and students, need to be listening to the voice of our Teacher and Master. We need to pay attention in class, and let Him teach the lesson. He is the one who guides us through the workbook (the Bible) even as the schoolteacher leads a student to the textbook. In school the teachers tell us what we should memorize. Likewise the Holy Spirit will tell you what you should memorize. Whatever speaks out to you, God is speaking to you. Whatever God is speaking to you, you should be memorizing for later practice. If you do this, you will be able to recall the scriptures better at all the appropriate times as we discussed earlier. But you need to lean on the Lord for strength to remember them. The Holy Spirit will speak to you in the time that you need to remember the scriptures. But only if you have sought Him in memorizing it and meditating on it. When we allow the first fruits to be the work of God in us, then all fruit will be the work of God. We are not called to walk about by our strength nor are we called to gain the wisdom of God with our own strength. Rather in ALL our ways we are called to lean on Him. As it is written, “Trust in the LORD with all your heart, And lean not on your own understanding. In all your ways acknowledge Him, And He shall direct your paths.” Pro 3:5-6 And earlier we said in James 1:5 that if we lack wisdom we need to ask God for it. But what does that scripture tell us? It says to ask in faith.

What singles out ‘bad taste’ is merely that the desire for compensation has grown particularly acute because the deprivation has been correspondingly intense. ... In every instance of bad taste, we find an over-eager embracing of a good quality – sweetness, freedom, fun or prosperity – that is, or once was, in very short supply in the owner’s life. Bad taste can appal, but once one understands its origins, sympathy is a more appropriate response. What is ‘bad’ in bad taste is not the person, but the prior difficulty for which they are seeking to compensate through their décor. There is no point in mocking or offering lectures about art history. The problem isn’t a lack of information. It is a trauma created by a badly broken and unbalanced world. Therefore, the solution to bad taste is, in the broad sense, political. Good taste comes about when people feel appreciated, when there’s enough to go around and when there’s an economy that doesn’t routinely humiliate and abase its members. To make good taste more widespread, what matters above all are efforts to diminish the desperate lives in which lapses of taste invariably have their origins.

The problem here is pain. Filling out the appropriate paperwork to drop out of med school is a straightforward and obvious action; breaking your parents’ hearts is not. Asking a tutor out on a date is as simple as saying the words; risking intense embarrassment and rejection feels far more complicated. Asking someone to move out of your house is a clear decision; feeling as if you’re abandoning your own children is not. I

And her apparent eagerness to follow Tyler into the cauldron dried up all my professional zeal, and I had nothing more to say. Samantha just watched me to see what I would do—and for the first time in my life, I had absolutely no idea what that would be. What is the correct facial expression to put on when someone tells you their lifelong fantasy is to be eaten? Should I go for shock? Disbelief? What about moral outrage? I was quite sure the subject had never come up in any of the movies or TV shows I had studied, and even though I am considered a clever and creative person in some circles, I could not imagine anything at all that might be appropriate. So I stared, and Samantha looked back at me, and there we were: a perfectly normal married man with three kids and a promising career who just happened to enjoy killing people, staring at a perfectly normal eighteen-year-old girl who went to a good school and liked Twilight and who wanted to be eaten, sitting next to each other in a walk-in refrigerator at a vampire club in South Beach. I had been trying so hard lately to achieve some close approximation of normal life, but if this was it, I thought I would prefer something else. Outside of Salvador Dalí I really can’t believe the human mind could handle anything more extreme. And at last even the mutual staring began to seem too strange, even for two dedicated non-humans like us, and we both blinked and looked away.

