Ideal Teacher Quotes

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.

You say you are a nameless man. You are not to your wife and to your child. You will not long remain so to your immediate colleagues if you can answer their simple questions when they come into your office. You are not nameless to me. Do not remain nameless to yourself — it is too sad a way to be. Know your place in the world and evaluate yourself fairly, not in terms of the naïve ideals of your own youth, nor in terms of what you erroneously imagine your teacher's ideals are.

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.

People don't want children to know what they need to know. They want their kids to know what they ought to need to know. If you're a teacher you're in a constant battle with mildly deluded adults who think the world will get better if you imagine it is better. You want to teach about sex? Fine, but only when they're old enough to do it. You want to talk politics? Sure, but nothing modern. Religion? So long as you don't actually think about it. Otherwise some furious mob will come to your house and burn you for a witch.

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

I've been wondering if in fact ideal platonic love isn't just an intensely concentrated form of what inspires the best teachers.

As in the political sphere, the child is taught that he is free, a democrat, with a free will and a free mind, lives in a free country, makes his own decisions. At the same time he is a prisoner of the assumptions and dogmas of his time, which he does not question, because he has never been told they exist. By the time a young person has reached the age when he has to choose (we still take it for granted that a choice is inevitable) between the arts and the sciences, he often chooses the arts because he feels that here is humanity, freedom, choice. He does not know that he is already moulded by a system: he does not know that the choice itself is the result of a false dichotomy rooted in the heart of our culture. Those who do sense this, and who don't wish to subject themselves to further moulding, tend to leave, in a half-unconscious, instinctive attempt to find work where they won't be divided against themselves. With all our institutions, from the police force to academia, from medicine to politics, we give little attention to the people who leave—that process of elimination that goes on all the time and which excludes, very early, those likely to be original and reforming, leaving those attracted to a thing because that is what they are already like. A young policeman leaves the Force saying he doesn't like what he has to do. A young teacher leaves teaching, here idealism snubbed. This social mechanism goes almost unnoticed—yet it is as powerful as any in keeping our institutions rigid and oppressive.

There is evidence that the honoree [Leonard Cohen] might be privy to the secret of the universe, which, in case you're wondering, is simply this: everything is connected. Everything. Many, if not most, of the links are difficult to determine. The instrument, the apparatus, the focused ray that can uncover and illuminate those connections is language. And just as a sudden infatuation often will light up a person's biochemical atmosphere more pyrotechnically than any deep, abiding attachment, so an unlikely, unexpected burst of linguistic imagination will usually reveal greater truths than the most exacting scholarship. In fact. The poetic image may be the only device remotely capable of dissecting romantic passion, let alone disclosing the inherent mystical qualities of the material world. Cohen is a master of the quasi-surrealistic phrase, of the "illogical" line that speaks so directly to the unconscious that surface ambiguity is transformed into ultimate, if fleeting, comprehension: comprehension of the bewitching nuances of sex and bewildering assaults of culture. Undoubtedly, it is to his lyrical mastery that his prestigious colleagues now pay tribute. Yet, there may be something else. As various, as distinct, as rewarding as each of their expressions are, there can still be heard in their individual interpretations the distant echo of Cohen's own voice, for it is his singing voice as well as his writing pen that has spawned these songs. It is a voice raked by the claws of Cupid, a voice rubbed raw by the philosopher's stone. A voice marinated in kirschwasser, sulfur, deer musk and snow; bandaged with sackcloth from a ruined monastery; warmed by the embers left down near the river after the gypsies have gone. It is a penitent's voice, a rabbinical voice, a crust of unleavened vocal toasts -- spread with smoke and subversive wit. He has a voice like a carpet in an old hotel, like a bad itch on the hunchback of love. It is a voice meant for pronouncing the names of women -- and cataloging their sometimes hazardous charms. Nobody can say the word "naked" as nakedly as Cohen. He makes us see the markings where the pantyhose have been. Finally, the actual persona of their creator may be said to haunt these songs, although details of his private lifestyle can be only surmised. A decade ago, a teacher who called himself Shree Bhagwan Rajneesh came up with the name "Zorba the Buddha" to describe the ideal modern man: A contemplative man who maintains a strict devotional bond with cosmic energies, yet is completely at home in the physical realm. Such a man knows the value of the dharma and the value of the deutschmark, knows how much to tip a waiter in a Paris nightclub and how many times to bow in a Kyoto shrine, a man who can do business when business is necessary, allow his mind to enter a pine cone, or dance in wild abandon if moved by the tune. Refusing to shun beauty, this Zorba the Buddha finds in ripe pleasures not a contradiction but an affirmation of the spiritual self. Doesn't he sound a lot like Leonard Cohen? We have been led to picture Cohen spending his mornings meditating in Armani suits, his afternoons wrestling the muse, his evenings sitting in cafes were he eats, drinks and speaks soulfully but flirtatiously with the pretty larks of the street. Quite possibly this is a distorted portrait. The apocryphal, however, has a special kind of truth. It doesn't really matter. What matters here is that after thirty years, L. Cohen is holding court in the lobby of the whirlwind, and that giants have gathered to pay him homage. To him -- and to us -- they bring the offerings they have hammered from his iron, his lead, his nitrogen, his gold.

The real problem isn’t planning. It’s that we take our plans to be something they aren’t. What we forget, or can’t bear to confront, is that, in the words of the American meditation teacher Joseph Goldstein, “a plan is just a thought.” We treat our plans as though they are a lasso, thrown from the present around the future, in order to bring it under our command. But all a plan is—all it could ever possibly be—is a present-moment statement of intent. It’s an expression of your current thoughts about how you’d ideally like to deploy your modest influence over the future. The future, of course, is under no obligation to comply.

Life is a good teacher and a good friend. Things are always in transition, if we could only realize it. Nothing ever sums itself up in the way that we like to dream about. The off-center, in-between state is an ideal situation, a situation in which we don’t get caught and we can open our hearts and minds beyond limit. It’s a very tender, nonaggressive, open-ended state of affairs. To stay with that shakiness—to stay with a broken heart, with a rumbling stomach, with the feeling of hopelessness and wanting to get revenge—that is the path of true awakening. Sticking with that uncertainty, getting the knack of relaxing in the midst of chaos, learning not to panic—this is the spiritual path.

In combating cynicism, it helps to know its source. Scratch the surface of most cynics and you find a frustated idealist – someone who made the mistake of converting his ideals into expectations. Bill O’Brien points out that ‘burnout’ comes from causes other than simply working too hard: “There are teachers, social workers and clergy who work incredibly hard until they are 80 years old and never suffer ’burnout’ - because they have an accurate view of human nature. They don’t over-romanticize people, so they don’t feel the great pshychological stress when people let them down

