Ideal Student 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.

All students enter law school with a certain amount of idealism and desire to serve the public, but after three years of brutal competition we care for nothing but the right job with the right firm where we can make partner in seven years and earn big bucks.

The ideal architect should be a man of letters, a skillful draftsman, a mathematician, familiar with historical studies, a diligent student of philosophy, acquainted with music, not ignorant of medicine, learned in the responses of jurisconsults, familiar with astronomy and astronomical calculations.

Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.

Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.

Invention, using the term most broadly, and imitation, are the two legs, so to call them, on which the human race historically has walked.

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

The essence of education is, in the words of William James, to teach a person what deserves to be valued, to impart ideals as well as knowledge, to cultivate in students the ability to distinguish the true and good from their counterfeits and the wisdom to prefer the former to the latter.

As children, our classroom desks are increasingly arranged in pods, the better to foster group learning, and research suggests that the vast majority of teachers believe that the ideal student is an extrovert.

Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test. So with the man who has daily inured himself to habits of concentrated attention, energetic volition, and self-denial in unnecessary things. He will stand like a tower when everything rocks around him, and when his softer fellow-mortals are winnowed like chaff in the blast.

Arthur Compton became my graduate advisor. He was the ideal graduate advisor for me: he came into my research room only once during my graduate career and usually had no idea how I was spending my time.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

The reluctant leader doesn’t merely give accolades to others. It is her true joy to see others awaken to their potential and exceed their greatest dreams. It is the hope of every good teacher to have students who take their work further than the teacher was able to do. To be surpassed is the ideal. To be replaced is the goal, not a sign of failure.

It's difficult in times like these: ideals, dreams and cherished hopes rise within us, only to be crushed by grim reality.

The only road to freedom is self-education in art. Art is not a luxury for any advanced civilization; it is a necessity, without which creative intelligence will wither and die. Even in economically troubled times, support for the arts should be a national imperative. Dance, for example, requires funding not only to secure safe, roomy rehearsal space but to preserve the indispensible continuity of the teacher-student link. American culture has become unbalanced by its obsession with the blood sport of politics, a voracious vortex consuming everything in its path. History shows that, for both individuals and nations, political power is transient. America's true legacy is its ideal of liberty, which has inspired insurgencies around the world. Politicians and partisans of both the Right and the Left must recognize that art too is a voice of liberty, requiring nurture without intrusion. Art unites the spiritual and material realms. In an age of alluring, magical machines, the society that forgets art risks losing its soul.

By the end of medical school, most students tended to focus on "lifestyle" specialities - those with more humane hours, higher salaries, and lower pressures - the idealism of their med school application essays tempered or lost. As graduation neared and we sat down, in a Yale tradition, to re-write our commencement oath - a melding of the words of Hippocrates, Maimonides, Osler, along with a few other great medical forefathers - several students argued for the removal of language insisting that we place our patients' interests above our own. (The rest of us didn't allow this discussion to continue for long. The words stayed. This kind of egotism struck me as antithetical to medicine and, it should be noted, entirely reasonable. Indeed, this is how 99 percent of people select their jobs: pay, work environment, hours. But thats the point. Putting lifestyle first is how you find a job - not a calling).

Male, female, gay, straight, legal, illegal, country of origin—who cares? You can either cook an omelet or you can’t. You can either cook five hundred omelets in three hours—like you said you could, and like the job requires—or you can’t. There’s no lying in the kitchen. The restaurant kitchen may indeed be the last, glorious meritocracy—where anybody with the skills and the heart is welcomed. But if you’re old, or out of shape—or were never really certain about your chosen path in the first place—then you will surely and quickly be removed. Like a large organism’s natural antibodies fighting off an invading strain of bacteria, the life will slowly push you out or kill you off. Thus it is. Thus it shall always be. The ideal progression for a nascent culinary career would be to, first, take a jump straight into the deep end of the pool. Long before student loans and culinary school, take the trouble to find out who you are.

And as John F. Kennedy described the ideals behind what would become the Peace Corps, he issued a challenge to the students who had assembled in Ann Arbor on that October night: “on your willingness to contribute part of your life to this country,” he said, will depend the answer whether a free society can compete. I think it can,” he said.

Scientists became “moral exhibitionists” in the lecture hall as they demonized fellow scientists and urged their students to evaluate ideas not for their truth but for their consistency with progressive ideals such as racial and gender equality.14

If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not

Thus, whatever the medical student has been taught, and even genuinely believes, about the ideals of medicine, the primacy of empathy, the value of the doctor-patient relationship--all of this is swamped once he or she steps into the wards. [...] It's no wonder that empathy gets trounced in the actual world of clinical medicine; everything that empathy requires seems to detract from daily survival.

Let us watch these mighty ones as they pass silently by. First, Orpheus, playing upon the seven stringed lyre of his own being, the music of the spheres. Then Hermes, the thrice greatest, with his emerald tablet of divine revelation. Through the shades of the past we dimly see Krishna, the illuminated, who on the battlefield of life taught man the mysteries of his own soul. Then we see the sublime Buddha, his yellow robe not half so glorious as the heart it covered, and our own dear Master, the man Jesus, his head surrounded with a halo of Golden Flame, and his brow serene with the calm of mastery. Then Mohammed, Zoroaster, Confucius, Odin, and Moses, and others no less worthy pass by before the eyes of the student They were the Sons of Flame. From the Flame they came, and to the Flame they have returned. To us they beckon, and bid us join them, and in our robes of self-earned glory to serve the Flame they love. They were without creed or clan; they served but the one great ideal. From the same place they all came, and to the same place they have returned. There was no superiority there. Hand in hand they labor for humanity. Each loves the other, for the power that has made them masters has shown them the Brotherhood of all life.

And many years later, as an adult student of history, Knecht was to perceive more distinctly that history cannot come into being without the substance and the dynamism of this sinful world of egoism and instinctuality, and that even such sublime creations as the Order were born in this cloudy torrent and sooner or later will be swallowed up by it again...Nor was this ever merely an intellectual problem for him. Rather, it engaged his innermost self more than any other problem, and he felt it as partly his responsibility. His was one of those natures which can sicken, languish, and die when they see an ideal they have believed in, or the country and community they love, afflicted with ills.

