Guiding Students Quotes

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

Every beginner possesses a great potential to be an expert in his or her chosen field.

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

A teacher is never a giver of truth; he is a guide, a pointer to the truth that each student must find for himself.

Too often students are being taught to read as if literature were some kind of ethics class or civics class—or worse, some kind of self-help manual. In fact, the important thing is the way the writer uses the language.

Asking for advice means, "Tell me what to do." Seeking education means, "Tell me what to study so I can learn what I need to do.

As the twelfth-century Tibetian yogi Milarepa said when he heard of his student Gampopa's peak experiences, 'They are neither good nor bad. Keep meditating.'

Working an integral or performing a linear regression is something a computer can do quite effectively. Understanding whether the result makes sense—or deciding whether the method is the right one to use in the first place—requires a guiding human hand. When we teach mathematics we are supposed to be explaining how to be that guide. A math course that fails to do so is essentially training the student to be a very slow, buggy version of Microsoft Excel.

I must endure, fighting the temptation simply to become slack-jawed like most of my school 'peers' (they wish!), who will themselves into a collective, vacant, trancelike state for the duration of each class. (Although I sometimes secretly envy their ability to empty their minds completely for a full fifty minutes, reanimating only at the sound of a bell, like Pavlov's dogs...)

In the words of Albert Einstein: "Education is what remains after one has forgotten what one has learned in school.

life is a classroom. we are both student and teacher. each day is a test. and each day we receive a passing or failing grade in one particular subject: grace. grace is compassion, gratitude, surrender, faith, forgiveness, good manners, reverence, and the list goes on. it's something money can't buy and credentials rarely produce. being the smartest, the prettiest, the most talented, the richest, or even the poorest, can't help. being a humble person can and being a helpful person can guide you through your days with grace and gratitude.

I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.

Teaching students the evidence for and against Darwinism is not the same as teaching intelligent design. The U.S. Congress has officially endorsed teaching students 'the full range of scientific views' about Darwinian evolution.

After all, it’s difficult to obtain a student loan for a school that not only denies its own existence but teaches its students how to deny other people theirs.

In the big picture, life is not about grades. Life is about what you choose to study.

When the student is ready the teacher appears. When the question is asked then the answer is heard. When we are truly ready to receive then what we need will become available.

For the teacher or coach, the question has to be how to give instructions in such a way as to help the natural learning process of the student and not interfere with it.

Whatever you’re doing in life, whether you’re a doctor, painter, student, or lemonade stand owner, it’s important to know the game so that you can excel at playing it.

[W]hen you make your mistakes in public you will learn that they are mistakes and in being corrected you will grow. It also reminded me that being wrong and responding to correction with resilience was a higher virtue than covering up your mistakes so your students and the watching world assumed that success meant never being wrong. Working from your strengths and cultivating resilience in all matters of life have always been guiding principles for me.

Once a President or congressman is elected, we the taxpayers take care of them for life. I ask myself: If they are qualified to be our leaders, why can’t they take care of themselves?

Readers usually ignore the typographic interface, gliding comfortably along literacy’s habitual groove. Sometimes, however, the interface should be allowed to fail. By making itself evident, typography can illuminate the construction and identity of a page, screen, place, or product.

There is an intimate connection between our moral life and our intellectual life. Sometimes I think the history of our times can be described as an argument about whether or not this connection is true.

Many years ago Rudyard Kipling gave an address at McGill University in Montreal. He said one striking thing which deserves to be remembered. Warning the students against an over-concern for money, or position, or glory, he said: “Some day you will meet a man who cares for none of these things. Then you will know how poor you are.” —Halford E. Luccock

Preparing a child for the world of tomorrow is one of the most important roles a parent plays in a child’s life.

No serious book lover will ever die having read every book he has managed to collect. This is not a sign of dilatoriness but of eagerness, anticipation.

Whatever your discipline, become a student of excellence in all things. Take every opportunity to observe people who manifest the qualities of mastery. These models of excellence will inspire you and guide you toward the fulfillment of your highest potential.

Social welfare is destroying the soul of America. Social programs are cancers growing within the spirit of the people they were created to serve. Social programs do not make people stronger. They keep people weak, depending on the government to solve their problems.