Ten Best Song to Strip 1. Any hip-swiveling R&B fuckjam. This category includes The Greatest Stripping Song of All Time: "Remix to Ignition" by R. Kelly. 2. "Purple Rain" by Prince, but you have to be really theatrical about it. Arch your back like Prince himself is daubing body glitter on your abdomen. Most effective in nearly empty, pathos-ridden juice bars. 3. "Honky Tonk Woman" by the Rolling Stones. Insta-attitude. Makes even the clumsiest troglodyte strut like Anita Pallenberg. (However, the Troggs will make you look like even more of a troglodyte, so avoid if possible.) 4. "Pour Some Sugar on Me" by Def Leppard. The Lep's shouted choruses and relentless programmed drums prove ideal for chicks who can really stomp. (Coincidence: I once saw a stripper who, like Rick Allen, had only one arm.) 5. "Amber" by 311. This fluid stoner anthem is a favorite of midnight tokers at strip joints everywhere. Mellow enough that even the most shitfaced dancer can make it through the song and back to her Graffix bong without breaking a sweat. Pass the Fritos Scoops, dude. 6. "Miserable" by Lit, but mostly because Pamela Anderson is in the video, and she's like Jesus for strippers (blonde, plastic, capable of parlaying a broken nail into a domestic battery charge, damaged liver). Alos, you can't go wrong stripping to a song that opens with the line "You make me come." 7. "Back Door Man" by The Doors. Almost too easy. The mere implication that you like it in the ass will thrill the average strip-club patron. Just get on all fours and crawl your way toward the down payment on that condo in Cozumel. (Unless, like most strippers, you'd rather blow your nest egg on tacky pimped-out SUVs and Coach purses.) 8. Back in Black" by AC/DC. Producer Mutt Lange wants you to strip. He does. He told me. 9. "I Touch Myself" by the Devinyls. Strip to this, and that guy at the tip rail with the bitch tits and the shop teacher glasses will actually believe that he alone has inspired you to masturbate. Take his money, then go masturbate and think about someone else. 10. "Hash Pipe" by Weezer. Sure, it smells of nerd. But River Cuomo is obsessed with Asian chicks and nose candy, and that's just the spirit you want to evoke in a strip club. I recommend busting out your most crunk pole tricks during this one.

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.

The child tends to be stripped of all social influences but those of the market place, all sense of place, function and class is weakened, the characteristics of region and clan, neighborhood or kindred are attenuated. The individual is denuded of everything but appetities, desires and tastes, wrenched from any context of human obligation or commitment. It is a process of mutilation; and once this has been achieved, we are offered the consolation of reconstituting the abbreviated humanity out of the things and the goods around us, and the fantasies and vapors which they emit. A culture becomes the main determinant upon morality, beliefs and purposes, usurping more and more territory that formerly belonged to parents, teachers, community, priests and politics alike.

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.

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.

The religion I am talking about here is plain everyday humanism. That’s exactly what the person named Jesus attempted to spread, but due to innate psychological reasons, his pupils ended up constructing yet another orthodox circle with its own distinct beliefs, ideals and fantasies.

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.

Our Blessed Lord left the world without leaving any written message. His doctrine was Himself. Ideal and History were identified in Him. The truth that all other ethical teachers proclaimed, and the light that they gave to the world, was not IN them, but OUTSIDE them. Our Divine Lord, however, identified Divine Wisdom with Himself. It was the first time in history that it was ever done, and it has never been done since.

The way to get to that world starts not with teaching women how to protect themselves from harm but with teaching men, ideally from very early on, that the whole world does not belong to them. When men are itty bitty boys, we, as their parents and teachers, have to dismantle our culture's ideas of masculinity as we know them, at every turn.

Like mythology, Greek philosophy has a tendency to personify ideas. And the Sophist is not merely a teacher of rhetoric for a fee of one or fifty drachmae (Crat.), but an ideal of Plato's in which the falsehood of all mankind is reflected.

It is wrong to say that schoolmasters lack heart and are dried-up, soulless pedants! No, by no means. When a child's talent which he has sought to kindle suddenly bursts forth, when the boy puts aside his wooden sword, slingshot, bow-and-arrow and other childish games, when he begins to forge ahead, when the seriousness of the work begins to transform the rough-neck into a delicate, serious and an almost ascetic creature, when his face takes on an intelligent, deeper and more purposeful expression - then a teacher's heart laughs with happiness and pride. It is his duty and responsibility to control the raw energies and desires of his charges and replace them with calmer, more moderate ideals. What would many happy citizens and trustworthy officials have become but unruly, stormy innovators and dreamers of useless dreams, if not for the effort of their schools? In young beings there is something wild, ungovernable, uncultured which first has to be tamed. It is like a dangerous flame that has to be controlled or it will destroy. Natural man is unpredictable, opaque, dangerous, like a torrent cascading out of uncharted mountains. At the start, his soul is a jungle without paths or order. And, like a jungle, it must first be cleared and its growth thwarted. Thus it is the school's task to subdue and control man with force and make him a useful member of society, to kindle those qualities in him whose development will bring him to triumphant completion.

Not only teachers, but all commonplace persons in authority, desire in their subordinates that kind of uniformity which makes their actions easily predictable and never inconvenient. The result is that they crush initiative and individuality when they can, and when they cannot, they quarrel with it.

I maintain that Buddhism, Christianity, Confucianism, Hinduism, Islam, Jainism, Judaism, Sikhism, Taoism, and Zoroastrianism all hold up love as an ideal, seek to benefit humanity through spiritual practice, and strive to make their followers better people. All religions teach moral precepts for the advancement of mind, body, speech, and action: do not lie or steal or take others’ lives, and so on. Unselfishness is the common foundation laid down by all great spiritual teachers.

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.

An author needs a lot more than one person to succumb to his literary seductive charms, but, like Saul, he must realize that he doesn't have to--and indeed cannot--capture the hearts of every possible reader out there. No matter who the writer, his ideal intended audience is only a small faction of all the living readers. Name the most widely read authors you can think of--from Shakespeare, Austen, and Dickens to Robert Waller, Stephen King, and J.K. Rowling--and the immense majority of book-buyers out there actively decline to read them.

Life is a good teacher and a good friend. Things are always in transition, if we could only realize it. Nothing ever sums itself up in the way that we like to dream about. The off-center, in-between state is an ideal situation, a situation in which we don’t get caught and we can open our hearts and minds beyond limit. It’s a very tender, nonaggressive, open-ended state of affairs. To stay with that shakiness — to stay with a broken heart, with a rumbling stomach, with the feeling of hopelessness and wanting to get revenge — that is the path of true awakening. Sticking with that uncertainty, getting the knack of relaxing in the midst of chaos, learning not to panic — this is the spiritual path. Getting the knack of catching ourselves, of gently and compassionately catching ourselves, is the path of the warrior. We catch ourselves one zillion times as once again, whether we like it or not, we harden into resentment, bitterness, righteous indignation — harden in any way, even into a sense of relief, a sense of inspiration.

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.

To THE TEACHER WHOSE INTEGRITY AND PEDAGOGICAL SPIRIT HAVE CREATED A SCHOOL WHEREIN THE IDEAL MAY PROVE ITSELF THE PRACTICAL AND THOSE ENTHUSIASTIC PUPILS WHO LOVE THE LOYALTY AND BRAVERY OF ODYSSEUS THIS BOOK IS DEDICATED

The death of the idealized versions of our parents, teachers, and mentors—a stage in the hero’s journey—is always scary because it means that we’re now responsible for our own learning and growth. That death is also beautiful because it makes room for new relationships—more honest connections between authentic adults who are doing the best they can. Of course, these new connections require emotional and physical safety. We can’t be vulnerable and open with people who are hurting us.

Her religion--perhaps, Alwyn thought, American Christianity as a whole--was a religion of ideal prose; all the beauty it had was the elegance of a perfect law, a Napoleonic code. It deified Jesus, but deified Him as a social leader and teacher martyred for His virtue, a compassionate attorney at the right hand of God the judge, and a fulfillment of the half-political prophecies of the Old Testament--whose jurisprudence of hygiene, family relations, patriotism, and commerce, its morality resembled.

The definition of the “ideal” philosopher, the sage? The seeker who knows a hundred reasons to be unhappy, but finds a thousand ways to be placid and content. She has the clarity of the scientist, the erudition of the teacher, the goodness of the saint.