The notion that a vast gulf exists between "criminals" and those of us who have never served time in prison is a fiction created by the racial ideology that birthed mass incarceration, namely that there is something fundamentally wrong and morally inferior about "them." The reality, though, is that all of us have done wrong. As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or a felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of the crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay rent? Or the college kid who deals drugs out of his dorm room so that he'll have cash to finance his spring break? Who should we fear? The kid in the 'hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives with varying degrees of justification. Screwing up-failing to live by one's highest ideals and values-is part of what makes us human.

It’s time to stop blaming parents for challenging behavior that occurs at school. While it is true that some behaviorally challenging kids go home to family situations that are not ideal, it is also true that many well-behaved students come from family situations that are not ideal. Blaming parents is a counterproductive dead end, and it makes it much harder for school staff to focus on the things they can actually do something about: unsolved problems and lagging skills. Parents of behaviorally challenging kids get much more blame than they deserve for their kids’ difficulties, just as parents of well-behaved kids get much more credit than they deserve for their kids’ positive attributes.

Cramming seeks to stamp things in by intense application immediately before the ordeal. But a thing thus learned can form but few associations. On the other hand, the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into the mental structure.

Speaking softly and slowly, and breathing through the vocal chords in a low voice, has become the mythical ideal voice for a yoga teacher.

Shapira's Hasidism included transcendent meditation, training the imagination and channeling the emotions to achieve mystical visions. The ideal way, Shapira taught, was to "witness one's thoughts to correct negative habits and character traits." A thought observed will start to weaken, especially negative thoughts, which he advised students not to enter into but examine dispassionately. If they sat on the bank watching their stream of thoughts flow by, without being swept away by them, they might achieve a form of meditation called hashkatah: silencing the conscious mind.

The presence of God compelled human[s] to quest for an ideal. They had to strive for something to win God's blessing.... Nietzsche feared that with God's passing even that striving would stop. No one would think it worthwhile to try to overcome himself. People who would live happily with their own limitations.... Worse was life in which humanity had lost all interest in ideals. This was the world epitomized by "The Last Man." This creature hops and blinks on the Earth's crust, small and self-seeking, lives with the most pitiable credo: `One still works, for work is a form of entertainment. But one is careful lest the entertainment be too harrowing. One no longer becomes poor or rich: Both require too much exertion. Who still wants to rule? Who obey? Both require too much exertion.' The Last Man has his `little poison now and then: That makes for agreeable dreams'; he is cautious, self-absorbed, noncommittal.... What happens now and in the future if our most intelligent students never learn to strive to overcome what they are?

Society often overlooks us introverts. We idolize the talkers and the spotlight seekers, as if they are the role models everyone should be emulating. I call this the Extrovert Ideal. This is the belief that we're all supposed to be quick-thinking, charismatic risk takers who prefer action to contemplation. The Extrovert Ideal is what can make you feel as if there's something wrong with you because you're not at your best in a large group. It's an especially powerful force in school, where the loudest, most talkative kids are often the most popular, and where teachers reward the students who are eager to raise their hands in class.

There is a frequent tendency in the presentation of mechaincs to use problems mainly as a vehicle to illustrate theory rather than to develop theory for the purpose of solving problems. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting. This approach deprives the students of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application. The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized." Glenn Kraige, from Merriam & Kraige's Dynamics text, 7th Edition.

With no larger educational ideals to shape the undergraduate experience," Lewis says, "decisions affecting students are calculated to satisfy their immediate demands." Instead of humanities, students are getting amenities.

the authorities had gone on to inculcate their own classless ideals into students whose presence at the University was in itself a measure of their determination to climb the social ladder by the only means made available in the Welfare State.

As students, we took all of this for granted, like oxygen in a lecture hall, and we heaped harsh judgment on the Christian West,” John recalled. “But we rarely asked, ‘Compared to what?’ The ‘what’ was always some form of utopian ideal. But utopian ideals have not fared so well. In the twentieth century, secular utopian idealists presided over the extermination of a hundred million people, killed for ‘a higher good’ by the apostles of Darwin, Marx, and Nietzsche. History has never produced a more efficient set of butchers.

Everything we do, then, as teachers, has moral overtones. Through dialogue, modeling, the provision of practice, and the attribution of best motive, the one-caring as teacher nurtures the ethical idea. She cannot nurture the student intellectually without regard for the ethical ideal unless she is willing to risk producing a monster" (p. 179).

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together; the interesting portion sheds its quality over the whole; and thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing.

As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay the rent? Or the college kid who deals drugs out of his dorm room so that he’ll have cash to finance his spring break? Who should we fear? The kid in the ’hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives and with varying degrees of justification. Screwing up—failing to live by one’s highest ideals and values—is part of what makes us human.

A few years ago, the wonderful documentary filmmaker Michael Pack and the no-less-wonderful historian-biographer Richard Brookhiser visited us at Princeton to offer an advance viewing of their film biography George Washington. Some of the students were a bit perplexed when Brookhiser explained that Washington came to be who he was by imagining an ideal, truly noble individual. As a young man, the future statesman formed a picture of the kind of person he would like to be and then tried to become that person by acting the way that person would act. He “stepped into the role” he had designed for himself. He sought to make himself virtuous by ridding himself of wayward desires or passions that would have no place in the character and life of the noble individual he sought to emulate and, by emulating, to become.

The art of remembering is the art of thinking and by adding, with Dr.Pick, that, when we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall.