The student can read as fast as his mind will let him, not as slow as his eyes make him.

If your mind is open to opposing ideas, your intelligence will go up. If

25. Whenever two human beings spend time together, sooner or later they will probably irritate one another. This is true of best friends, married couples, parents and children, or teachers and students. The question is: How do they respond when friction occurs? There are four basic ways they can react: • They can internalize the anger and send it downward into a memory bank that never forgets. This creates great pressure within and can even result in disease and other problems. • They can pout and be rude without discussing the issues. This further irritates the other person and leaves him or her to draw his or her own conclusions about what the problem may be. • They can blow up and try to hurt the other person. This causes the death of friendships, marriages, homes, and businesses. • Or they can talk to one another about their feelings, being very careful not to attack the dignity and worth of the other person. This approach often leads to permanent and healthy relationships.

Some students are in a hurry to begin "real" pranayama. They go right to the later stages without first laying a quality foundation, and their practice often suffers. First find out what is. This is also part of the answer to the question Who am I?

American people, always in search of a bargain in the name of "saving money," send the money they earn to countries that produce these low-cost bargains. That money costs them their jobs and as well as our country’s wealth.

...We must also realize-students, teachers, and laymen alike-that even when we have accomplished the task that lies before us, we will not have accomplished the whole task. We must be more than a nation of functional literates. We must become a nation of truly competent readers, recognizing all that the word competent implies. Nothing less wil satisfy the needs of the world that is coming.

from Cicero: “To be ignorant of what happened before you were born is to remain a child always.

And many students can't go a week without a savory cheese tart they call a 'pizza'....

The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function." –F. Scott Fitzgerald

These days, elementary school students learn English and coding at school. Tomorrow's elementary school students will learn AI. AI comes before English and coding. This is because artificial intelligence is the language and tool of the future.

No problem can hide from a relentless student of the Bible. The book of Ruth is a remedy for the 21st Century. Michael Ben Zehabe, Ruth: a woman’s guide to husband material, Introduction

Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.

It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement.

When I was a young philosopher, I asked a senior colleague, Pat Suppes (then and now a famous philosopher of science and an astute student of human nature), what the secret of happiness was. Instead of giving me advice, he made a rather droll observation about what a lot of people who were happy with themselves seem to have done, namely: 1. Take a careful inventory of their shortcomings and flaws 2. Adopt a code of values that treats these things as virtues 3. Admire themselves for living up to it Brutal people admire themselves for being manly; compulsive pedants admire themselves for their attention to detail; naturally selfish and mean people admire themselves for their dedication to helping the market reward talent and punish failure, and so on.

Designers provide ways into—and out of—the flood of words by breaking up text into pieces and offering shortcuts and alternate routes through masses of information. (...) Although many books define the purpose of typography as enhancing the readability of the written word, one of design’s most humane functions is, in actuality, to help readers avoid reading.

If your golf instructor were to insist that you shave your head, sleep no more than four hours each night, renounce sex, and subsist on a diet of raw vegetables, you would find a new golf instructor. However, when gurus make demands of this kind, many of their students simply do as directed.

Teachers have to model the behaviors they expect from students. If you expect your students to be respectful, you need to be the first one to be seen showing respect to every student and every other teacher. If you expect your students to be curious learners, then you yourself should be a curious learner who is willing to learn from your students sometimes. Do not ask of your students any behavior which you are not willing and able to model.

Political philosophy reaches for the best regime, a regime so good that it can hardly exist. Political science advances a theory—in fact, a number of theories—that promises to bring agreement and put an end to partisan dispute.

Get a life in which you are not alone. Find people you love, and who love you. And remember that love is not leisure, it is work. Each time I look at my diploma, I remember that I am still a student, still learning every day how to be human.

As teachers we must not guide our students to be the people we wish them to be but elevate them to become the people they were meant to be. Remember the encouragement we give our students may be the only encouragement they ever receive so don't use it sparingly.

Self-discipline is the beginning of wisdom, not its end. When we have discovered the purpose for which self-discipline exists, we will, if we are sane, hardly recall anything about self-discipline because it has enabled us to become free to see and do so much else.

...writing is making a mess, and then working and reworking to create a beautiful piece.