I understood where I had come from: from a dreary tangle of sadness and pretense, of longing, absurdity, inferiority and provincial pomposity, sentimental education and anachronistic ideals, repressed traumas, resignation, and helplessness. Helplessness of the acerbic, domestic variety, where small-time liars pretended to be dangerous terrorists and heroic freedom fighters, where unhappy bookbinders invented formulas for universal salvation, where dentists whispered confidentially to all their neighbors about their protracted personal correspondence with Stalin, where piano teachers, kindergarten teachers, and housewives tossed and turned tearfully at night from stifled yearning for an emotion-laden artistic life, where compulsive writers wrote endless disgruntled letters to the editor of Davar, where elderly bakers saw Maimonides and the Baal Shem Tov in their dreams, where nervy, self-righteous trade-union hacks kept an apparatchik's eye on the rest of the local residents, where cashiers at the cinema or the cooperative shop composed poems and pamphlets at night.

The sage of Nazareth may satisfy those who have never faced the problem of evil in their own lives; but to talk about an ideal to those who are under the thralldom of sin is a cruel mockery. Yet if Jesus was merely a man like the rest of men, then an ideal is all that we have in Him. Far more is needed by a sinful world. It is small comfort to be told that there was goodness in the world, when what we need is goodness triumphant over sin. But goodness triumphant over sin involves an entrance of the creative power of God, and that creative power of God is manifested by the miracles. Without the miracles, the New Testament might be easier to believe. But the thing that would be believed would be entirely different from that which presents itself to us now. Without the miracles we should have a teacher; with the miracles we have a Savior.

The teaching practice is a success, largely because Mr. Sturridge seems to like me, so much so as to offer me a permanent job there in the autumn term. He tells me that the kids like me too. I’m very flattered and I thank him for the compliment, but ask for some time to consider the offer. That evening I climb up to the top of Clough Head. On the crest of the high ridge I turn back and I can see my life spread out like the valley below me: growing old like Mr. Sturridge, a village teacher, gray-headed and stooped, with worn leather patches on the elbows of my jacket, going home each night to a stone cottage on the hillside with an older Megan standing in the garden, roses in a trellis around the front door, a wood fire in the hearth, my books and my music, idealized, peaceful, devoid of complexity or worry or the vanity of ambition. Whatever is comforting about this image of a possible future, however different it is from the harsh industrial landscape of my childhood, it holds me for no more than a moment and then it is gone. I know the answer I shall give the headmaster, and as the evening draws in I make my way at a brisker pace down the mountain to my digs in the village.

Schools normally schedule one subject, for example, Japanese, the first period, when you just do Japanese; then, say, arithmetic the second period, when you just do arithmetic. But here it was quite different. At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, “Now, start with any of these you like.” […] This method of teaching enabled the teachers to observe - as the children progressed to higher grades - what they were interested in as well as their way of thinking and their character. It was an ideal way of teachers to really get to know their pupils.

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.

SOCIAL/GENERAL ICEBREAKERS 1. What do you think of the movie/restaurant/party? 2. Tell me about the best vacation you’ve ever taken. 3. What’s your favorite thing to do on a rainy day? 4. If you could replay any moment in your life, what would it be? 5. What one thing would you really like to own? Why? 6. Tell me about one of your favorite relatives. 7. What was it like in the town where you grew up? 8. What would you like to come back as in your next life? 9. Tell me about your kids. 10. What do you think is the perfect age? Why? 11. What is a typical day like for you? 12. Of all the places you’ve lived, tell me about the one you like the best. 13. What’s your favorite holiday? What do you enjoy about it? 14. What are some of your family traditions that you particularly enjoy? 15. Tell me about the first car you ever bought. 16. How has the Internet affected your life? 17. Who were your idols as a kid? Have they changed? 18. Describe a memorable teacher you had. 19. Tell me about a movie/book you’ve seen or read more than once. 20. What’s your favorite restaurant? Why? 21. Tell me why you were named ______. What is the origin of your last name? 22. Tell me about a place you’ve visited that you hope never to return to. get over your mom’s good intentions. 23. What’s the best surprise you’ve ever received? 24. What’s the neatest surprise you’ve ever planned and pulled off for someone else? 25. Skiing here is always challenging. What are some of your favorite places to ski? 26. Who would star as you in a movie about your life? Why that person? 27. Who is the most famous person you’ve met? 28. Tell me about some of your New Year’s resolutions. 29. What’s the most antiestablishment thing you’ve ever done? 30. Describe a costume that you wore to a party. 31. Tell me about a political position you’d like to hold. 32. What song reminds you of an incident in your life? 33. What’s the most memorable meal you’ve eaten? 34. What’s the most unforgettable coincidence you’ve experienced or heard about? 35. How are you able to tell if that melon is ripe? 36. What motion picture star would you like to interview? Why? 37. Tell me about your family. 38. What aroma brings forth a special memory? 39. Describe the scariest person you ever met. 40. What’s your favorite thing to do alone? 41. Tell me about a childhood friend who used to get you in trouble. 42. Tell me about a time when you had too much to eat or drink. 43. Describe your first away-from-home living quarters or experience. 44. Tell me about a time that you lost a job. 45. Share a memory of one of your grandparents. 46. Describe an embarrassing moment you’ve had. 47. Tell me something most people would never guess about you. 48. What would you do if you won a million dollars? 49. Describe your ideal weather and why. 50. How did you learn to ski/hang drywall/play piano?

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.

distinguish the friend from the manipulator? The answer is simple: the true teacher is not the one who teaches us the ideal path, but the one who shows us the many ways of reaching the path that we need to travel if we are to find our destiny. Once we have found that path, the teacher cannot help us anymore, because its challenges are unique. This applies to neither love nor war, but unless we understand it, we will never get anywhere.

You are the salt of the earth.” Some modern teachers seem to think our Lord said, You are the sugar of the earth, meaning that gentleness and winsomeness without curativeness is the ideal of the Christian. Our Lord’s illustration of a Christian is salt, and salt is the most concentrated thing known. Salt preserves wholesomeness and prevents decay. It is a disadvantage to be salt. Think of the action of salt on a wound, and you will realize this. If you get salt into a wound, it hurts, and when God’s children are amongst those who are “raw” towards God, their presence hurts. The person who is wrong with God is like an open wound, and when salt gets in it causes annoyance and distress and the person is spiteful and bitter. The disciples of Jesus in the present dispensation preserve society from corruption; the salt causes excessive irritation, which spells persecution for the saint.

real difficulty comes when we are doing something that we don’t want to be doing. For example, if we must work when we want to be home, or if we are staying home when it is driving us crazy, then our parenting will tend to be influenced by guilt, resentment, and a whole range of other negative emotions. We need to make our best choices at each moment. We can’t always have what we feel would be ideal, but we can actively do the best with the options as we see them.

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.

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.

The real difference between the Marxian and the romantic Outsider is that one would like to bring heaven down to earth, the other dreams of raising earth up to heaven. To the Outsider, the Marxian seems hopelessly short-sighted in his requirements for a heaven on earth; his notions seem to be based on a total failure to understand human psychology. (Aldous Huxley’s Brave New World and Zamyatin’s We are typical expressions of Outsider criticism of social idealism.) Now George Fox combined the practical-mindedness of the Marxian with the Outsider’s high standard for a ‘heaven on earth’, and in so far as he was practical-minded, he failed to penetrate to the bottom of the Outsider’s ideal. What did he achieve? He founded the Society of Friends, a very fine thing in itself, but lacking the wearing-quality of older established sects; he conquered his Outsider’s sense of exile. And there we have it! As a religious teacher, he accepted himself and the world, and no Outsider can afford to do this. He accepted an essentially optimistic philosophy.

