Importance Of Academics Quotes

The thing about football - the important thing about football - is that it is not just about football.

I survived by keeping my emotions in check – by maintaining my composure and tucking it all away. I managed to stay under the radar, skating through school without anyone truly remembering I was here. My teachers acknowledged my academic successes and my coaches depended upon my athletic abilities, but I wasn’t important enough to make a recognizable social contribution. I was easily forgettable. That’s what I counted on.

One of the major problems encountered in time travel is not that of becoming your own father or mother. There is no problem in becoming your own father or mother that a broad-minded and well-adjusted family can't cope with. There is no problem with changing the course of history—the course of history does not change because it all fits together like a jigsaw. All the important changes have happened before the things they were supposed to change and it all sorts itself out in the end. The major problem is simply one of grammar, and the main work to consult in this matter is Dr. Dan Streetmentioner's Time Traveler's Handbook of 1001 Tense Formations. It will tell you, for instance, how to describe something that was about to happen to you in the past before you avoided it by time-jumping forward two days in order to avoid it. The event will be descibed differently according to whether you are talking about it from the standpoint of your own natural time, from a time in the further future, or a time in the further past and is futher complicated by the possibility of conducting conversations while you are actually traveling from one time to another with the intention of becoming your own mother or father. Most readers get as far as the Future Semiconditionally Modified Subinverted Plagal Past Subjunctive Intentional before giving up; and in fact in later aditions of the book all pages beyond this point have been left blank to save on printing costs. The Hitchhiker's Guide to the Galaxy skips lightly over this tangle of academic abstraction, pausing only to note that the term "Future Perfect" has been abandoned since it was discovered not to be.

It was hard to decide on a literature course. Everything the professors said seemed to be somehow beside the point. You wanted to know why Anna had to die, and instead they told you that 19th century Russian landowners felt conflicted about whether they were really a part of Europe. The implication was that it was somehow naive to want to talk about anything interesting, or to think that you would ever know anything important.

Feminism as a movement for political and social equity is important, but feminism as an academic clique committed to eccentric doctrines about human nature is not. Eliminating discrimination against women is important, but believing that women and men are born with indistinguishable minds is not. Freedom of choice is important, but ensuring that women make up exactly 50 percent of all professions is not. And eliminating sexual assaults is important, but advancing the theory that rapists are doing their part in a vast male conspiracy is not.

The most important advantage of writing is that it helps us confront ourselves when we do not understand something as well as we would like to believe.

By now you've probably noticed that except when safely contained by quotes, Zampanò always steers clear of such questionable four-letter language. This instance in particular proves that beneath all that cool psuedo-academic hogwash lurked a very passionate man who knew how important it was to say "fuck" now and then, and say it loud too, relish its syllabic sweetness, its immigrant pride, a great American epic word really, starting at the lower lip, often the very front of the lower lip, before racing all the way to the back of the throat, where it finishes with a great blast, the concussive force of the K catching up then with the hush of the F already on its way, thus loading it with plenty of offense and edge and certainly ambiguity. FUCK. A great by-the-bootstrap prayer or curse if you prefer, depending on how you look at it, or use it, suited perfectly for hurling at the skies or at the world, or sometimes, if said just right, for uttering with enough love and fire, the woman beside you melts inside herself, immersed in all that word-heat.

The next time some academics tell you how important ‘diversity’ is, ask how many Republicans there are in their sociology department.

I believe that the duel between Christianity and atheism is the most important in the world. I further believe that the struggle between individualism and collectivism is the same struggle reproduced on another level.

Is the conclusion that the universe was designed - and that the design extends deeply into life - science, philosophy, religion, or what? In a sense it hardly matters. By far the most important question is not what category we place it in, but whether a conclusion is true. A true philosophical or religious conclusion is no less true than a true scientific one. Although universities might divide their faculty and courses into academic categories, reality is not obliged to respect such boundaries.

It is absolutely what I think.' He looks deadly serious now. 'These academic guys have to feel important. They give papers and present TV programmes to show they're useful and valuable. But you do useful, valuable work every day. You don't need to prove anything. How many people have you treated? Hundreds. You've reduced their pain. You've made hundreds of people happier. Has Antony Tavish ever made anyone happier?

Skepticism is certainly a beneficial tool, to the extent that it yields a dialectic of ideas that can progress toward empirical resolution of difficult issues, but at present it is too commonly an attitude, a well-cultivated academic pretense, that leads to the neglect of important problems.