You can't effectively teach anything to students who are asleep.

Good historical fiction can bring those sights, smells, and even the oppressive heat so alive, you feel that you are there,

You can’t lead bunny lives and write tiger poetry.

going beyond the comfort zone is how we learn!

It is easier to teach saints than to learn from sinners. It is easier to teach young students than to guide old fools. It is easier to chastise saints than to caution sinners. It is easier to shine in the dark than to glow in the light. It is easier to multiply enemies than to accumulate friends. It is easier to embrace your angel than to face your demons. It is easier to fight an army of opinions than a single truth. It is easier to rise with enemies than to fall with friends. It is easier to fall into sin than to rise into virtue. It is easier to rise from defeat than to rise from ignorance. It is easier to survive a blow from a friend than a kiss from an enemy. It is easier to conquer a thousand devils than a single angel. It is easier to rise from love than to soar from hate. It is easier to move mountains by faith than hills by your hands. It is easier for stars to shine than for truth to glow. It is easier to resist pain than to defy pleasure. It is easier to appease the strong than to wrestle the mighty. It is easier to tame the mind than to bridle the soul. It is easier to fight an army than to grapple with your conscience. It is easier to embrace the future than to understand the past. It is easier for the sun to shine than for the moon to glow. It is easier for small seeds to rise than for big trees to grow. It is easier to heal a wounded heart than a broken soul. It is easier to rule the mind than to conquer the soul. It is easier to conquer your enemies than to master your fears.

Whew, this might be getting a bit confusing. I hope you are following me so far. This is the point in every Theory of Computation course at which students either throw up their hands and say "I can't get my mind around this stuff!" or clap their hands and say "I love this stuff!" Needless to say, I was the second kind of student, even though I shared the confusion of the first.

Universal design systems can no longer be dismissed as the irrelevant musings of a small, localized design community. A second modernism has emerged, reinvigorating the utopian search for universal forms that marked the birth of design as a discourse and a discipline nearly a century earlier.

... the modern university system systematically requires an unending supply of young, vulnerable idealists to work for poverty wages as graduate student teaching assistants (and, of course, adjuncts). The advanced degree these students earn is, as Marc Bousquet has argued, simply a by-product of this systemic exploitation, and not meant to carry value forward as a basis for high-wage employment" (Kelsky).

It’s more common for the students I’ve worked with to read too much than to read too little. They use reading as a distraction, or as a way to avoid having to think their own thoughts, or as a magic charm: “If I read everything in the field, then I’ll be able to write and be sure I haven’t missed anything.

If someone puts food in my bowl, I am grateful. It gives me strength to teach. But if no one offers me food, this is good too—I get to go on a diet, which I could use! If students ask me to lead classes, I am happy to go anywhere. And if they take me sightseeing, I love to learn new things to help my teachings. But if no one invites me out, then I get to sit quietly and meditate. This makes me happy too. Whatever happens, I enjoy it.

The truth will not only “make us free” but it is itself free. We all come in fact to know the same truth, otherwise we could not communicate at all with one another. This is why the modern-day denial of truth is, at the same time, a denial of real human communication and, consequently, in place of truth, an exhalation of power.

I tell you, my students, a man’s wealth is not in the coins he carries in his purse; it is the income he buildeth, the golden stream that continually floweth into his purse and keepeth it always bulging. That is what every man desireth. That is what thou, each one of thee desireth; an income that continueth to come whether thou work or travel.

Top Five Chinese Rules 1. Respect your parents, your elders and your teachers. Never talk back or challenge them under any circumstance. 2. Education is the most important thing. It's more important than independence, the pursuit of happiness and sex. 3. Pay back your parents when you are working. We were all born with a student loan debt to our Asian parents. Asian parents' retirement plans are their kids. 4. Always call your elders "Uncle" or "Auntie," even if they are not related to you. Never call them by their first names. 5. Family first, money second, pursue your dreams never.

Being supportive and building students’ confidence is not accomplished by blindly telling them they are doing a great job every day.  It involves assessing weaknesses and strengths and delivering feedback in a timely manner so that they can build their skills to complete the task at hand.