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.

Whereas Micah was the leader and Henri was the professor, Jacques was the class clown. Mischievous and full of life, he was always playing pranks yet narrowly escaping getting caught by teachers and other authorities. And though he was no more Jewish than Henri, he, too, was very fond of the Kahn family and their Jewish friends. He abhorred the Nazi goose-steppers and the ugly anti-Semitism of the times. In Avi’s and Jacob’s eyes, these three young men were ideal recruits for the Resistance. They proved to be fast studies, hard workers, and exceedingly brave.

It is often said, rather flatly, that Russian ballet was a mix of French, Scandinavian (through the teacher Johansson), and Italian sources—that Russia, through Petipa, absorbed all of these and made them her own. This is certainly true; but what really changed ballet was the way it became entwined with Imperial Russia herself. Serfdom and autocracy, St. Petersburg and the prestige of foreign culture, hierarchy, order, aristocratic ideals and their ongoing tension with more eastern folk forms: all of these things ran into ballet and made it a quintessentially Russian art.

Lacking older siblings, the oldest or only child identifies primarily with her parents, conforming to their ideals and demands, not the least reason being that she no one with whom to share those demands. Since firstborns try to live up to the expectations of adults- teachers' as well as parents'- rather than that of peers, they are likely to learn more and to bring home better report cards than younger siblings. Thus firstborns pave the way for younger siblings, setting the standards against which they are measured and measure themselves. Middle children tend to be more gregarious and more dependent on the approval of peers than that of adults. For one thing they have the example of the older sibling- who has the credibility of generational sameness- to guide them in their decisions and to teach them the rules of the family road. An older sister who was grounded for a month for coming home late from a date, for instance, is a lesson not lost on her younger sister or brother. At the same time younger children are buffered by birth order from their parents' sole concentration. Hence they are treated with more indulgence and are called upon less to take on responsibilities.

Always the teacher, Quigley emphasized the study of tools of analysis to develop a useful epistemology. In epistemology he always retained his belief in the scientific method.6 Quigley’s explanation of scientific method as an analytical tool in the social sciences is original with him only in that he recognized the real limitations of the physical sciences, as opposed to the scientific extremism of Langlois and Seignobos. The scientific method Quigley subscribed to consists of gathering evidence, making a hypothesis, and testing the hypothesis. The laws arising from the use of scientific method in both the physical and social sciences are idealized theories reflecting observed phenomena only approximately, but Quigley felt laws must be based on observation and must be amended to account for any observed anomalies. After these laws were scientifically constructed, Quigley used them as conceptual paradigms to explain historical phenomena through comparison, in contrast to rationally derived laws of the theorists which will not adapt to anomalies of observation. “Theory must agree with phenomena, not vice versa.” 7 Thus, Quigley puts the historian at ease with scientific methods by explaining that physical laws have as many exceptions as the historicists claim historical laws do.

In the Black World, the Preacher and Teacher embodied once the ideals of this people—the strife for another and a juster world, the vague dream of righteousness, the mystery of knowing; but to-day the danger is that these ideals, with their simple beauty and weird inspiration, will suddenly sink to a question of cash and a lust for gold.... What if the Negro people be wooed from a strife for righteousness, from a love of knowing, to regard dollars as the be-all and end-all of life? What if to the Mammonism of America be added the rising Mammonism of the re-born South, and the Mammonism of this South be reinforced by the budding Mammonism of its half-wakened black millions? Whither, then, is the new-world quest of Goodness and Beauty and Truth gone glimmering?

...she knew from school that that sort of literature was boring: Gorky was correct but somehow ponderous; Mayakovsky was very correct but somehow awkward; Saltykov-Shchedrin was progressive, but you could die yawning if you tried to read him through; Turgenev was limited to his nobleman's ideals; Goncharov was associated with the beginnings of Russian capitalism; Lev Tolstoi came to favor patriarchal peasantry—and their teacher did not recommend reading Tolstoi's novels because they were very long and only confused the clear critical essays written about him. And then they reviewed a batch of writers totally unknown to anyone: Dostoyevsky, Stepnyak-Kravchinsky, and Sukhovo-Kobylin. It was true that one did not even have to remember the titles of their works. In all this long procession, only Pushkin shone like a sun.

These are serious fears. But they're not the real fear. Not the Master Fear, the Mother of all Fears that's so close to us that even when we verbalize it we don't believe it. Fear That We Will Succeed. That we can access the powers we secretly know we possess. That we can become the person we sense in our hearts we truly are. This is the most terrifying prospect a human being can face, because it ejects him at one go (he imagines) from all the tribal inclusions his psyche is wired for and has been for fifty million years. We fear discovering that we are more than we think we are. More than our parents/children/teachers think we are. We fear that we actually possess the talent that our still, small voice tells us. That we actually have the guts, the perseverance, the capacity. We fear that we truly can steer our ship, plant our flag, reach our Promised Land. We fear this because, if it's true, then we become estranged from all we know. We pass through a membrane. We become monsters and monstrous. We know that if we embrace our ideals, we must prove worthy of them. And that scares the hell out of us. What will become of us? We will lose our friends and family, who will no longer recognize us. We will wind up alone, in the cold void of starry space, with nothing and no one to hold on to. Of course this is exactly what happens. But here's the trick. We wind up in space, but not alone. Instead we are tapped into an unquenchable, undepletable, inexhaustible source of wisdom, consciousness, companionship. Yeah, we lose friends. But we find friends too, in places we never thought to look. And they're better friends, truer friends. And we're better and truer to them. Do you believe me?

Is it not very important, while we are young, to be loved and to love? It seems to me that most of us neither love nor are loved. And I think it is essential, while we are young, to understand this problem very seriously because it may be that while we are young, we can be sensitive enough to feel it, to know its quality, to know its perfume and perhaps, when we grow older, it will not be entirely destroyed. So, let us consider the question—that is, not that you should not be loved, but that you should love. What does it mean? Is it an ideal? Is it something far away, unattainable? Or is it something that can be felt by each one at odd moments of the day? To feel it, to be aware, to know the quality of sympathy, the quality of understanding, to help naturally, to aid another without any motive, to be kind, to be generous, to have sympathy, to care for something, to care for a dog, to be sympathetic to the villager, to be generous to your friend, to be forgiving, is that what we mean by love? Or is love something in which there is no sense of resentment, something which is everlasting forgiveness? And is it not possible while we are young, to feel it? Most of us, while we are young, do feel it—a sense of outward agony, sympathy to the villager, to the dog, to those who are little. And should it not be constantly tended? Should you not always have some part of the day when you are helping another or tending a tree or garden or helping in the house or in the hostel so that as you grow into maturity, you will know what it is to be considerate naturally—not with an enforced considerateness that is merely a negative word for one’s own happiness, but with that considerateness that is without motive. So, should you not when you are young, know this quality of real affection? It cannot be brought into being; you have to have it, and those who are in charge of you, like your guardian, your parents, your teachers, must also have it. Most people have not got it. They are concerned with their achievements, with their longings, with their success, with their knowledge, and with what they have done. They have built up their past into such colossal importance that it ultimately destroys them. So, should you not, while you are young, know what it is to take care of the rooms, to care for a number of trees that you yourself dig and plant so that there is a feeling, a subtle feeling of sympathy, of care, of generosity, the actual generosity—not the generosity of the mere mind—that means you give to somebody the little that you may have? If that is not so, if you do not feel that while you are young, it will be very difficult to feel that when you are old. So, if you have that feeling of love, of generosity, of kindness, of gentleness, then perhaps you can awaken that in others.