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

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.

something that cannot be memorized and graded: a great doctor must have a huge heart and a distended aorta through which pumps a vast lake of compassion and human kindness. At least, that’s what you’d think. In reality, medical schools don’t give the shiniest shit about any of that. They don’t even check you’re OK with the sight of blood. Instead, they fixate on extracurricular activities. Their ideal student is captain of two sports teams, the county swimming champion, leader of the youth orchestra and editor of the school newspaper. It’s basically a Miss Congeniality contest without the sash. Look at the Wikipedia entry for any famous doctor, and you’ll see: ‘He proved himself an accomplished rugby player in youth leagues. He excelled as a distance runner and in his final year at school was vice-captain of the athletics team.’ This particular description is of a certain Dr H. Shipman, so perhaps it’s not a rock-solid system.

The opposite of racism is antiracism, of course, or what we might call racial idealism or equalitarianism, and it is still not clear whether it will prevail. In this struggle, our history textbooks offer little help. Just as they underplay white racism, they also neglect racial idealism. In doing so, they deprive students of potential role models to call upon as they try to bridge the new fault lines that will spread out in the future from the great rift in our past.

Introductory paragraph incorporating the thesis: After a challenging childhood marked by adversity, Adam Parrish has become a successful freshman at Harvard University. In the past, he had spent his time doubting himself, fearing he would become like his father, obsessing that others could see his trailer-park roots, and idealizing wealth, but now he has built a new future where no one has to know where he's come from. Before becoming a self-actualized young man at Harvard, Adam had been deeply fascinated by the concept of the ley lines and also supernaturally entangled with one of the uncanny forests located along one, but he has now focused on the real world, using only the ghost of magic to fleece other students with parlor trick tarot card readings. He hasn't felt like himself for months, but he is going to be just fine. Followed by three paragraphs with information that supports the thesis. First: Adam understands that suffering is often transient, even when it feels permanent. This too shall pass, etc. Although college seems like a lifetime, it is only four years. Four years is only a lifetime if one is a guinea pig. Second paragraph, building on the first point: Magic has not always been good for Adam. During high school, he frequently immersed himself in it as a form of avoidance. Deep down, he fears that he is prone to it as his father is prone to abuse, and that it will eventually make him unsuitable for society. By depriving himself of magic, he forces himself to become someone valuable to the unmagic world, i.e. the Crying Club. Third paragraph, with the most persuasive point: Harvard is a place Ronan Lynch cannot be, because he cannot survive there, either physically or socially. Without such hard barriers, Adam will surely continue to return to Ronan Lynch again and again, and thus fall back in with bad habits. He will never achieve the life of financial security and recognition he planned. Thesis restated, bringing together all the information to prove it: Although life is unbearable now, and Adam Parrish seems to have lost everything important to him in the present by pursuing the things important to him in the past, he will be fine. Concluding paragraph describing what the reader just learned and why it is important for them to have learned it: He will be fine. He will be fine. He will be fine. He will be fine.

teacher flight from the challenges in such schools—violence and disorder, truancy, lower school readiness and English-language proficiency, less supportive home environments—means that students in these schools get a generally inferior education. Many teachers in poor schools today are doing a heroic job, driven by idealism, but in a market economy the most obvious way to attract more and better teachers to such demanding work is to improve the conditions of their employment.

Under the seeming disorder of the old city, wherever the old city is working successfully, is a marvelous order for maintaining the safety of the streets and the freedom of the city. It is a complex order. Its essence is intricacy of sidewalk use, bringing with it a constant succession of eyes. This order is all composed of movement and change, and although it is life, not art, we may fancifully call it the art form of the city and liken it to the dance — not to a simple-minded precision dance with everyone kicking up at the same time, twirling in unison and bowing off en masse, but to an intricate ballet in which the individual dancers and ensembles all have distinctive parts which miraculously reinforce each other and compose an orderly whole. The ballet of the good city sidewalk never repeats itself from place to place, and in any once place is always replete with new improvisations. The stretch of Hudson Street where I live is each day the scene of an intricate sidewalk ballet. I make my own first entrance into it a little after eight when I put out my garbage gcan, surely a prosaic occupation, but I enjoy my part, my little clang, as the junior droves of junior high school students walk by the center of the stage dropping candy wrapper. (How do they eat so much candy so early in the morning?) While I sweep up the wrappers I watch the other rituals of the morning: Mr Halpert unlocking the laundry's handcart from its mooring to a cellar door, Joe Cornacchia's son-in-law stacking out the empty crates from the delicatessen, the barber bringing out his sidewalk folding chair, Mr. Goldstein arranging the coils of wire which proclaim the hardware store is open, the wife of the tenement's super intendent depositing her chunky three-year-old with a toy mandolin on the stoop, the vantage point from which he is learning English his mother cannot speak. Now the primary childrren, heading for St. Luke's, dribble through the south; the children from St. Veronica\s cross, heading to the west, and the children from P.S 41, heading toward the east. Two new entrances are made from the wings: well-dressed and even elegant women and men with brief cases emerge from doorways and side streets. Most of these are heading for the bus and subways, but some hover on the curbs, stopping taxis which have miraculously appeared at the right moment, for the taxis are part of a wider morning ritual: having dropped passengers from midtown in the downtown financial district, they are now bringing downtowners up tow midtown. Simultaneously, numbers of women in housedresses have emerged and as they crisscross with one another they pause for quick conversations that sound with laughter or joint indignation, never, it seems, anything in between. It is time for me to hurry to work too, and I exchange my ritual farewell with Mr. Lofaro, the short, thick bodied, white-aproned fruit man who stands outside his doorway a little up the street, his arms folded, his feet planted, looking solid as the earth itself. We nod; we each glance quickly up and down the street, then look back at eachother and smile. We have done this many a morning for more than ten years, and we both know what it means: all is well. The heart of the day ballet I seldom see, because part off the nature of it is that working people who live there, like me, are mostly gone, filling the roles of strangers on other sidewalks. But from days off, I know enough to know that it becomes more and more intricate. Longshoremen who are not working that day gather at the White Horse or the Ideal or the International for beer and conversation. The executives and business lunchers from the industries just to the west throng the Dorgene restaurant and the Lion's Head coffee house; meat market workers and communication scientists fill the bakery lunchroom.