What this means is that it is entirely possible these days for someone to have been raised in a religion and to have taken philosophy courses in college but still to be lacking a philosophy of life. (Indeed, this is the situation in which most of my students find themselves.) What, then, should those seeking a philosophy of life do? Perhaps their best option is to create for themselves a virtual school of philosophy by reading the works of the philosophers who ran the ancient schools. This, at any rate, is what, in the following pages, I will be encouraging readers to do. I

In order to penetrate the subject matter there must be, in addition, the love of teaching and the love of learning, the give and take between teacher and student, example and imitation. Beyond the technical problem, there is a personal encounter similar to that of a savage training his sons in the use of bow and arrow, or of an animal guiding its young. I am firmly convinced that one of the high orders of the universe is a pedagogical order.

Standard school teaches compliance with hierarchy; obedience to authorities for whom one does not necessarily respect; and regurgitation of meaningless material for a high grade. The standard classroom socializes students to be passive; to be directed by others; to take seriously the rewards and punishments of authorities; to pretend to care about things that they don’t care about; and that one is impotent to change one’s dissatisfying situation.

No matter how competent or how seasoned, every astronaut is essentially a perpetual student, forever cramming for the next test. It's not how I envisioned things when I was 9 years old. Then I dreamed of blasting off in a blaze of glory to explore the universe, not sitting in a classroom studying orbital mechanics. In Russian.

The many meanings of 'evolution' are frequently exploited by Darwinists to distract their critics. Eugenie Scott recommends: 'Define evolution as an issue of the history of the planet: as the way we try to understand change through time. The present is different from the past. Evolution happened, there is no debate within science as to whether it happened, and so on... I have used this approach at the college level.' Of course, no college student—indeed, no grade-school dropout— doubts that 'the present is different from the past.' Once Scott gets them nodding in agreement, she gradually introduces them to 'The Big Idea' that all species—including monkeys and humans—are related through descent from a common ancestor... This tactic is called 'equivocation'—changing the meaning of a term in the middle of an argument.

Classroom research has confirmed that students can make a great deal of progress through exposure to comprehensible input without direct instruction. Studies have also shown, however, that students may reach a point from which they fail to make further progress on some features of the second language unless they also have access to guided instruction.

He was thoroughly convinced that this is indispensable for everything sorcerers do, and for this reason he put an enormous emphasis on guiding all his students to fulfill this requirement. He was of the opinion that self-importance is not only the sorcerers' supreme enemy but the nemesis of mankind. Don Juan's argument was that most of our energy goes into upholding our importance. This is most obvious in our endless worry about the presentation of the self, about whether or not we are admired or liked or acknowledged. He reasoned that if we were capable of losing some of that importance, two extraordinary things would happen to us. One, we would free our energy from trying to maintain the illusory idea of our grandeur; and, two, we would provide ourselves with enough energy to enter into the second attention to catch a glimpse of the actual grandeur of the universe.

It is not easy for students to realize that to ask, as they often do, whether God exists and is merciful, just, good, or wrathful, is simply to project anthropomorphic concepts into a sphere to which they do not pertain. As the Upaniṣads declare: 'There, words do not reach.' Such queries fall short of the question. And yet—as the student must also understand—although that mystery is regarded in the Orient as transcendent of all thought and naming, it is also to be recognized as the reality of one’s own being and mystery. That which is transcendent is also immanent. And the ultimate function of Oriental myths, philosophies, and social forms, therefore, is to guide the individual to an actual experience of his identity with that; tat tvam asi ('Thou art that') is the ultimate word in this connection. By contrast, in the Western sphere—in terms of the orthodox traditions, at any rate, in which our students have been raised—God is a person, the person who has created this world. God and his creation are not of the same substance. Ontologically, they are separate and apart. We, therefore, do not find in the religions of the West, as we do in those of the East, mythologies and cult disciplines devoted to the yielding of an experience of one’s identity with divinity. That, in fact, is heresy. Our myths and religions are concerned, rather, with establishing and maintaining an experience of relationship—and this is quite a different affair. Hence it is, that though the same mythological images can appear in a Western context and an Eastern, it will always be with a totally different sense. This point I regard as fundamental.

It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about ‘making students happy’ or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective.