Rosalind knew she was right, knew there was something even deeper that prevented her from going back. Since she began something had always bothered her about tango: she still had no idea how people knew what the hell they were doing. The dance had no agreed upon formula, no designated rules, just collectively shared sequences that a leader could use interchangeably. It was a conversation, not a speech. This was what was so allegedly wonderful about it: it was an improvisation, a negotiation between two people. No choreography, no predetermined pattern, just endless unpredictable new formations. One couldn't dominate the other. It was--if not historically, at least ideally--a dance of equals. This struck her a lovely in principle and crazy-making in practice. How do you know what to do? "The man will lead you," her teachers told her. What if his lead doesn't make sense? "It will. Practice," Mariela had instructed brightly, unhelpfully.

For one thing, the pupil is now far more defenceless in the hands of his teachers. He comes increasingly from businessmen's flats or workmen's cottages in which there are few books or none. He has hardly ever been alone. The educational machine seizes him very early and organizes his whole life, to the exclusion of all unsuperintended solitude or leisure. The hours of unsponsored, uninspected, perhaps even forbidden, reading, the ramblings, and the "long, long thoughts" in which those of luckier generations first discovered literature and nature and themselves are a thing of the past. If a Traherne or a Wordsworth were born to-day he would be "cured" before he was twelve. In short, the modern pupil is the ideal patient for those masters who, not content with teaching a subject, would create a character; helpless Plasticine. Or if by chance (for nature will be nature) he should have any powers of resistance, they know how to deal with him. I am coming to that point in a moment.

GIVE ME THE SONGS OF A NATION” Sing for joy to God our strength; shout aloud to the God of Jacob! Begin the music, strike the timbrel, play the melodious harp and lyre. Psalm 81:1–2 Let these two quotations wash over you:           “I am the art in your arthouses, the ideas in your institutions, the laws in your land, the message in your movies, the thoughts of your teachers, the values your kids value. I affect you. Do you affect me?”—Culture And also this one, from the fifth-century BC Greek musician Damon of Athens:           Give me the songs of a nation, and it matters not who writes its laws. I wish more of us—especially our politicians—realized that ideas have consequences in the real world. When we embrace certain ideals in our movies and songs (sex without restraint, for example, which happened during the “free love” 1970s), it affects our culture in ways that rules and regulations can’t undo. SWEET FREEDOM IN Action Today, don’t let movies, songs, and the arts be dominated by liberals. Instead, arm your Christian children and grandkids with a solid worldview and encourage them to enter these areas boldly and with excellence.

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.

Klemmer je ponovo udara u lice, iako mu ona govori: Molim, samo ne po glavi! Čuje ga kako govori o njenim godinama, da joj je najmanje trideset i pet, sviđalo se to njoj ili ne. Počinje je tištati to što on ne skriva kako mu se seksualno gadi. Pogled joj zamagljuju suze. Klemmer je očaran, jer konačno na dar dobiva djela ponikla iz mržnje; svijet se oko njega razbistruje poput oblačna dana u kasno ljeto. Sam je sebe dovoljno dugo zavaravao da je ovaj predivan bijes što ga osjeća zapravo ljubav. Dugo je uživao u toj samoobmani, ali sada su maske pale. Žena što leži pred njim na podu puno toga u njegovu ponašanju tumači kao strastvenu čežnju, ali njegovo bi se ponašanje samo donekle moglo opravdati strašću. To je sve mogla čuti Erika Kohut. Ali sada je dosta, najdraži! Prijeđimo na ljepše stvari! S repertoara ljubavnih postupaka Erika želi izbrisati one koje izazivaju bol. Na vlastitoj je koži osjetila što bol znači i moli ga da odsad prijeđu na normalne oblike prakticiranja ljubavi. Približimo se jedno drugom s razumijevanjem. Walter Klemmer ponovo je grubo zgrabio tu ženu koja mu govori da se predomislila. Molim te, ne tuci me! Moj je ideal ipak uzajamno uzvraćanje osjećaja, mijenja Erika svoje mišljenje, ali prekasno. Iznosi mu svoj novi stav, govori danjoj, ženi, treba puno topline i pažnje, pritišćući pritom rukom usnu što krvari. To je neostvariv ideal, odvraća joj muškarac. Samo čeka da žena ustukne još koji korak da bi je ponovo mogao udariti. Ono što ga goni naprijed instinkt je lovca. Instinkt veslača i tehničara na brzim vodama što upozorava na pličine i stijene. Pruži li žena prema njemu ruku, on odlazi! Erika preklinje Klemmera da pokaže svoje dobre strane. No on je osjetio zov slobode.

Sada kada je Erika silnim zahvatima konačno oblikovana u nešto nježno, mora još samo sje¬sti u kolica što se kotrljaju putovima umjetnosti i postati umjetnica. Takva djevojčica nije za grube poslove, npr. za težak ručni rad ili kućanske poslove. Ona je rođenjem predodređena za finese klasičnog plesa i klasične glazbe. Da po¬stane svjetski poznata pijanistica, to bi, eto, bio majčin ideal! Kako bi se dijete moglo u svijetu intriga probijati na svom putu, majka na svakom uglu zabija putokaze, a s njima i Eriku, ako Erika dovoljno ne vježba. Majka upozorava Eriku na za¬vidnu hordu, koja će uvijek pokušavati razoriti ono što netko postigne i koja je gotovo uvijek muškog roda. Ne daj se sme¬sti na svojem putu! Ni na jednoj stubi na koju se popne Eriki nije dopušteno odmoriti se. Ne smije se, onako zadihana, nasloniti na cepin, jer mora nastaviti dalje. Na sljedeću stubu. Životinje iz šume opasno su joj se približile i prijete joj da će i nju pretvoriti u životinju. Na tom putu suparnici Eriku po¬kušavaju navući na hridi pod izgovorom da joj žele pokazati kakav se pogled pruža odatle. Ali kako se samo lako možeš survati s takvih stijena! Majka joj tu provaliju vrlo zorno opi¬suje, kako bi se dijete što bolje čuvalo pada. Svjetska je slava, koju većina neće moći postići, samo gore, na vrhu. Gore puše hladan vjetar koji kao da šumi kako'je umjetnik uvijek sam. Dok je god Erikina majka živa i može određivati njenu bu¬dućnost, za dijete dolazi u obzir samo jedna stvar: svjetski vrhovi. Majka gura odozdo, jer ona čvrsto stoji objema nogama na zemlji. Uskoro Erika više neće imati uporište na majčinim ramenima, već će stajati na leđima nekog drugog, koga su svojim intrigama uklonili s Erikina puta. Ali klimavo je to uporište! Erika stoji na vrhovima prstiju na majčinim leđima i zarila je uvježbane prste u vrh brijega, za koji će se vrlo brzo ispostaviti da je obična mala izbočina u strmoj stijeni i da samo stvara privid vrha. Propinje se tako Erika, isteže mišiće nadlaktica i s mukom se uspinje prema gore. Vrškom je nosa već provirila preko ruba stijene, ali jedino što je ugledala nova je litica, još strmija od prethodne. Tvornica leda u kojoj se proizvodi slava ovdje je već otvorila svoju podružnicu i proiz¬vode slaže u blokovima jedne na druge jer se tako smanjuju troškovi skladištenja. Ispred jednog od tih blokova slave, oblizujući se od sreće, Erika nastupa na srednjoškolskom natjecanju za Chopinovu nagradu. Uvjerena je da joj nedostaje još milimetar do vrha!