School Code of Conduct. Everything you need to know about how to behave at school—and how not to behave—is right here in this book.” A bunch of teachers came around and started handing out a copy to each student in the gym. “When you receive yours, open up to page one and follow along with me,” Stricker said. Then she started reading… really… slowly. “‘Section One: Hills Village Middle School Dress Code…’” When I got my copy, I flipped all the way to the back of the book. There were sixteen sections and twenty-six pages total. In other words, we were going to be lucky to get out of this assembly by Christmas. “‘… All students are expected to dress appropriately for an academic environment. No student shall wear clothing of a size more than two beyond his or her normal size….’” HELP! That’s what I was thinking about then. Middle school had just started, and they were already trying to bore us to death. Please, somebody stop Mrs. Stricker before she kills again! Leo took out a pen and started drawing something on the inside of the back cover. Stricker turned to the next page and kept reading. “‘Section Two: Prohibited Items. No student shall bring to school any electronic equipment not intended for class purposes. This includes cell phones, iPods, cameras, laptop computers….’” The whole thing went on and on. And on. And on. By the time we got to Section 6 (“Grounds for Expulsion”), my brain was turning into guacamole, and I’m pretty sure my ears were bleeding too. People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s “good for me.” Yeah, well, asparagus is good for me, but it still makes me want to throw up. As far as I could tell, this little green book in my hands was just one long list of all the ways I could—and probably would—get into trouble between now and the end of the school year. Meanwhile, Leo was drawing away like the maniac he is. Every time Stricker mentioned another rule, he scribbled something else on the page in front of him. Finally, he turned it around and showed me what he was working on.

The English textbooks, which the ministry had handpicked and shipped to every school, were intended for American children learning to read in English, not for foreign children learning English itself. “Splish splash,” a story might declare on one page. “Jane got soaked by the hose.” In one sentence the book had managed to combine a pseudo-word (“splish”), an irregular past tense (“got”), a passive construction (“got soaked by”) for speakers of a language in which there was no such thing, and three words that should not be at the top of a basic vocabulary list (“splash,” “soaked,” and “hose”), one of which (“hose”) referred to an object that didn’t exist in this world. This was supposed to be appropriate reading for second graders, merely because the words were easy to sound out—and this at a school where, on a very good day, my second graders were working on the grammatical complexities of the sentence “I walk.” I

Switch the Skills, Switch the Schools Education researcher Sugata Mitra, who has showed how much poor children in the developing world can learn on their own when provided with nothing more than some appropriate technology, has a provocative explanation for the emphasis on rote learning. In his speech at the 2013 TED conference, where his work was recognized with the one-million-dollar TED prize, he gave an account of when and why these skills came to be valued. I tried to look at where did the kind of learning we do in schools, where did it come from? . . . It came from . . . the last and the biggest of the empires on this planet, [the British Empire]. What they did was amazing. They created a global computer made up of people. It’s still with us today. It’s called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. . . . They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head. They must be so identical that you could pick one up from New Zealand and ship them to Canada and he would be instantly functional.10

What is the appropriate response when a man says he wants to fuck you? “Ummm…that’s…thanks. I can’t quit my job; I need the money for school.” I reach over to pat his knee, adding, “You’re so hot, and I’m sure you can find another woman to…fuck.” There, that sounds good, right? I’m proud of my answer. I turned him down but also gave him a compliment. Way to think on your feet, Lia!

Second Week Of June 2012 I agreed to be Dr. Arius’ case study. In my reply to the psychiatrist, I wrote: Good Day Dr. A. I’m surprised and flattered that you consider me an appropriate candidate to conduct a case study on my unique E.R.O.S., Bahriji, elite Arab Household, and secondary school experiences. As much as I am delighted to agree to your proposed challenge and to answer your questionnaires to the best of my abilities, I also have questions for you for which I would like answers before being an active participant in the survey. * Are you planning to publish professional psychiatric papers and publications to your findings? Or are you working on this project solely for your personal interest? * If your research reveals a positive alternative to the current accepted educational norm, are you planning to actively advocate for change? As you are aware, I can only provide you with my personal opinion on my educational experiences. I cannot speak for other  E.R.O.S. members. Before I agree to undergo this case study, I wish to make it very clear that I only speak for myself. Under no circumstances will I undermine to reveal the actual names of people and places, or jeopardize their society and individual standing in any way. I am obligated to honor my oath of confidentiality and pledge never to reveal the true identity of the clandestine society. As long as you are aware of my pledge, I am happy to answer your questions to the best of my ability. Although I have not known you for very long, I consider you a trusted friend. My intuition tells me you are a man of integrity. I have always trusted my inner voice and it has never failed me. I look forward to your next correspondence and your answers to my questions. I hope all is going splendidly in your part of the world. Keep me posted on the progress of your gay organization. It is good to receive your emails as always. Yours truly, Young.