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

During their lessons, Lorimer often reminded his student that his remarkable talent with the scalpel would amount to nothing if the knife was not held by a loving hand guided by a truth-seeking eye. The study of nature is a barren enterprise if stones, plants, and animals become frozen under the magnifying glass, Lorimer said. A naturalist should look at the world with warm affection, if not ardent love.

A professor once asked his class to answer the question, “What causes mental illness?” The students wrote the kinds of answers you might expect: trauma, abuse, neglect, poverty. “No,” he replied. “Everyday interactions cause mental illness.” Even the smallest interactions, when repeated hundreds or thousands of times throughout a person’s life, can have tremendous influence on that person’s mental health.

How cautious he was, first angling his knee against my thigh, such a small thing that could have been an accident, then his hand on my knee, a little pat, a friendly thing people do to each other. Pat-pat-pat. I'd seen teachers give students hug before, no big deal. It only accelerated after that, once he knew I was okay with it—and isn't that what consent is, always being asked what you want? Did I want him to kiss me? Did I want him to touch me? Did I want him to fuck me? Slowly guided into the fire—why is everyone so scared to admit how good that can feel? To be groomed is to be loved and handled like a precious, delicate thing.

What is classical education? It is language-intensive—not image-focused. It demands that students use and understand words, spoken and written, rather than communicating primarily through images. It is history-intensive, providing students with a comprehensive view of human endeavor from the beginning until now. It trains the mind to analyze and draw conclusions. It both requires and develops self-discipline—the ability to tackle a difficult task that doesn’t promise an immediate reward, for the sake of future gain. It produces literate, curious, intelligent students who have a wide range of interests and the ability to follow up on them. The Well-Trained Mind

Fichte, Schelling, and Hegel are in my opinion not philosophers; for they lack the first requirement of a philosopher, namely a seriousness and honesty of inquiry. They are merely sophists who wanted to appear to be rather than to be something. They sought not truth, but their own interest and advancement in the world. Appointments from governments, fees and royalties from students and publishers, and, as a means to this end, the greatest possible show and sensation in their sham philosophy-such were the guiding stars and inspiring genii of those disciples of wisdom. And so they have not passed the entrance examination and cannot be admitted into the venerable company of thinkers for the human race. Nevertheless they have excelled in one thing, in the art of beguiling the public and of passing themselves off for what they are not; and this undoubtedly requires talent, yet not philosophical.

It has long been known that learners remember responses they generate themselves better than those responses that are given to them, and this is now often called the generation effect (Slamecka & Graf, 1978). In particular, one hour students spend writing test questions on what they have been studying results in more learning for them than one hour spent working with a study guide, answering practice tests, or leaving the students to their own devices (Foos, Mora, & Tkacz, 1994).

All this is probably for nothing,' she [her mother] said once we'd hatched the plan. 'Most likely I'll flunk out anyway.' To prepare, she shadowed me during the last months of my senior year of high school, doing all the homework that I was assigned, honing her skills. She replicated my worksheets, wrote the same papers I had to write, read every one of the books. I graded her work, using my teacher's marks as a guide. I judged her a shaky student at best. She went to college and earned straight As

A sloping, earthy passage inside the barrel travels upwards a little way until a cosy, round, low-ceilinged room is revealed, reminiscent of a badger’s set. The room is decorated in the cheerful, bee-like colours of yellow and black, emphasised by the use of highly polished, honey-coloured wood for the tables and the round doors that lead to the boys’ and girls’ dormitories (furnished with comfortable wooden bedsteads, all covered in patchwork quilts). A colourful profusion of plants and flowers seem to relish the atmosphere of the Hufflepuff common room: various cacti stand on wooden circular shelves (curved to fit the walls), many of them waving and dancing at passers-by, while copper-bottomed plant holders dangling amid the ceiling cause tendrils of ferns and ivies to brush your hair as you pass under them. A portrait over the wooden mantelpiece (carved all over with decorative dancing badgers) shows Helga Hufflepuff, one of the four founders of Hogwarts School, toasting her students with a tiny, two-handled golden cup.