..people would like to think there's somebody up there who knows what he's doing. Since we don't participate, we don't control and we don't even think about the questions of crucial importance, we hope somebody is paying attention who has some competence. Let's hope the ship has a captain, in other words, since we're not taking in deciding what's going on. I think that's a factor. But also, it is an important feature of the ideological system to impose on people the feeling that they are incompetent to deal with these complex and important issues; they'd better leave it to the captain. One device is to develop a star system, an array of figures who are often media creations or creations of the academic propaganda establishment, whose deep insights we are supposed to admire and to whom we must happily and confidently assign the right to control our lives and control international affairs.

Truth is female, since truth is beauty rather than handsomeness; this, Ridcully reflected as the council grumbled in, would certainly explain the saying that a lie could run around the world before Truth has got its, correction, her boots on, since she would have to choose which pair - the idea that any woman in a position to choose would have just one pair of boots being beyond rational belief. Indeed, as a goddess she would have lots of shoes, and thus many choices: comfy shoes for home truths, hobnail boots for unpleasant truths, simple clogs for universal truths and possibly some kind of slipper for self-evident truth. More important right now was what kind of truth he was going to have to impart to his colleagues, and he decided not on the whole truth, but instead on nothing but the truth, which dispensed with the need for honesty.

Every endeavor of importance in life, whether it is creative, athletic, interpersonal, or academic, brings with it a measure of discomfort,

But, it was a funny thing: every day something happened that was important enough to be on the front page of the newspaper. She’d never bought it and seen a little sign that said ‘Not much happened yesterday, sorry about that’.

Probably the most dangerous thing about an academic education, at least in my own case, is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what's going on in front of me. Instead of paying attention to what's going on inside of me. As I'm sure you guys know by now, it is extremely difficult to stay alert and attentive instead of getting hypnotized by the constant monologue inside your head. What you don't yet know are the stakes of this struggle. In the twenty years since my own graduation, I have come gradually to understand these stakes, and to see that the liberal arts cliche about "teaching you how to think" was actually shorthand for a very deep and important truth. "Learning how to think" really means learning how to exercise some control over how and what you think.

This instance in particular proves that beneath all that cool pseudo-academic hogwash lurked a very passionate man who knew how important it was to say "fuck" now and then, and say it loud too, relish its syllabic sweetness, its immigrant pride, a great American epic word really, starting at the lower lip , often the very front of the lower lip, before racing all the way to the back of the throat, where it finishes with a great blast, the concussive force of the K catching up then with the hush of the F already on its way, thus loading it with plenty of offense and edge and certainly ambiguity. FUCK. A great by-the-bootstrap prayer or curse of you prefer, depending on how you look at it, or use it, suited perfectly for hurling at the skies or at the world, or sometimes, if said just right, for uttering with enough love and fire, the woman beside you melts inside herself.

Rather than be encouraged to learn about ourselves and our interests, we are more often taught how to make decisions about what to do with our lives as early as possible so we won't waste time achieving our goals. Pick an academic major, choose a career, and start a family. Whether our interests are squelched isn't important. What's important is to "make something of yourself," "be able to support yourself," and "realize that life is more than just having fun.

Museums don't like things to be thrown away, in case they turn out to be very important later on.

The ragged edge of his voice knocks the wind out of me. I fight the impulse to rein in my shock, and then it all clicks, the bits of Charlie I’ve been collecting like puzzle pieces becoming a full picture. Not the Darcy trope. Not the self-important, dour academic I met for one very unpleasant lunch. A man who craves complete honesty, the realist who doesn’t always understand when he’s not seeing realism. Charlie, who wants to understand the world but has learned not to trust it.

Scientists, for their part, need to be far more engaged with current public debates. They “should not be afraid of making their voice heard when the debate wanders into their field of expertise, be it medicine or history. Silence isn’t neuatrality; it is supporting the status quo. Of course, it is extremely important to go on doing academic research and to publish the results in scientific journals that only a few experts read. But it is equally important to communicate the latest scientific theories to the general public through popular-science books, and even through the skilful use of art and fiction.

There is no more important homework than reading. Research shows that the highest achieving students are those who devote leisure time to reading, even when the school day and year are only mid-length and homework isn’t excessive. Recently, the largest-ever international study of reading found that the single most important predictor of academic success is the amount of time children spend reading books, more important even than economic or social status. And one of the few predictors of high achievement in math and science is the amount of time children devote to pleasure reading.

I’d been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much.

The argument in this book is that religious doctrines matter and are in need of reform. Non-doctrinal factors—such as the Saudis’ use of oil revenues to fund Wahhabism and Western support for the Saudi regime—are important, but religious doctrine is more important. Hard as it may be for many Western academics to believe, when people commit violent acts in the name of religion, they are not trying somehow to dignify their underlying socioeconomic or political grievances.