A healthy and ideal system of education would be where a teacher would patiently impart knowledge, instead of curriculum, upon the students, only after assessing their acceptability – where a student would acquire knowledge in order to learn, not to earn – where the parents would be willing to make necessary sacrifices in order to adorn their child with curiosity and thereafter nourish that curiosity, regardless of how absurdly impractical it becomes to the eyes of the society.

What is soft power? It is the ability to get what you want through attraction rather than coercion or payments. It arises from the attractiveness of a country’s culture, political ideals, and policies. When our policies are seen as legitimate in the eyes of others, our soft power is enhanced. America has long had a great deal of soft power. Think of the impact of Franklin Roosevelt’s Four Freedoms in Europe at the end of World War II; of young people behind the Iron Curtain listening to American music and news on Radio Free Europe; of Chinese students symbolizing their protests in Tiananmen Square by creating a replica of the Statue of Liberty; of newly liberated Afghans in 2001 asking for a copy of the Bill of Rights; of young Iranians today surreptitiously watching banned American videos and satellite television broadcasts in the privacy of their homes. These are all examples of America’s soft power. When you can get others to admire your ideals and to want what you want, you do not have to spend as much on sticks and carrots to move them in your direction. Seduction is always more effective than coercion, and many values like democracy, human rights, and individual opportunities are deeply seductive. As General Wesley Clark put it, soft power “gave us an influence far beyond the hard edge of traditional balance-of-power politics.” But attraction can turn to repulsion if we act in an arrogant manner and destroy the real message of our deeper values.

As chairman of the physics department, Professor Max Born nurtured the work of Heisenberg, Eugene Wigner, Wolfgang Pauli and Enrico Fermi. It was Born who in 1924 coined the term “quantum mechanics,” and it was Born who suggested that the outcome of any interaction in the quantum world is determined by chance. In 1954 he would be awarded the Nobel Prize for physics. A pacifist and a Jew, Born was regarded by his students as an unusually warm and patient teacher. He was the ideal mentor for a young student with Robert’s delicate temperament.

If the topic be highly abstract, show its nature by concrete examples; if it be unfamiliar, make it figure as part of a story; if it be difficult, couple its acquisition with some prospect of personal gain. Above all things, make sure that it shall run through certain inner changes, since no unvarying object can possibly hold the mental field for long. Let your pupil wander from one aspect to another of your subject, if you do not wish him to wander from it altogether to something else, variety in unity being the secret of all interesting talk and thought.

The editor further extols the advantages arising from the study of Homer, it making the youthful students acquainted with the earliest periods of Greek history, the manners and customs of the people, and he ends by quoting from Herbart: "Boys must first get acquainted with the noisy market-place of Ithaca and then be led to the Athens of Miltiades and Themistokles." With equal truth the American can say that the child whose patriotism is kindled by the Homeric fire will the more gladly respond to the ideals set forth in the history of a Columbus or a Washington. MARY E. BURT. PART

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

Administrators and campus police are loath to do anything that might necessitate the use of force against student darlings. But if arrests are all but foreclosed, enough police manpower must be summoned to maintain open access through sheer command presence. Before a planned blockade, the faculty must reaffirm in their classes the institution’s belief in free expression. And the faculty must show up to the threatened event itself to give meaning to the ideal of free speech; they must shame the students trying to prevent their fellow students from hearing ideas that challenge campus orthodoxies.

I had all kinds of answers ready for the commissions that called me in and asked me what had made me become a Communist, but what had attracted me to the movement more than anything, dazzled me, was the feeling (real or apparent) of standing near the wheel of history. For in those days we actually did decide the fate of men and events, especially at the universities; in those early years there were very few Communists on the faculty, and the Communists in the student body ran the universities almost single-handed, making decisions on academic staffing, teaching reform, and the curriculum. The intoxication we experienced is commonly known as the intoxication of power, but (with a bit of good will) I could choose less severe words: we were bewitched by history; we were drunk with the thought of jumping on its back and feeling it beneath us; admittedly, in most cases the result was an ugly lust for power, but (as all human affairs are ambiguous) there was still (and especially, perhaps, in us, the young), an altogether idealistic illusion that we were inaugurating a human era in which man (all men) would be neither outside history, nor under the heel of history, but would create and direct it.

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

By the time Professor Krutch retired from Columbia, he moved to Arizona and embarked on a new profession: biologist. He studied the ecology of the desert. In his autobiography, he asserts that the ideal would be to change professions every seven years. He started out originally to become a mathematician, was a biographer, writer, critic, professor and, later in life, a biologist. He appeared several times on national T.V. in 1958-9, discussing the fauna and flora of Arizona and of Baja California. It was my privilege to be his student. On T.V. I relished the sight of him and the sound of his voice. His autobiography "More Lives than One" gives the whole picture of this universal man, the life of this extraordinary intellectual, of his unbounded curiosity and depth of observation.

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

Dream Meditation Practices are best performed in an isolated (close to nature) chamber that is clean and dry. Diet should be modified before practice so that solid food is reduced and a sense of lightness is obtained. This meditation is best done after bathing; the student can be nude or wear a light robe. Begin by lying on your back. Focus your mind on the lower tan tien. Summon the spirits residing in the organs by chanting their names in the order of the creation cycle: Houhou or Shen (heart), Beibei or Yi (spleen), Yanyan or Po (lungs), Fu Fu or Zhi (kidneys), and Jianjian or Hun (liver).20 Repeat the chanting and gathering until a bright light and warmth appear in the lower tan tien. Opening this place will automatically open the Microcosmic Orbit. Coordinate your breathing with this meditation to assist the process: inhaling stimulates the kidneys and liver, while exhaling moves the heart and lungs to the centerpoint—the stomach and spleen. Bring the merged five spirits from the lower tan tien (you can also include the other four spirits) up to the heart, and then to the Crystal Palace (also known as the Divine Palace or Hall of Light). The team of merged spirits—now the Yuan Shen or Original Spirit—can exit via the crown. Being conscious during the whole dream, or alternatively remembering the dream after waking, completes the process. You also have the choice of practicing meditation during your dream state. Process the content of the dream during the day, taking any actions in the material world that are now necessary. Remember that one of our goals with the Kan and Li practice is to merge the everyday mind with your dream landscape and meditation. Fusion of these three minds (different from the three tan tiens) is a feature of the developing sage. Ideally, dreaming can include the practice of Microcosmic Orbit, Fusion, and even Kan and Li.