The teachers introduced a program that explicitly trained the students to construct coherent arguments, with a focus on the connections between successive ideas. It was a radical shift from the kind of assignment that dominates high school writing instruction today, in which students are asked to write memoirs and personal reflections. The students showed dramatic improvements in their test scores in several subjects, and many more of them graduated from high school and applied to college. It’s no coincidence that

Reading is like skiing. When done well, when done by an expert, both reading and skiing are graceful, harmonious, activities. When done by a beginner, both are awkward, frustrating, and slow. Learning to ski is one of the most humiliating experiences an adult can undergo (that is one reason to start young). After all, an adult has been walking for a long time; he knows where his feet are; he knows how to put one foot in front of the other in order to get somewhere. But as soon as he puts skis on his feet, it is as though he had to learn to walk all over again. He slips and slides, falls down, has trouble getting up, gets his skis crossed, tumbles again, and generally looks- and feels- like a fool. Even the best instructor seems at first to be of no help. The ease with which the instructor performs actions that he says are simple but that the student secretly believes are impossible is almost insulting. How can you remember everything the instructors says you have to remember? Bend your knees. Look down the hill Keep your weight on the downhill ski. Keep your back straight, but nevertheless lean forward. The admonitions seem endless-how can you think about all that and still ski? The point about skiing, of course, is that you should not be thinking about the separate acts that, together, make a smooth turn or series of linked turns- instead, you should merely be looking ahead of you down the hill, anticipating bumps and other skiers, enjoying the feel of the cold wind on your cheeks, smiling with pleasure at the fluid grace of your body as you speed down the mountain. In other words, you must learn to forget the separate acts in order to perform all of them, and indeed any of them, well. But in order to forget them as separate acts, you have to learn them first as separate acts. only then can you put them together to become a good skier.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

Even though peak experiences might show us the truth and inform us about why we are training, they are essentially no big deal. If we can't integrate them into the ups and downs of our lives, if we cling to them, they will hinder us. We can trust our experiences as valid, but then we have to move on and learn how to get along with our neighbors. Then even the most remarkable insights can begin to permeate our lives. As the twelfth-century Tibetian yogi Milarepa said when he heard of his student Gampopa's peak experiences, 'They are neither good not bad. Keep meditation.'

Even back in 1968, the first time I was at the Berlin Film Festival with one of my films, I found it ossified and suffocating. I felt the festival should be opened up to everyone and screen work in other cinemas around the city, so I took the initiative, got hold of some prints by young filmmakers and rented a cinema for a few days in Neukölln, a working-class suburb of Berlin, which at the time was populated largely by immigrants and students. The free screenings at this parallel venue were a big success and generated intense discussions between audiences and filmmakers, which were exciting to witness. The whole thing was my rebellious moment against the Establishment, which I saw as being unnecessarily exclusive. I told the festival organisers they needed to have more free screenings and open the festival up to the wider public, which shortly afterwards they did.

The commercial pressures, the forces urging us to buy and discard and buy again. When everything in public life has a logo attached to it, when every public space is disfigured with advertisements, when nothing if public value and importance can take place without commercial sponsorship, when schools and hospitals have to act as if their guiding principle were market forces rather than human need,..., when citizens become consumers and clients, patients, guests, students and passengers are all flattened into customers, what price the school of morals? The answer is: what it would fetch in the market, and not a penny more.

Patrick West.” Nick spoke so quietly the words were hardly more than a soft exhalation. “Student. Swimmer. Fan of lurid supernatural romances, €linore, and BadMadRad. Casual gamer. Admirer of Jaguar, fictional warrior princesses, and soprano witch queens. Lover of historical buildings. Idealist who wants to build cities where people can live well. Owner of strong opinions he never hesitates to defend, no matter how obviously wrong. Quick to laugh. Spontaneous and unselfconscious, except when he thinks too much, or tries too hard. Talks too much, with hardly any filter between the brain and the mouth. Adaptable. Outgoing. Unreserved. Loud. Talented. Whole-hearted. Foolhardy. Stronger than he thinks. Wiser than he seems.