My writing, on the other hand, is always done with my readers in mind. I never write for my own amusement. I always try to put across an idea that I feel is important, in the most easily readable form I can manage. This has annoyed some of my academic colleagues, who feel that I am oversimplifying my subject, but I argue that at least my writings are widely read, while theirs stay firmly within the confines of their academic ivory towers. And I always work with one special rule in mind: simplification without distortion. This is, in fact, much harder than the usual self-indulgent academic writing.

Self-control is a better predictor of academic success than intelligence (take that, SATs), a stronger determinant of effective leadership than charisma (sorry, Tony Robbins), and more important for marital bliss than empathy (yes, the secret to lasting marriage may be learning how to keep your mouth shut). If

Without extraneous words or phrases or clauses, there will be room for implication. The longer the sentence, the less it’s able to imply, And writing by implication should be one of your goals. Implication is almost nonexistent in the prose that surrounds you, The prose of law, science, business, journalism, and most academic fields. It was nonexistent in the way you were taught to write. That means you don’t know how to use one of a writer’s most important tools: The ability to suggest more than the words seem to allow, The ability to speak to the reader in silence.

These academic guys have to feel important. They give papers and present TV programs to show they’re useful and valuable. But you do useful, valuable work every day. You don’t need to prove anything. How many people have you treated? Hundreds. You’ve reduced their pain. You’ve made hundreds of people happier. Has Antony Tavish made anyone happier?” I’m sure there’s something wrong

The view that humans are passive receptacles of stereotypes, words, and images is condescending to ordinary people and gives unearned importance to the pretensions of cultural and academic elites.

It would be a serious mistake to think of Billy Graham or any other television revivalist as a latter-day Jonathan Edwards or Charles Finney. Edwards was one of the most brilliant and creative minds ever produced by America. His contribution to aesthetic theory was almost as important as his contribution to theology. His interests were mostly academic; he spent long hours each day in his study. He did not speak to his audiences extemporaneously. He read his sermons, which were tightly knit and closely reasoned expositions of theological doctrine

I'm sometimes shocked by the way scientists huddle behind closed doors to discuss important research results without informing the public about them at all. Academic caution is often preferable to premature publication, but fear can also destroy opportunities.

A lot of people recoil from the word "drugs" - which is understandable given today's noxious street drugs and their uninspiring medical counterparts. Yet even academics and intellectuals in our society typically take the prototypical dumb drug, ethyl alcohol. If it's socially acceptable to take a drug that makes you temporarily happy and stupid, then why not rationally design drugs to make people perpetually happier and smarter? Presumably, in order to limit abuse-potential, one would want any ideal pleasure drug to be akin - in one limited but important sense - to nicotine, where the smoker's brain finely calibrates its optimal level: there is no uncontrolled dose-escalation.

My feelings about Das Kapital are the same as my feelings about the Koran. I know that it is historically important and I know that many people, not all of whom are idiots, find it a sort of Rock of Ages and containing inspiration. Yet when I look into it, it is to me inexplicable that it can have this effect. Its dreary, out-of-date, academic controversialising seems so extraordinarily unsuitable as material for the purpose … How could either of these books carry fire and sword round half the world? It beats me. [writing to George Bernard Shaw]

The second rule of thumb is that if some issue seems exceptionally important to you, make the effort to read the relevant scientific literature. And by scientific literature I mean peer-reviewed articles, books published by well-known academic publishers, and the writings of professors from reputable institutions.

Ah, yes. Perhaps I have confused you. There was a time when my mind was full of darkness. Then Brother Oats helped me to the light, and I was born.’ ‘Oh, religion stuff.’ ‘But here I am. You asked why I am strong? When I lived in the dark of the forge, I used to lift weights. The tongs at first, and then the little hammer and then the biggest hammer, and then one day I could lift the anvil. That was a good day. It was a little freedom.’ ‘Why was it so important to lift the anvil?’ ‘I was chained to the anvil.

With her make-up-free complexion and nondescript brown hair gathered in a scrappy up-do, she looks like someone for whom there are more important things than being thought pretty. She might be an academic, or an assistant in the better sort of a bookshop. But there's something about her—a stillness, a fixity of gaze—that tells another story.

Some academic once asked Demosthenes what the three most important traits of speechmaking were. His reply says it all: “Action, Action, Action!” Sure,

Individual differences in general cognitive ability is the single most important variable for understanding how well students … learn academic material.

Some academic once asked Demosthenes what the three most important traits of speechmaking were. His reply says it all: “Action, Action, Action!

The call to action is not just for academic economists—it is for all of us who want a better, saner, more humane world. Economics is too important to be left to economists.