Religious creeds are a great obstacle to any full sympathy between the outlook of the scientist and the outlook which religion is so often supposed to require ... The spirit of seeking which animates us refuses to regard any kind of creed as its goal. It would be a shock to come across a university where it was the practice of the students to recite adherence to Newton's laws of motion, to Maxwell's equations and to the electromagnetic theory of light. We should not deplore it the less if our own pet theory happened to be included, or if the list were brought up to date every few years. We should say that the students cannot possibly realise the intention of scientific training if they are taught to look on these results as things to be recited and subscribed to. Science may fall short of its ideal, and although the peril scarcely takes this extreme form, it is not always easy, particularly in popular science, to maintain our stand against creed and dogma.

The Education Department controls the education given, and it is planned on foreign models, and its object is to serve foreign rather than native ends, to make docile Government servants rather than patriotic citizens; high spirits, courage, self-respect, are not encouraged, and docility is regarded as the most precious quality in the student; pride in country, patriotism, ambition, are looked on as dangerous, and English, instead of Indian, Ideals are exalted; the blessings of a foreign rule and the incapacity of Indians to manage their own affairs are constantly inculcated. What wonder that boys thus trained often turn out, as men, time-servers and sycophants, and, finding their legitimate ambitions frustrated, become selfish and care little for the public weal? Their own inferiority has been so driven into them during their most impressionable years, that they do not even feel what Mr. Asquith called the "intolerable degradation of a foreign yoke." India's

Men of this type often had strong mother figures in their childhood. They became good, obedient boys, excellent students at school. Consciously they are attracted to well-educated women, to those who seem good and perfect. But unconsciously they are drawn to women who are imperfect, bad, of dubious character. They secretly crave what is the opposite of themselves. It is the classic split of the mother/whore—they want the mother figure for a wife but feel a much stronger physical attraction to the whore, the Fallen Woman, the type who likes to display her body. They have repressed the playful, sensual, and earthy sides of the character they had as boys. They are too rigid and civilized. The only way they can relate to these qualities is through women who appear to be so different from themselves. Like Swann, they find a way to idealize them with some highbrow reference that has no relation to reality. They project onto such women weakness and vulnerability. They tell themselves they want to help and protect them. But what really attracts them is the danger and naughty pleasures these women seem to promise. Underestimating the strength of such women, they often end up as their pawns. Their anima is passive and masochistic.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

He pulled a few pages from his bag and sort them toward me, saying Here, I've been working more on this. I was disappointed to see the slightest of the poems he had given me on top, a generic hymn to a feminine ideal, full of exaggerated praise and capitalize pronouns. It was the same draft I had seen already, the page full of my corrections and suggestions, advice I feel obligated to give even unpromising student work. You corrected so much, he said, but you didn't correct the most important mistake. I looked down at the page and then up again, confused; I don't see it, I said, what did I miss? He leaned across the table, reaching his arms toward the page that his upper body rested on the lacquered wood, a peculiarly teenage gesture, I thought, I remembered making it but haven't made it for years, and he pressed his finger to the margin of the page. Here, he said, pointing to a line where the single word She appeared, I made it here and it happens several times, the pronouns are all wrong, and even in his half-prone posture I could see that his whole body was tense. Ah, I said, looking up at him from the page, I see, and then he leaned quickly back, as if released by something, and as though after his revelation he wanted to reassert some space between us. I leaned back too, and pushed the pages across to him again; it was clear that they had served their purpose.

Here's a resume of crucial knowledge you should have in today's world but universities are not providing: Financial - Not just on management, but also on how to profit, how to manage and control flows of income; Linguistic - In today's world, speaking only a language is prove of lack of education. Knowing two languages is a basic necessity, and knowing three languages is essential, while knowing four is merely the ideal situation. Which four languages? Chinese, English, Spanish, and another of your choice, just for fun; Intellectual - It's not about what you know; it’s all about how you think about what you know. Therefore, it's ridiculous to think that there’s only one answer and one way to examine our life. Most students are extremely dumb because they lack the ability to educate themselves, despite their certificates or where they’ve studied. They never read with an intention in mind. And as they graduate, they become completely futile as individuals. This situation is the same all over the world. Millions are graduating every year, without any significant knowledge to live with. Their books are often outdated once they graduate and they're unable to learn by themselves and develop the necessary skills to adjust to the economic society in which we live. Maybe they can keep a job for 3 or 5 years of their life, but then are surprised to lose it and never finding a suitable job again. The world is changing very fast and most people can’t or are unwilling to recognize this fact.

The first obstacle [to liberal education] is the learning situation itself. What is the ideal learning situation? It is the more or less continuous contact between a student and his teacher, who is another student, more advanced in many ways, but still learning himself. This situation usually does not prevail; in fact, it is extremely rare. Since the immemorial, institutions of learning, especially higher learning, have been established, called „schools“ — and the ambiguity of the term becomes immediately apparent. Institutionalization means ordering activities into certain patters; in the case of learning activities, into classes, schedules, courses, curriculums, examinations, degress, and all the venerable and sometimes ridiculous paraphernalia of academic life. The point is that such institutionalization cannot be avoided: both the gregarious and the rational character of man compel him to impose upon himself laws and regulations. Moreover, the discipline of learning itself seems to require an orderly and planned procedure. And yet we all know how this schedule routine can interfere with the spontaneity of questioning and of leaning and the occurrence of genuine wonderment. A student may even never become aware that there is the possibility of spontaneous learning which depends merely on himself and on nobody and nothing else. Once the institutional character of learning tends to prevail, the goal of liberal education may be completely lost sight of, whatever other goals may be successfully reached. And I repeat, this obstacle is not extraneous to learning. It is prefigured in the methodical and systematic character of exploratory questioning. It has to be faced over and over again.