The BDS on campus operation is organized by, among others, a group in Chicago, Illinois, called American Muslims for Palestine, or AMP. For years, AMP, through its sponsorship of Students for Justice in Palestine (SJP), has been sending strategists, digital and communications experts, graphic designers, video editors, and legal advisors to colleges all over America and running flashy events in expensive hotels for the purpose of delegitimizing Israel, minimizing pro-Israel voices on campus, and harassing Jewish and pro-Israel students in order to deter them from supporting Israel. The embodiment of Cancel Culture. Managing such a sophisticated network of political operatives, extensive marketing, and (pre-COVID) ritzy gatherings at nice hotels is extremely expensive.11 So where is the money coming from? I

Academia was a system created by elite white men and for elite white men, and elite white men continue to dominate its ranks, particularly at the level of full professor and administrator. While I know and have worked with white men who struggle mightily with feeling intellectually unworthy, these types of struggles are magnified when the scholar deviates from the norm. Women, students of color, first-generation students, queer and older students…all of those coming from marginalized positions fight a mighty battle to claim a space at the academic table, and to find a voice in academic debates. They also often find themselves cut out of the academic prestige circles or relationships through which cultural capital, untaught knowledge, and opportunities flow. The elite (and white) old boys’ network is a real thing.

Many would be surprised to find that there is a whole world of woemen and girls who dedicate a significant portion of theri energy and emotions into the concept of story found in countless genres. These woman are often left out when you limit your definition of fangirl to geek or musik culture. This book is a tribute to my fiction-loving tribe. It's for the law student who unearths strength from the strut of a TV attorney. For the mother who unwinds with a glass of wine and a little bit of zombie apocalypse. For the teenage rwho points to a novel's heroine and says, "Yes. I'll have more of that please." To the woman and girls who get that forming online friendships isn't a symptom of isolation from reality but an opportunity to from commmon bonds that will cheer us through our victories and comfort us when life gets rough.

Euclid's Elements has been for nearly twenty-two centuries the encouragement and guide of that scientific thought which is one thing with the progress of man from a worse to a better state. The encouragement; for it contained a body of knowledge that was really known and could be relied on, and that moreover was growing in extent and application. For even at the time this book was written—shortly after the foundation of the Alexandrian Museum—Mathematics was no longer the merely ideal science of the Platonic school, but had started on her career of conquest over the whole world of Phenomena. The guide; for the aim of every scientific student of every subject was to bring his knowledge of that subject into a form as perfect as that which geometry had attained. Far up on the great mountain of Truth, which all the sciences hope to scale, the foremost of that sacred sisterhood was seen, beckoning for the rest to follow her.

In my experience, some Dzogchen masters are better teachers than others. I have been in the presence of several of the most revered Tibetan lamas of our time while they were ostensibly teaching Dzogchen, and most of them simply described this view of consciousness without giving clear instructions on how to glimpse it. The genius of Tulku Urgyen was that he could point out the nature of mind with the precision and matter-of-factness of teaching a person how to thread a needle and could get an ordinary meditator like me to recognize that consciousness is intrinsically free of self. There might be some initial struggle and uncertainty, depending on the student, but once the truth of nonduality had been glimpsed, it became obvious that it was always available—and there was never any doubt about how to see it again. I came to Tulku Urgyen yearning for the experience of self-transcendence, and in a few minutes he showed me that I had no self to transcend.

You are teaching your living, breathing, made-in-the-Image-of-God students. The resources are there to help you do that. It's that simple, we just forget when we get all wrapped up in "getting through" all the math lessons before the end of May, or finishing every science experiment in the book before we call it good and move on. It doesn't really matter how far in the book we get. What matters is what happens in the mind and heart of our student, and for that matter- in ourselves. You know this. I know this. But we've got to start living it. We are all spinning our wheels because we're frantically trying to "get through" published curriculum as if turning the last page in the book by the beginning of summer vacation will somehow mean that our children learned something. Truth is, they do learn something from that. But it's not at all the message we want them to internalize. We are teaching people, not books. We need to understand the limitations of curriculum. We need to stop trying to make it something that it's not, expecting it to yield what it was never intended to deliver.