It is what human beings do. We compare ourselves to those in the same situation as ourselves, which means that students in an elite school—except, perhaps, those at the very top of the class—are going to face a burden that they would not face in a less competitive atmosphere. Citizens of happy countries have higher suicide rates than citizens of unhappy countries, because they look at the smiling faces around them and the contrast is too great. Students at “great” schools look at the brilliant students around them, and how do you think they feel? The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling — as subjective and ridiculous and irrational as it may be — matters. How you feel about your abilities — your academic “self-concept” — in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.

Christmas Day 2012 Continuation of my Message to Andy (part 2)   After the evening’s ‘Kumbayah’ singalong at the OBSS camp, we had some alone time before returning to our respective tents for a good night’s sleep, fresh and ready for the following day’s Outward Bound events.               Just as I was ready to garner some quality time to myself, Jules asked, “How are you feeling, Young?”               “I’m good sir, and you?” I answered.               “Care for a stroll with me?” “Sure. I was about to find a quiet spot to contemplate,” I said.               “What are you contemplating?”               “Oh. This, that and the other,” I remarked nonchalantly.               “Is something bothering you?” he pressed.               I looked at him for a brief second. “Maybe there’s something that’s bothering you?” I countered.               He went silent, thinking of an appropriate parry. “Err, err… there is nothing bothering me. I’m concerned about your recovery… from the swimming incident.”               “I’m fine. Thank you for your concern.”               Silence followed, before the instructor muttered, “Shall we walk? I’d like to get to know you better.”               We headed away from the camp, but remained silent. When out of earshot, Jules began, “You are different from the other boys at the camp.”               “How so?”               “You are mature beyond you age,” he opined. “Most of the boys who come to OBSS lack social and human relationship skills. But you… you seem to know a lot more than meets the eye.”               The Caucasian was inveigling me to confide in him.               “I learned the art of social conversation and human relationships at my English boarding school.”               “It must be an excellent school,” he declared.               “It sure is. I learned a lot of invaluable skills, not taught in regular classes,” I commented sportively.               Jules pressed, “What exactly did they teach you?”               “Oh, I’d rather show than tell,” I teased. “Would you like me to demonstrate?

But she could make one decision- to change her environment. And if she could change her environment, she would be subject to a whole different set of cues and unconscious cultural influences. It's easier to change your environment than to change your insides. Change your environment and then let the new cues do the work. She spent the first part of eighth grade learning about the Academy, talking to students, asking her mother, and quizzing her teachers. One day in February, she heard that the board of the school had arrived for a meeting, and she decided in her own junior-warrior manner that she'd demand that they let her in. She snuck into the school when a group of kids came out the back door for gym class, and she made her way to the conference room. She knocked, and entered the room. There was a group of tables pushed toward the middle of the room, with about twenty-five adults sitting around the outside of them. The two Academy founders were sitting in the middle on the far side of the tables. "I would like to come to your school," she said loud enough for the whole room to hear. "How did you get in here?" somebody at the table barked. "May I please come to your school next year?" One of the founders smiled. "You see, we have a lottery system. If you enter your name, there is a drawing in April-" "I would like to come to your school," Erica interrupted, launching into the speech she had rehearsed in her head for months. "I tried to get into New Hope when I was ten, and they wouldn't let me. I went down to the agency and I told the lady, but she wouldn't let me. It took them three cops to get me out of there, but I'm thirteen now, and I've worked hard. I get good grades. I know appropriate behavior. I feel I deserve to go to your school. You can ask anyone. I have references." She held out a piece of binder paper with teachers' names on it. "What's your name?" the founder asked. "Erica." "You see, we have rules about this. Many people would like to come to the Academy, so we decided the fairest thing to do is to have a lottery each spring." "That's just a way of saying no." "You'll have as fair a chance as anyone." "That's just a way of saying no. I need to go to the Academy. I need to go to college." Erica had nothing more to say. She just stood there silently. She decided it would take some more cops to take her away. Sitting across from the founders was a great fat man. He was a hedge-fund manager who had made billions of dollars and largely funded the school. He was brilliant, but had the social graces of a gnat. He took a pen from his pocket and wrote something on a piece of paper. He looked at Erica one more time, folded the paper, and slid it across the table to the founders. They opened it up and read the note. It said, "Rig the fucking lottery." The founders were silent for a moment and looked at each other. Finally, one of them looked up and said in a low voice. "What did you say your name was?" "Erica." "Listen, Erica, at the Academy we have rules. We have one set of rules for everybody. Those rules we follow to the letter. We demand discipline. Total discipline. So I'm only going to say this to you once. If you ever tell anybody about bursting in here and talking to us like that, I will personally kick you out of our school. Are we clear about that?" "Yes, sir." "The write your name and address on a piece of paper. Put it on the table and I will see you in September".