Patton had been a reflective man, an extraordinarily well-read student of wars and military leaders, ancient and modern, with a curiosity about his war to match his energy. No detail had been too minor or too dull for him, nor any task too humble. Everything from infantry squad tactics to tank armor plate and chassis and engines had interested him. To keep his mind occupied while he was driving through a countryside, he would study the terrain and imagine how he might attack this hill or defend that ridge. He would stop at an infantry position and look down the barrel of a machine gun to see whether the weapon was properly sited to kill counterattacking Germans. If it was not, he would give the officers and men a lesson in how to emplace the gun. He had been a military tailor’s delight of creased cloth and shined leather, and he had worn an ivory-handled pistol too because he thought he was a cavalier who needed these trappings for panache. But if he came upon a truck stuck in the mud with soldiers shirking in the back, he would jump from his jeep, berate the men for their laziness, and then help them push their truck free and move them forward again to battle. By dint of such lesson and example, Patton had formed his Third Army into his ideal of a fighting force. In the process he had come to understand the capabilities of his troops and he had become more knowledgeable about the German enemy than any other Allied general on the Western Front. Patton had been able to command with certainty, overcoming the mistakes that are inevitable in the practice of the deadly art as well as personal eccentricities and public gaffes that would have ruined a lesser general, because he had always stayed in touch with the realities of his war.

Toward the end of the three weeks, I have lunch with a representative from the foundation. She wants to know what could be done to make the girls more “confident.” I rattle on, about girl-only classrooms, giving them room away from the boys, time to talk, permission to question and complain without being afraid of being seen as whiners, complainers, bad girls, tough girls. But I know that all of them, boys and girls both, are still only partly formed, soft as Playdoh. They are like golems — their bodies in full flower and everything else a work-in-progress. I don’t dare say there are essential gender differences here, though I wonder more and more. “But girls have so many more role models now,” the foundation representative says. She is a petite, elegant, beautiful woman in a black suit, perfectly coifed. More role models. Which ones, I wonder? An increasingly impossible physical ideal? A clear-cut choice between career and family? They’ve seen their mothers suffer from trying to do both. They know all about the “second shift” of endless work. When I was 15, my role models were burning bras, marching in the street, starting clinics, passing laws and getting arrested. Role models now are selling diet books and making music videos. The simple fact is, I don’t know. I don’t know how to help them. I know that I have to keep checking my watch during lunch and rush off to make the final bell for sixth period, and that all of these children who are almost grown have spent their entire lives ruled by a clock and the demands of strangers. They have grown up in a fragmented and chaotic place over which they have no control. I know they’ve rarely thought about the possibility of getting out; they don’t see any place to get out to, anywhere to go not ruled by bureaucratic entanglements and someone else’s schedule and somebody else’s plans. If girls are somehow wired toward pliancy, then the helpless role of student in the shadow of the institution is the worst place they can be. If we want to teach them independence, the first thing to do would be to give it to them.

The genius of the current caste system, and what most distinguishes it from its predecessors, is that it appears voluntary. People choose to commit crimes, and that’s why they are locked up or locked out, we are told. This feature makes the politics of responsibility particularly tempting, as it appears the system can be avoided with good behavior. But herein lies the trap. All people make mistakes. All of us are sinners. All of us are criminals. All of us violate the law at some point in our lives. In fact, if the worst thing you have ever done is speed ten miles over the speed limit on the freeway, you have put yourself and others at more risk of harm than someone smoking marijuana in the privacy of his or her living room. Yet there are people in the United States serving life sentences for first-time drug offenses, something virtually unheard of anywhere else in the world. The notion that a vast gulf exists between “criminals” and those of us who have never served time in prison is a fiction created by the racial ideology that birthed mass incarceration, namely that there is something fundamentally wrong and morally inferior about “them.” The reality, though, is that all of us have done wrong. As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay the rent? Or the college kid who deals drugs out of his dorm room so that he’ll have cash to finance his spring break? Who should we fear? The kid in the ’hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives and with varying degrees of justification. Screwing up—failing to live by one’s highest ideals and values—is part of what makes us human.

When we reflect on our daily lives, we might look back at a day that was very stressful and think, “Well, that wasn’t my favorite day this week.” When you’re in the middle of one of those days, you might long for a day with less stress in it. But if you put a wider lens on your life and subtract every day that you have experienced as stressful, you won’t find yourself with an ideal life. Instead, you’ll find yourself also subtracting the experiences that have helped you grow, the challenges you are most proud of, and the relationships that define you. You may have spared yourself some discomfort, but you will also have robbed yourself of some meaning. And yet, it’s not at all uncommon to wish for a life without stress. While this is a natural desire, pursuing it comes at a heavy cost. In fact, many of the negative outcomes we associate with stress may actually be the consequence of trying to avoid it. Psychologists have found that trying to avoid stress leads to a significantly reduced sense of well-being, life satisfaction, and happiness. Avoiding stress can also be isolating. In a study of students at Doshisha University in Japan, the goal to avoid stress predicted a drop, over time, in their sense of connection and belonging. Having such a goal can even exhaust you. For example, researchers at the University of Zurich asked students about their goals, then tracked them for one month. Across two typically stressful periods—end-of-semester exams and the winter holidays—those with the strongest desire to avoid stress were the most likely to report declines in concentration, physical energy, and self-control. One particularly impressive study conducted through the U.S. Department of Veterans Affairs, in Palo Alto, California, followed more than one thousand adults for ten years. At the beginning of the study, researchers asked the participants about how they dealt with stress. Those who reported trying to avoid stress were more likely to become depressed over the following decade. They also experienced increasing conflict at work and at home, and more negative outcomes, such as being fired or getting divorced. Importantly, avoiding stress predicted the increase in depression, conflict, and negative events above and beyond any symptoms or difficulties reported at the beginning of the study. Wherever a participant started in life, the tendency to avoid stress made things worse over the next decade. Psychologists call this vicious cycle stress generation. It’s the ironic consequence of trying to avoid stress: You end up creating more sources of stress while depleting the resources that should be supporting you. As the stress piles up, you become increasingly overwhelmed and isolated, and therefore even more likely to rely on avoidant coping strategies, like trying to steer clear of stressful situations or to escape your feelings with self-destructive distractions. The more firmly committed you are to avoiding stress, the more likely you are to find yourself in this downward spiral. As psychologists Richard Ryan, Veronika Huta, and Edward Deci write in The Exploration of Happiness, “The more directly one aims to maximize pleasure and avoid pain, the more likely one is to produce instead a life bereft of depth, meaning, and community.