When I first began teaching Religion 101, students would sometimes tell me they were scared to study other religions for fear of losing their own faith. It was an odd concern, on the face of it. Would studying Spanish make them lose their English? Would traveling to Turkey cost them their US passport? I had a stock response to their concern: engaging the faith of others is the best way to grow your own. Now, years down the road, I have greater respect for their unease. To discover that your faith is one among many - that there are hundreds of others that have sustained millions of people for thousands of years, and that some of them make a great deal of sense - that can rock your boat, especially if you thought yours was the only one on the sea. If your faith depends on being God's only child, then the discovery that there are others can lead you to decide that someone must be wrong - or that everybody belongs, which means that no religion, including yours, is the entire ocean. The next time I teach the course I will try to be more honest. 'Engaging the faith of others will almost certainly cause you to lose faith in the old box you kept God in,' I will say. 'The truths you glimpse in other religions are going to crowd up against some of your own. Holy envy may lead you to borrow some things, and you will need a place to put them. You may find spiritual guides outside your box whom you want to make room for, or some neighbors from other faith who have stopped by for a visit. However it happens, your old box will turn out to be too small for who you have become. You will need a bigger one with more windows in it - something more like a home than a box, perhaps - where you can open the door to all kinds of people without fearing their faith will cancel yours out if you let them in. If things go well, they may invite you to visit them in their homes as well, so that your children can make friends.

Only date people who respect your standards and make you a better person when you’re with them. Consider the message of the movie A Walk to Remember. Landon Carter is the reckless leader who is skating through high school on his good looks and bravado. He and his popular friends at Beaufort High publicly ridicule everyone who doesn’t fit in, including the unfashionable Jamie Sullivan, who wears the same sweater day after day and gives free tutoring lessons to struggling students. By accident, events thrust Landon into Jamie’s world and he can’t help but notice that Jamie’s different. She doesn’t care about conforming and fitting in with the popular kids. Landon’s amazed at how sure of herself she seems and asks, “Don’t you care what people think about you?” As he spends more time with her, he realizes she has more freedom than he does because she isn’t controlled by the opinions of others, as he is. Soon, despite their intentions not to, they have fallen in love and Landon has to choose between his status at Beaufort...and Jamie. “This girl’s changed you,” his best friend yells, “and you don’t even know it.” Landon admits, “She has faith in me. She wants me to be better.” He chooses her. After high school graduation, Jamie reveals to Landon that she’s dying of leukemia. During her final months, Landon does all he can to make her dreams come true, including marrying her in the same church her mother and father were married in. They spend a wonderful summer together, truly in love. Despite Jamie’s dream for a miracle, she dies. Heartbroken, but inspired by Jamie’s belief in him, Landon works hard to go to medical school. But he laments to her father that he couldn’t fulfill her last desire, to see a miracle. Jamie’s father assures him that Jamie did see a miracle before she died, for someone’s heart had truly changed. And it was his. Now that’s a movie to remember! Never apologize for having high standards and don’t ever lower your standards to please someone else.

Dennis Tueller, a Salt Lake City police officer and firearms instructor (since retired), asked just this question.  Uniformed officers are routinely faced with impact weapon bearing suspects.  So it’s natural for Tueller to wonder how far away a suspect can be and still use an impact weapon against an officer before he could defend himself. To answer his question, Tueller ran a bunch of empirical studies.  Which is just a fancy way of saying he ran a bunch of students through the exercise that would later become the Tueller Drill. Tueller learned that most officers can get a service pistol out of a holster and engage a threat with center-mass hits within 1.5 seconds.  So the question then becomes, how much distance can a bad guy cross in 1.5 seconds?  Timing a great many students running from a standing start, Tueller learned that someone can go about 21 feet in 1.5 seconds.  So 21 feet became the “Tueller distance,” or the maximum distance from a police officer a person can use an impact weapon against the officer before the officer can shoot them.  The Tueller Drill is often referred to as the “21 foot rule,” or the “7 yard rule.”  This really obscures the real take-home message of the Tueller Drill.  The value is not some particular distance.  What matters is your “Tueller distance.” People’s draw speeds vary.  Your Tueller distance will be greater or less than 21 feet depending on your ability to get the gun unholstered and pointed center-mass. The real lesson of the Tueller Drill is that someone armed with an impact weapon has the opportunity to use it at a far greater distance than most think—and certainly much greater distances than a juror might have otherwise thought.  If you imagine the length of typical American parking space, and add another three paces, you’ll be right about at 21 feet.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.