These often idealistic and earnest teachers-to-be are taught that good teachers command control over students, and they are encouraged to learn to use behavioral systems of reward and punishment that are actually more appropriate for training animals than for educating free human beings.

Human history is in large part nonsense, and I think it is appropriate to pay tribute to the percentage of the nonsense that is not tragic, that is harmless, even benign. Looking back at the challenges flung to us by the Soviets in our long struggle for hearts and minds, it is striking to realize how elegant, how courtly they tended to be. Their dancers and their skaters carried themselves like Romanovs, grave and unapproachable, aesthetically chaste and severe. It is striking as well how effectively their classicism governed the competition. Ballet was suddenly urgently important in America. Our orchestras were heroes of democracy for doing well just what they had always done. The Russians rejected modernism, and we looked a little askance at it ourselves, or flaunted it to the point of self-parody. Behind it all was an unspoken assumption carried on from the nineteenth century, that a great culture proved the health, worth, and integrity of a civilization. This was a sensitive issue for both countries, Russia having entered late into the Europe its arts so passionately emulated, America having entered late into existence as a nation. There are respects in which Russia was a good adversary. When they launched their first satellite, my little public school became more serious about my education. They helped to sensitize us to the hypocrisy of our position on civil rights, doing us a great service. This is not to minimize all that was regrettable, the doomsday stockpiles and that entrenched habit of ideological thinking, which lives on today among us, often in oddly inverted form, for example in the cult of Ayn Rand and the return of social Darwinism. The use of culture as proxy, its appropriation for political purposes, yielded a fair amount of self-consciousness and artificiality. Perhaps it compromised the authenticity of culture in ways that have contributed to the marginalization we see now. Still, given certain inevitabilities that beset the postwar world, the Russians were interesting and demanding of us, until our obsessions drifted elsewhere.

People disagree about the meaning of books, bodies, and schools, and how they should be valued. In fact, we disagree about the norms appropriate to many of the domains that markets have invaded—family life, friendship, sex, procreation, health, education, nature, art, citizenship, sports and the way we contend with the prospect of death. But that's my point: once we see that markets and commerce change the character of the goods they touch, we have to ask where markets belong—and where they don't. And we can't answer this question without deliberating about the meaning and purpose of goods, and the values that should govern them. Such deliberations touch, unavoidably, on competing conceptions of the good life. This is terrain on which we sometimes fear to tread. For fear of disagreement, we hesitate to bring our moral and spiritual convictions into the public square. But shrinking from these questions does not leave them undecided. It simply means that markets will decide them for us.

sharing stories of adolescent relationships, adventures, and experiences are a lovely way to connect. What is a good rule of thumb for discerning what memories are appropriate to share? You know how people always tell kids, “Don’t post anything online you wouldn’t want your grandmother or teacher to see”? In the same way, I counsel parents not to share private stories with teens that you wouldn’t share with a new coworker or new acquaintance.