The philosophers who in their treatises of ethics assigned supreme value to justice and applied the yardstick of justice to ali social institutions were not guilty of such deceit. They did not support selfish group concerns by declaring them alone just, fair, and good, and smear ali dissenters by depicting them as the apologists of unfair causes. They were Platonists who believed that a perennial idea of absolute justice exists and that it is the duty of man to organize ali human institutions in conformity with this ideal. Cognition of justice is imparted to man by an inner voice, i.e., by intuition. The champions of this doctrine did not ask what the consequences of realizing the schemes they called just would be. They silently assumed either that these consequences will be beneficiai or that mankind is bound to put up even with very painful consequences of justice. Still less did these teachers of morality pay attention to the fact that people can and really do disagree with regard to the interpretation of the inner voice and that no method of peacefully settling such disagreements can be found. Ali these ethical doctrines have failed to comprehend that there is, outside of social bonds and preceding, temporally or logically, the existence of society, nothing to which the epithet "just" can be given. A hypothetical isolated individual must under the pressure of biological competition look upon ali other people as deadly foes. His only concern is to preserve his own life and health; he does not need to heed the consequences which his own survival has for other men; he has no use for justice. His only solicitudes are hygiene and defense. But in social cooperation with other men the individual is forced to abstain from conduct incompatible with life in society. Only then does the distinction between what is just and what is unjust emerge. It invariably refers to interhuman social relations. What is beneficiai to the individual without affecting his fellows, such as the observance of certain rules in the use of some drugs, remains hygiene. The ultimate yardstick of justice is conduciveness to the preservation of social cooperation. Conduct suited to preserve social cooperation is just, conduct detrimental to the preservation of society is unjust. There cannot be any question of organizing society according to the postulates of an arbitrary preconceived idea of justice. The problem is to organize society for the best possible realization of those ends which men want to attain by social cooperation. Social utility is the only standard of justice. It is the sole guide of legislation. Thus there are no irreconcilable conflicts between selfíshness and altruism, between economics and ethics, between the concerns of the individual and those of society. Utilitarian philosophy and its finest product, economics, reduced these apparent antagonisms to the opposition of shortrun and longrun interests. Society could not have come into existence or been preserved without a harmony of the rightly understood interests of ali its members.

and self-responsibility can only occur where the child is surrounded with moral behavior and allowed to grow her own understanding of the ideals of integrity, interdependence and interconnectedness. He put it this way, “Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressure.” But this moral autonomy is not supported in our topsy-turvy school and family systems where respect for authority actually means fear of authority. Where there is fear there cannot be respect. Although a child may envy or fear the power a parent or teacher wields over them, their feelings do not include the sacred, essential quality of loving reverence which makes respect, respect. It is akin to the battered dependent wife saying she loves and respects her abuser, when her daily experience is fear. Jerry Jampolsky, author and founder of the Center for Attitudinal Healing, reminds us that it is fear, not hate, that is love’s opposite. If, however, a truly educational atmosphere is created based on respect for autonomy instead of intimidating indoctrination, children can then deeply understand that rules are needed to maintain the social order, and do not have to be obeyed out of a blind acquiescence to authority, but are followed on the bases of mutual agreement. At the same time, the needs of the individual are protected and respected. Nice “Guise”and Gals It is at this Stage Six—Universal Ethical

In families in which parents are overbearing, rigid, and strict, children grow up with fear and anxiety. The threat of guilt, punishment, the withdrawal of love and approval, and, in some cases, abandonment, force children to suppress their own needs to try things out and to make their own mistakes. Instead, they are left with constant doubts about themselves, insecurities, and unwillingness to trust their own feelings. They feel they have no choice and as we have shown, for many, they incorporate the standards and values of their parents and become little parental copies. They follow the prescribed behavior suppressing their individuality and their own creative potentials. After all, criticism is the enemy of creativity. It is a long, hard road away from such repressive and repetitive behavior. The problem is that many of us obtain more gains out of main- taining the status quo than out of changing. We know, we feel, we want to change. We don’t like the way things are, but the prospect of upsetting the stable and the familiar is too frightening. We ob- tain “secondary gains” to our pain and we cannot risk giving them up. I am reminded of a conference I attended on hypnosis. An el- derly couple was presented. The woman walked with a walker and her husband of many years held her arm as she walked. There was nothing physically wrong with her legs or her body to explain her in- ability to walk. The teacher, an experienced expert in psychiatry and hypnosis, attempted to hypnotize her. She entered a trance state and he offered his suggestions that she would be able to walk. But to no avail. When she emerged from the trance, she still could not, would not, walk. The explanation was that there were too many gains to be had by having her husband cater to her, take care of her, do her bidding. Many people use infirmities to perpetuate relationships even at the expense of freedom and autonomy. Satisfactions are derived by being limited and crippled physically or psychologically. This is often one of the greatest deterrents to progress in psychotherapy. It is unconscious, but more gratification is derived by perpetuating this state of affairs than by giving them up. Beatrice, for all of her unhappiness, was fearful of relinquishing her place in the family. She felt needed, and she felt threatened by the thought of achieving anything 30 The Self-Sabotage Cycle that would have contributed to a greater sense of independence and self. The risks were too great, the loss of the known and familiar was too frightening. Residing in all of us is a child who wants to experiment with the new and the different, a child who has a healthy curiosity about the world around him, who wants to learn and to create. In all of us are needs for security, certainty, and stability. Ideally, there develops a balance between the two types of needs. The base of security is present and serves as a foundation which allows the exploration of new ideas and new learning and experimenting. But all too often, the security and dependency needs outweigh the freedom to explore and we stifle, even snuff out, the creative urges, the fantasy, the child in us. We seek the sources that fill our dependency and security needs at the expense of the curious, imaginative child. There are those who take too many risks, who take too many chances and lose, to the detriment of all concerned. But there are others who are risk-averse and do little with their talents and abilities for fear of having to change their view of themselves as being the child, the dependent one, the protected one. Autonomy, independence, success are scary because they mean we can no longer justify our needs to be protected. Success to these people does not breed success. Suc- cess breeds more work, more dependence, more reason to give up the rationales for moving on, away from, and exploring the new and the different.

I found that the very people who said that mankind was one church from Plato to Emerson were the very people who said that morality had changed altogether, and that what was right in one age was wrong in another. If I asked, say, for an altar, I was told that we needed none, for men our brothers gave us clear oracles and one creed in their universal customs and ideals. But if I mildly pointed out that one of men’s universal customs was to have an altar, then my agnostic teachers turned clean round and told me that men had always been in darkness and the superstitions of savages.