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

I soon discovered that the great Christian doctrines connected more pictorially and “asiatically” when I used the classical biblical stories than when I used contemporary (and mainly Western) systematic theologies. Matthew, the most systematic of the Gospels, proved to be the ideal vehicle for teaching the major, Orthodox, Catholic, and Reformation convictions. . . . I found the earthy Gospels to be much closer to my Asian students than the profound yet more abstract Paul.

For Newman a university does not exist simply to convey information or expertise. The university is a society in which the student absorbs the graces and accomplishments of a higher form of life. In the university, according to Newman, the pursuit of truth and the active discussion of its meaning are integrated into a wider culture, in which the ideal of the gentleman is acknowledged as the standard. The gentleman does not merely know things; he is receptive to the tone, the meaning, the lived reality of what he knows.

One of my greatest frustrations as a teacher has been my inability to meet simultaneously the needs of all my students. Students differ greatly from one another, not only in their intellectual capabilities: some proceed from the general to the specific; others from the specific to the general; some refuse to pay attention to details before they have acquired an overall view, while others cannot see the forest before having examined each tree. Individual instruction is the ideal answer; however, the necessary number of qualified teachers is just not available. Computers, if properly used, may provide a way out.

This book is written primarily for students who have had trouble with science in the past and are now about to take a chemistry or physical science class. It is written as a non-threatening introduction to the subject, ideally read over the summer so that you will already understand some of the concepts before you start the class.

His common line to entrepreneurs and students was how opportunities have a way of showing up in funny ways and it was up to them to seize it and make the most of it. Ideal opportunity is a rare thing and people get old waiting for it.

Thirty minutes a day is ideal for language study.

The mother of a student in Europe who was between his junior and senior years of high school called Motto in a frantic state. She had just read somewhere that college admissions offices looked for kids who had spent their summers in enriching ways, ideally doing charity work, and her son was due to be on vacation with the rest of the family in August. “Should we ditch our plans,” she asked Motto, “and have him build dirt roads?” Motto reminded her that she lived in a well-paved European capital. “Where would these dirt roads be?” he said. “India?” she suggested. “Africa?” She hadn’t worked it out. But if Yale might be impressed by an image of her son with a small spade, large shovel, rake or jackhammer in his chafed hands, she was poised to find a third-world setting that would produce that sweaty and ennobling tableau.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

Introverts spend a lot of time pondering the big questions. Our love of ideas often inspires us to pursue noble work. But, as we soon find, these jobs don't pay us for sitting in a soft chair and thinking big thoughts. Once on the job, we discover – to our horror – that we are expected to carry out the big ideas, and that usually means talking to PEOPLE. Usually, by the time we discover this, we are up to our ears in debt – not just for the student loans, but also to our own ideals.

(...) this first-approximation reification of language very easily passes over unnoticed into a harder idealization, especially in everyday parlance. It is this idealization that, for instance, leads people to say that "the language" is degenerating because teenagers don't know how to talk anymore (they were saying that in the eighteenth century too!). It is also behind seeing the dictionary as an authority on the "correct meanings" of words rather than as an attempt to record how words are understood in the speech community. Even linguists adopt this stance all the time in everyday life (especially as teachers of students who can't write a decent paragraph). But once we go inside the heads of speakers to study their own individual cognitive structure, the stance must be dropped.

When American college students read about an act such as ritual self-starvation, they thus assume that the community in which this act occurs is in fact recommending it for everyone, at least as an ideal.

Through Elrod’s research and own experiences, he developed a system he calls Life S.A.V.E.R.S. S is for Silence (quiet, gratitude, meditation, or prayer) A is for Affirmations (purpose, goals, priorities) V is for Visualization (of goals or ideal life) E is for Exercise R is for Reading (a self-improvement book) S is for Scribing (journaling)

In the streets outside everything was still. The hour before five was the only time of day this city slept. In my earlier life, during the twelve years I had lived in Bergen I used to stay up at night as often as I could. I never reflected on this, it was just something I liked and did. It had started as a student ideal, grounded in a notion that in some way night was associated with freedom. Not in itself but as a response to the nine-to-four reality which I, and a couple of others, regarded as middle-class and conformist. We wanted to be free, we stayed up at night. Continuing with this had less to do with freedom than a growing need to be alone. This, I understood now, I shared with my father. In the house where we lived he had a whole studio apartment to himself and he spent more or less every evening there. The night was his.

teachers hanging in with challenging students, such as Marcus, are not therapists, but we must behave as therapists; that is, we must provide an emotionally safe environment in which our students can become their best selves, intellectually and emotionally. We, the adults, are the most significant force for honesty and integrity in the classroom. We have to display a professional self that is authentic. This does not mean that we talk about our personal lives—we are not leading students, with details of our lives, into a friendship—but that we share our professional hopes, fears, and expectations with all the passion and sadness and sincerity in us. If we behave professionally so that students trust us and seek to relate to us, we offer them a path to find a healthy place for themselves in the less-than-ideal world the adults are bequeathing to them. Succinctly put, "Relationships are the means and ends to our development" (Nakkula & Toshalis, 2006, p. 95).