But in the negotiations to fund the renovation of East River Park, which borders the East River in Manhattan from Chinatown up through the East Village, the construction of a new bathroom was somehow included. This called for a celebration, which meant a ribbon cutting to open the new facility. But why cut a ribbon when we could mark the occasion appropriately? Hence, the fated roll of toilet paper was ceremoniously cut, celebrated, and well publicized, which left enough of an impression on Steven Rubenstein, a PR guru in New York to moguls like George Steinbrenner and Rupert Murdoch, that when Chuck Schumer was looking for a new communications director, he recommended me. Chuck had just won a Senate seat two years earlier, upsetting longtime incumbent Al D’Amato. Chuck was (and is) a career politician and an extremely good one. After graduating from Harvard College and Harvard Law School, he disappointed his Jewish mother by running for a seat in the New York State Assembly rather than taking a job at a prestigious law firm. (I could relate.) His approach to the campaign was both genius and slightly crazy—he knocked on the doors of virtually every single voter in the district. And for a seat that couldn’t matter less to 99 percent of voters, voting for the earnest young man who took the time to come see them was a reasonable choice.

This isn’t a game,” Erica warned all of us. “Our lives are at stake here. And maybe a lot of other people’s as well.” She slipped back into her fake persona just as Jessica came within earshot, acting like she was in the middle of the story. “. . . and then Maya laughed so hard, the soda came right out of her nose. It was dis-gust-ing!” Everyone made an appropriate “ewwwww” in response. Except Jessica, who looked around at all of us, seeming upset she’d missed something good. “What are you guys talking about?” “Sasha’s trying to make us all lose our lunch,” Zoe said. “Yuck,” Jessica declared, now seeming happy she’d missed the whole story. She looked a bit pale after her trip to the bathroom, like maybe she’d lost her lunch herself

To the extent that we place a positive value on social stratification and hierarchies, whether actively or passively, then we signal to our children that status systems are a good thing, and they are likely then to reproduce their own versions. Working to dismantle all status hierarchies, however, does not at all require that we stop making distinctions between better or worse quality work, whether in the arts, the sciences, or any other field of endeavor. We have to recognize that the only basis on which we can live with each other without violence is one of mutual respect, a respect that is so deep and unconditional that it is not dependent on achievement or behavior, but is respect for human dignity, for the inviolability of the human soul and personality, and a determination not to subject anyone to any shame that is not an unavoidable consequence of the fact that we are all imperfect and therefore will all inevitably and appropriately suffer from the narcissistic wound of acknowledging our own imperfections. Finally, it is important to remember Malcolm X's insight that no one can give someone else self-esteem or self-respect; people can only acquire that for themselves, through their own achievements and way of life. But we can choose whether we make available the tools people need to acquire their own self-esteem, by deciding whether to do everything possible to guarantee true equality of opportunity, including equal access to education. Thus it is not enough to provide schools like Columbine High School only for the children of the affluent white upper-middle class. It is just as essential to provide schools of equal quality for every child everywhere, for failure to do so sends a message to all our children, both those in the ghetto and those in the Columbines of the world. This message is that creating status hierarchies that expose those at the bottom to soul-destroying, violence-provoking intensities of humiliation is acceptable human behavior.

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The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier.

We’re not alarmed that today’s children are learning about sex and sexuality. We are all sexual beings from birth, and this is to be celebrated. Children have always been curious about sex and sexuality from an early age, and it’s good for parents and schools to give them honest and age-appropriate information. But what children are learning today isn’t normal or good for them. We are alarmed by the particular lessons that children are learning. The sexualization of childhood is having a profoundly disturbing impact on children’s understanding of gender, sexuality and relationships.

Spatial mapping of switches is not always appropriate. In many cases it is better to have switches that control activities: activity-centered control. Many auditoriums in schools and companies have computer-based controls, with switches labeled with such phrases as “video,” “computer,” “full lights,” and “lecture.” When carefully designed, with a good, detailed analysis of the activities to be supported, the mapping of controls to activities works extremely well: video requires a dark auditorium plus control of sound level and controls to start, pause, and stop the presentation. Projected images require a dark screen area with enough light in the auditorium so people can take notes. Lectures require some stage lights so the speaker can be seen. Activity-based controls are excellent in theory, but the practice is difficult to get right. When it is done badly, it creates difficulties. Activity-centered controls are the proper way to go, if the activities are carefully selected to match actual requirements. But even in these cases, manual controls will still be required because there will always be some new, unexpected demand that requires idiosyncratic settings.