November 16: Saint Gertrude   Gertrude was born of a noble family at Eisleben, in Saxony.  At five years of age, she offered her virginity and herself to Jesus Christ, in the Benedictine nunnery at Rodersdorf.  From that time forth she was utterly estranged from earthly things, ever striving for things higher, and began to lead a kind of heavenly life.  To learning in human letters she added knowledge of the things of God.  In the thought thereof she earnestly desired, and soon reached, the perfection of a Christian soul.  Of Christ, and of the things in his life, she spake oftentimes with movings of spirit.  The glory of God was the one end of all her thoughts, and to that her every longing and her every act were given.  Though God had crowned her with so many and so noble gifts both of nature and of grace, her belief regarding herself was so humble that she was used to number as among the greatest of the wonders of his goodness that he had always in his mercy borne with one who was so utterly unworthy. In the thirtieth year of her age she was elected Abbess of Rodersdorf, where she had professed herself in the religious life, and afterwards of Helfta.  This office she bore for forty years in love, wisdom, and zeal for strict observance, so that the house seemed like an ideal ensample of a sisterhood of perfect nuns.  To each one she was a mother and a teacher, and yet would be as the least of all, being in sooth in all lowliness among them as she that served.  That she might be more utterly God's only, she tormented her body with sleeplessness, hunger, and other afflictions, but withal ever true to herself, stood forth a pattern of innocency, gentleness, and long-suffering.  The salvation of her neighbours was her constant earnest endeavour, and her godly toil bore abundant fruit.  The love of God oftentimes threw her into trances, and she was given the grace of the deepest contemplation, even to union of spirit with God. Christ himself, to shew what such a bride was to him, revealed that he had in the heart of Gertrude a pleasant dwelling-place.  The Virgin Mother of God she ever sought with deep reverence as a mother and warden whom she had received from Jesus himself, and from her she had many benefits.  Toward the most Divine Sacrament of the Eucharist, and the sufferings of the Lord, her soul was moved with love and gratitude, so that she sometimes wept abundantly.  She helped with daily gifts and prayers the souls of the just condemned to the purifying fire.  She wrote much for the fostering of godliness.  She was glorified also by revelations from God, and by the gift of prophecy.  Her last illness was rather the wasting of a home-sickness to be with God than a decay of the flesh, and she left this life in the year of our Lord 1292.  God made her bright with miracles both during her life and after her death.

Youth is not a time of life; it is a state of mind; it is not a matter of rosy cheeks, red lips and supple knees; it is a matter of the will, a quality of the imagination, a vigour of the emotions; it is the freshness of the deep springs of life. Youth means a temperamental predominance of courage over timidity, of the appetite for adventure over the love of ease. This often exists in a man of sixty more than a boy of twenty. Nobody grows old merely by a number of years. We grow old by deserting our ideals.

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).

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.

Drudgery is one of the finest tests to determine the genuineness of our character. Drudgery is work that is far removed from anything we think of as ideal work. It is the utterly hard, menial, tiresome, and dirty work. And when we experience it, our spirituality is instantly tested and we will know whether or not we are spiritually genuine. Read John 13. In this chapter, we see the Incarnate God performing the greatest example of drudgery—washing fishermen’s feet. He then says to them, “If I then, your Lord and Teacher, have washed your feet, you also ought to wash one another’s feet” (John 13:14).

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.

It must be confessed that the English gentleman, especially if he be devoted to field and other sports, is apt to attribute slight importance to mental felicity or learning. I happen to enjoy the system, having suffered much on the continent from people who pretend to be intellectuals when they are not. Yet it is undeniable that a type of civility that excludes or misprises the humanities compares ill with the ideal of the perfectly endowed and developed human being which the Greeks and the best teachers of the Renaissance held as examples for emulation.

the founding fathers wholeheartedly believed “life was a school for virtue, and one must find the proper teachers.”366 As a teacher, someone of Cincinnatus’s virtue was “emulated, and spread,” as Hume said, by “contagion.”367

The Responsive Classroom approach creates an ideal environment for learning--every teacher should know about it.

The Responsive Classroom approach creates an ideal environment for learning--every teacher should know about it.

income, expenses, and finances: How much debt do I want to carry, and for what purpose? Would I like to pay off one or more of my credit accounts? By when? How much money do I want to make next month? Next year? Five years from now? What expenses do I want to cut down or cut out? — My home and community: What changes do I want to make in my current living environment? Do I want to fix up my home or yard? Do I want to move? What is my ideal home like? Where is it? What is my personal corner or room like? Does it have a garden, pool, or pond? Is it near the ocean, a lake, the desert, or mountains? Is it in the city or the country? What part of the world do I live in? What is my neighborhood like? What community projects am I involved in, if any? — My spiritual life: How much time do I want to devote to spiritual practices, such as meditation, classes, church, volunteer work, and so on? What books do I want to read? What classes do I want to take? What spiritual teachers, authors, or leaders do I want to meet, listen to, and/or work with? What spiritual power places do I want to visit, with whom, and when? What spiritual projects do I want to work on? What spiritual gift do I want to give to others? — My health and fitness: What changes do I want to make in my health and fitness? How much time per day or week do I want to spend exercising? What type of exercise program would I most enjoy and benefit from? Where would I exercise? With whom? What physical healings do I want? If I were to manifest my true natural state of perfect health right now, what would my body be like? About what weight or fat percentage would my body feel comfortable and healthy being? What types of foods would be in my regular diet? What would my ideal sleeping pattern be? How would I deal with stress or tension? What unnecessary stressors do I want to get rid of? What toxins (emotional or physical) can I eliminate from my diet or life? — My family life: What type of family life do I want? What about children? How much time do I want to spend with my kids? What do I want to teach or share with them? How can I be closer to my family and/or spend more quality time with them? What type of

Shine your light at all times; you never know who you are leading out of the dark.

In living out my conversion as a daily and lifelong process, I treasure most the example of my grandmother Totten, who dwelled in one marriage, one home, one church congregation for over sixty years. Her faith was alive for anyone to see; her life demonstrates that conversion is no more spectacular than learning to love the people we live with and work among. It does not mean seeking out the most exotic spiritual experience, or the ideal religion, the holiest teachers who will give us the greatest return on our investment. Conversion is seeing ourselves, and the ordinary people in our families, our classrooms, and on the job, in a new light. Can it be that these very people—even the difficult, unbearable ones—are the ones God has given us, so that together we might find salvation?

Who were many people coming together cannot become one people falling apart. Who dreamed for every child an even chance cannot let luck alone turn doorknobs or not. Whose law was never so much of the hand as the head cannot let chaos make its way to the heart. Who have seen learning struggle from teacher to child cannot let ignorance spread itself like rot. We know what we have done and what we have said, and how we have grown, degree by slow degree, believing ourselves toward all we have tried to become— just and compassionate, equal, able, and free.

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.

If you were labeled gifted, your childhood may have been easier. Your sensitivity was understood as part of a larger trait that was more socially accepted. There existed better advice to teachers and parents concerning gifted children. For example, one researcher reminds parents that such children cannot be expected to blend well with their peers. Parents will not produce a spoiled freak if they give their child special treatment and extra opportunities. Parents and teachers are firmly told to allow gifted children to just be who they are. This is good advice for children with all traits that miss the average and ideal, but giftedness is valued enough to permit deviation from the norm. There is some good and bad in everything, however. Parents or teachers may have pressured you. Your self-worth may have been entirely contingent upon your achievements. Meanwhile, if you were not with gifted peers, you would be lonely and possibly rejected. There are now some better guidelines for raising gifted children. I have adapted them for reparenting your gifted self. Reparenting Your “Gifted” Self 1. Appreciate yourself for being, not doing. 2. Praise yourself for taking risks and learning something new rather than for your successes; it will help you cope with failure. 3. Try not to constantly compare yourself to others; it invites excessive competition. 4. Give yourself opportunities to interact with other gifted people. 5. Do not overschedule yourself. Allow time to think, to daydream. 6. Keep your expectations realistic. 7. Do not hide your abilities. 8. Be your own advocate. Support your right to be yourself. 9. Accept it when you have narrow interests. Or broad ones.

Then, becoming earnest, Buffett shared that his ideal legacy is very simple. What he really likes is teaching. He’s been teaching both formally and informally all his life. He’s also had some of the greatest teachers one could imagine. So he figures that, if somebody thought he did a decent job of teaching, he’d feel very good about that.