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

The Porto Ricans at Harvard University believe that the crime was a horrible one and it should be punished, but death penalty would add to, and not detract from, its horrors,” the Harvard students wrote. One of the student signatures on the letter was by Pedro Albizu y Campos who would later become a Puerto Rican promoter of ideals for the island’s independence from the United States.

She looked into my eyes, and I felt as if someone saw me for the first time—not the responsible child, the promising student, or the ideal grandson. I felt like finally someone saw me as a person, without any title or obligations, without all the weight of a powerful last name and even heavier responsibilities.

Ideally, teachers should customize the lesson so that it fits specific types of students. So, the very first thing that you need to do before you make your lesson plan is to know your students.

The ideal teacher student relationship exists when the student is better than the teacher.

Lacan was very active in intellectual life in the late 1960s. It was, of course, a time of great excitement around social change. There was the sexual revolution, great interest in Communism and lots of protests. Lacan’s friends were extremely excited. Lacan sympathized. And yet, when he saw the increasing numbers of student protesters, he told them: “What you aspire to as revolutionaries is a new master. And you will get one.” Lacan suggested that though we believe ourselves to be democrats, most of us are remarkably interested in finding and then worshipping authority figures who will promise us the earth. We desire to have someone else in charge, who can make everything OK. Someone who is, in a sense, an ideal parent. And we bring this peculiar-sounding bit of our psychological fantasies into the way we navigate politics. For Lacan the truly talented politician isn’t the one who knows how to whip up the crowd and ignite their semi-conscious, childlike dreams and perfection – it’s the one who dares to be an adult. Someone who has the skill to persuade people of the disappointing nature of reality and who has the tact to do so without provoking unbearable rage and tantrums. Lacan never stopped trying to communicate a very difficult fact – what odd, immature and lonely creatures we are.

Moral questions immediately present themselves as questions whose solution cannot wait for sensible proof. A moral question is a question not of what sensibly exists, but of what is good, or would be good if it did exist. Science can tell us what exists; but to compare the worths, both of what exists and of what does not exist, we must consult not science, but what Pascal calls our heart. Science herself consults her heart when she lays it down that the infinite ascertainment of fact and correction of false belief are the supreme goods for man. Challenge the statement, and science can only repeat it oracularly, or else prove it by showing that such ascertainment and correction bring man all sorts of other goods which man's heart in turn declares. The question of having moral beliefs at all or not having them is decided by our will. Are our moral preferences true or false, or are they only odd biological phenomena, making things good or bad for us, but in themselves indifferent? How can your pure intellect decide? If your heart does not want a world of moral reality, your head will assuredly never make you believe in one. Mephistophelian skepticism, indeed, will satisfy the head's play-instincts much better than any rigorous idealism can. Some men (even at the student age) are so naturally cool-hearted that the moralistic hypothesis never has for them any pungent life, and in their supercilious presence the hot young moralist always feels strangely ill at ease. The appearance of knowingness is on their side, of naïveté and gullibility on his. Yet, in the inarticulate heart of him, he clings to it that he is not a dupe, and that there is a realm in which (as Emerson says) all their wit and intellectual superiority is no better than the cunning of a fox. Moral skepticism can no more be refuted or proved by logic than intellectual skepticism can. When we stick to it that there is truth (be it of either kind), we do so with our whole nature, and resolve to stand or fall by the results. The skeptic with his whole nature adopts the doubting attitude; but which of us is the wiser, Omniscience only knows.

It is likely that for most of us, the compulsive need to do well, succeed, and achieve is a reflection of deep seated feelings of inferiority. Wherever it comes from, the need to accomplish or live up to some ideal role, such as being the best parent, student, or worker, is very common in people who get TMS. (page 41)

I might seem like the ideal student: homework always in early, every extra credit and extracurricular 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.

If you want really to do your best in an examination, fling away the book the day before, say to yourself, ‘I won’t waste another minute on this miserable thing, and I don’t care an iota whether I succeed or not.’ Say this sincerely, and feel it, and go out and play, or go to bed and sleep, and I am sure the results next day will encourage you to use the method permanently.

If your god never disagrees with you, you might just be worshiping an idealized version of yourself.”3

Much of this literature assumes that the world is waiting for biologists to point out what is Normal and Natural, hence worth being adopted as ideal. Attempts to derive ethical norms from nature are highly problematic, however. Biologists may tell us how things are, perhaps even analyze human nature in intricate detail, yet there is no logical connection between the typical form and frequency of a behavior (a statistical measure of what is "normal") and the value we attach to it (a moral decision). Lorenz came close to confusing the two when he was disappointed that the perfect goose marriage, with the partners faithful unto death, was actually quite rare. But perhaps Lorenz was only titillating his readers with his favorite birds' "shortcomings," because he also gave us his student's wonderful retort: "What do you expect? After all, geese are only human!

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

What I mean is, I woke up with an intense desire to live so that I could die and to die so that I could live. I wanted to die in order to live, to struggle in order to live for Latin America, to live and die for the Indians, to live and die for the blacks, to live and die for the animals, to live and die for my dad, who was a son of a bitch but a very nice guy. For the students, for Subtiava, for everything. These were the ideals I cherished and kept with me, in a private way, from the time I came up from the city to the mountains, and that I never talked about to anyone.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.” In this thought and information vacuum, the central government used its monopoly apparatus to instill Communist values while criticizing and eradicating all other values. In this way, young people developed distinct and intense feelings of right and wrong, love and hate, which took the shape of a violent longing to realize Communist ideals. Any words or deeds that diverged from these ideals would be met with a concerted attack. The party organization was even more effective at instilling values than the social science research institutes, news and cultural organs, and schools. Each level of the party had a core surrounded by a group of stalwarts, with each layer controlling the one below it and loyal to the one above. Successive political movements, hundreds and thousands of large and small group meetings, commendation ceremonies and struggle sessions, rewards and penalties, all served to draw young people onto a single trajectory. All views diverging from those of the party were nipped in the bud.