In the second half of life, all that you avoided for the sake of a manufactured ego ideal starts coming back as a true friend and teacher. Doers become thinkers, feelers become doers, thinkers become feelers, extroverts become introverts, visionaries become practical, and the practical ones long for vision. We all go toward the very places we avoided for the last forty years, and our friends are amazed. Now we begin to understand why Jesus is always welcoming the outsider, the foreigner, the sinner, the wounded one. He was a second-half-of-life man who has had the unenviable task of trying to teach and be understood by a largely first-half-of-life history, church, and culture.

People who live close to the land tend to harbor a sense of realism about the role of luck in their lives. Reynolds Price, a novelist and one of my college teachers, put it well: “Scratch a farmer and find the tragic sense of life. You can’t convince a farmer that life is just one big Coors beer bash . . . They live according to the laws of sun, ice, and water.” But those who are cut off from the land, except as a place to relax and recreate, are often afflicted with urban idealism. More and more people today live in a world of streets and houses and buildings and stadiums and schools. Stores and shops provide their food. All of these have been built by man, and it can lead us to an unnatural conclusion, even if we are unaware of it: that man has the potential to create a paradise.

She like history . . . and wished the English teacher would ask the class to read history books. Instead the teacher was 'always' assigning poems.

Beware of thinking of our Lord as only a teacher. If Jesus Christ is only a teacher, then all He can do is frustrate me by setting a standard before me I cannot attain. What is the point of presenting me with such a lofty ideal if I cannot possibly come close to reaching it? I would be happier if I never knew it. What good is there in telling me to be what I can never be—to be “pure in heart” (Matthew 5:8), to do more than my duty, or to be completely devoted to God? I must know Jesus Christ as my Savior before His teaching has any meaning for me other than that of a lofty ideal which only leads to despair.

In the months and years following my participation in the completion of Oracle of Compassion: the Living Word of Kuan Yin, I did, in accordance with the deity’s former declaration—that she would continue sending important dreams, experience many dreams and visitations from Kuan Yin. It was after completing the transcription of some of the Kuan Yin quotes that I fell into a deep slumber. Just before awakening, I dreamt of Kuan Yin standing in my living room directly in front of the marble-tiled fireplace wherein Lena Lees and I would hold prayer circles. So real was this vision that I could hear the deity’s sweet voice explain that there is a specific meditation for connecting with the Celestial Wisdom! Witnessing Kuan Yin lie face down on the Oriental Carpet with arms outstretched over Her head, I watched as Her thumb and forefinger formed a triangle—the dhyana mudra specifically designated to Kannon called the dhyana mudra displayed by the fourth Dhyani Buddha Amitabha, also known as Amitayus Kuan Yin. It was then that Kuan Yin further explained the significance of this specific mudra; that it acts similar to a capstone on an obelisk—drawing wisdom to one who has demonstrated intention to be a teacher of wisdom. Aware that Kuan Yin was pointed in a northward direction, I surmised this particular alignment was also a significant aspect of the meditation—that this specific positioning was most ideal for receiving answers for prayers directed to the Her. Later in the dream, it was confirmed that each person attracts from the universe, realities that are aligned with their specific beliefs and values.

There are now a number of demands being made on teachers which challenge both your courage to be flexible and your courage to remain faithful to ideals which are good. I will try to deal with just two of these demands. The first one demands flexibility. It asks you to recognize that Negro children in this society—and white children also—are being taught biased, edited, and ultimately racist versions of American history and culture. It is not enough to pay lip service to the idea of racial harmony and equality. We must refuse any longer to accept the distorted view of our roots and our past in this country. As taught in our textbooks, this history reinforces in white children the notion that they are superior and the only creators of this country, and it reinforces in black children the notion that they are inferior and made no contributions. It may be true that most blacks came here as slaves, but the first of them were here as free men, and gave their lives in the struggle to win independence for this nation. They fought as well as any one else during the civil war; they played their part in the opening of the American West; they helped plan and lay out some of our major American cities; they developed the only indigenous form of American music; they made notable contributions to scientific research; they are to be found in the growth and development of the American musical and dramatic stage; and the best of their writing ranks with the best that has been done in America. This is by no means all, but then I am by no means an historian. In any case, the question is not whether they should have done more. The miracle is that in the circumstances of their history here they could have done so much. It is because of racism, it is because the dominant value judgments in this society are white, and it is because a consistently poor estimate has been placed on the quality and extent of Negro effort—it is for all these reasons that the true story of the Negro in America is not told in our history books. And it is for all these reasons that historians continue to tell lies, continue to avert their eyes, and continue to retard the progress of civility, decency, and human dignity in our society. It is time, then, to give up that old rigid stance. For, however comforting it may be to some, it is a delusion, and it is a violation of the right of all young minds to know the truth and to be free. Organized teachers can play a major role in the effort to liberate American history books. They can join those who are making an effort to bring truth into the schools through a total revision of the textbooks. Where good texts are not in existence, teachers must bring in supplementary material to the classes. And they themselves can make studies of Negro history and culture.

Worksheets There is nothing more effective than a pencil and paper for practicing some math skills. These math worksheets are ideal for teachers, parents, students, and home schoolers. The companion ebook allows you to take print outs of these worksheets instantly or you can save them for later use. The learner can significantly improve math knowledge

Der Bankmanager, der ohne Rücksicht auf Verluste Hypotheken und Derivate unters Volk bringt, um sich einen Millionenbonus zu sichern, trägt mehr zum BIP bei als eine Schule voller Lehrer oder eine Fabrik voller Automechaniker. Wir leben in einer Welt, in der die Grundregel anscheinend lautet, dass wir umso weniger zum BIP beitragen, je wichtiger unsere Tätigkeit für die Gesellschaft ist, etwa wenn wir reinigen, pflegen, unterrichten.

For Rosseau, then, education would have to be a way not of instilling the ideals of civilization but rather of liberating the young from civilization and its evils. Much of the program he described in his didactic novel Emile is what he calls "negative education," an antidote and inoculation against the pervasive evils of civilization. It has come to be called "The Child's Charter"-a basis for modern child psychology. And it would be the prospectus and statement of principles for "progressive education" in the United States, led by John Dewey (1859-1952), who conceived it as a way of bringing democracy into the classroom (The School and Society, 1899; Democracy and Education, 1916). The movement attended tot he child's physical and emotional as well as his intellectual development, favored "learning by doing," and encouraged experimental and independent thinking. The teacher, then, aimed not at instilling a body of knowledge but at developing the pupil's own skill at learning from experience.

Find a Local Zen Temple To Visit Research the authenticity of the Zen teacher. Find out what school they are from, what country they came from, and the ideals they hold most important. If you’re interested in a monastery,

Life is a good teacher and a good friend. Things are always in transition, if we could only realize it. Nothing ever sums itself up in the way that we like to dream about. The offcenter, in-between state is an ideal situation, a situation in which we don't get caught and we can open our hearts and minds beyond limit. It's a very tender, nonaggressive, openended state of affairs

If a school of critics were found prepared to pay divine honours to a certain person while doubting whether he was divine, men who took off their hats in his churches while denying that he was present on his altars, who hinted that he was only a religious teacher and then hinted again that he must be served as if he were the only teacher of religion; who are always ready to treat him as a fallible individual in relation to his rivals, and then to invoke him as an infallible authority against his followers, who dismiss every text they choose to think dogmatic and then gush over every text they choose to think amiable, who heckle him with Higher Criticism about three-quarters of what he said and then grovel before a mawkish and unmanly ideal made by misunderstanding the little which is left--if there were a school of critics in THIS relation to a historical character, we might very well admit that they were not getting to grips with it, but surrounding it with "a halo of false sentiment." That

Teachers needed to emphasize the message, not the medium. Ideally, the curriculum should be so engaging that students would forget which language the teacher was using!