A pyramid of souls exists, based on the desire to receive. At the base of the pyramid are many souls with small desires, earthly, looking for a comfortable life in an animal-like manner: food, sex, sleep. The next layer comprises fewer souls, those with the urge to acquire wealth. These are people who are willing to invest their entire lives in making money, and who sacrifice themselves for the sake of being rich. Next are those that will do anything to control others, to govern and reach positions of power. An even greater desire, felt by even fewer souls, is for knowledge; these are scientists and academics, who spend their lives engaged in discovering something specific. They are interested in nothing but their all-important discovery. Located at the zenith of the pyramid is the strongest desire, developed by only a small few, for the attainment of the spiritual world. All these levels are built into the pyramid.

Although any help is genuinely welcomed, it is more important to be a supportive, proactive parent than it is to be a supportive parent after academic failure and negative behaviors occur.

The fourth helpful notion is that the best and most practical wisdom is elementary academic wisdom. But there is one extremely important qualification: You must think in a multidisciplinary manner.

(Talking about the movement to deny the prevalence and effects of adult sexual exploitation of children) So what does this movement consist of? Who are the movers and shakers? Well molesters are in it, of course. There are web pages telling them how to defend themselves against accusations, to retain confidence about their ‘loving and natural’ feelings for children, with advice on what lawyers to approach, how to complain, how to harass those helping their children. Then there’s the Men’s Movements, their web pages throbbing with excitement if they find ‘proof’ of conspiracy between feminists, divorcing wives and therapists to victimise men, fathers and husbands. Then there are journalists. A few have been vitally important in the US and Britain in establishing the fightback, using their power and influence to distort the work of child protection professionals and campaign against children’s testimony. Then there are other journalists who dance in and out of the debates waggling their columns behind them, rarely observing basic journalistic manners, but who use this debate to service something else – a crack at the welfare state, standards, feminism, ‘touchy, feely, post-Diana victimhood’. Then there is the academic voice, landing in the middle of court cases or inquiries, offering ‘rational authority’. Then there is the government. During the entire period of discovery and denial, not one Cabinet minister made a statement about the prevalence of sexual abuse or the harm it caused. Finally there are the ‘retractors’. For this movement to take off, it had to have ‘human interest’ victims – the accused – and then a happy ending – the ‘retractors’. We are aware that those ‘retractors’ whose parents trail them to newspapers, television studios and conferences are struggling. Lest we forget, they recanted under palpable pressure.

Part of what academics do is generate ideas and teach. The other, perhaps more important part, is to play the role of “the Bu*l*hit Police.” Our job is to look at the ideas and plans interested parties put forward to solve our collective problems and see whether or not they pass the sniff test. Austerity as a route to growth and as the correct response to the aftermath of a financial crisis does not pass the sniff test.

The first school shooting that attracted the attention of a horrified nation occurred on March 24, 1998, in Jonesboro, Arkansas. Two boys opened fire on a schoolyard full of girls, killing four and one female teacher. In the wake of what came to be called the Jonesboro massacre, violence experts in media and academia sought to explain what others called “inexplicable.” For example, in a front-page Boston Globe story three days after the tragedy, David Kennedy from Harvard University was quoted as saying that these were “peculiar, horrible acts that can’t easily be explained.” Perhaps not. But there is a framework of explanation that goes much further than most of those routinely offered. It does not involve some incomprehensible, mysterious force. It is so straightforward that some might (incorrectly) dismiss it as unworthy of mention. Even after a string of school shootings by (mostly white) boys over the past decade, few Americans seem willing to face the fact that interpersonal violence—whether the victims are female or male—is a deeply gendered phenomenon. Obviously both sexes are victimized. But one sex is the perpetrator in the overwhelming majority of cases. So while the mainstream media provided us with tortured explanations for the Jonesboro tragedy that ranged from supernatural “evil” to the presence of guns in the southern tradition, arguably the most important story was overlooked. The Jonesboro massacre was in fact a gender crime. The shooters were boys, the victims girls. With the exception of a handful of op-ed pieces and a smattering of quotes from feminist academics in mainstream publications, most of the coverage of Jonesboro omitted in-depth discussion of one of the crucial facts of the tragedy. The older of the two boys reportedly acknowledged that the killings were an act of revenge he had dreamed up after having been rejected by a girl. This is the prototypical reason why adult men murder their wives. If a woman is going to be murdered by her male partner, the time she is most vulnerable is after she leaves him. Why wasn’t all of this widely discussed on television and in print in the days and weeks after the horrific shooting? The gender crime aspect of the Jonesboro tragedy was discussed in feminist publications and on the Internet, but was largely absent from mainstream media conversation. If it had been part of the discussion, average Americans might have been forced to acknowledge what people in the battered women’s movement have known for years—that our high rates of domestic and sexual violence are caused not by something in the water (or the gene pool), but by some of the contradictory and dysfunctional ways our culture defines “manhood.” For decades, battered women’s advocates and people who work with men who batter have warned us about the alarming number of boys who continue to use controlling and abusive behaviors in their relations with girls and women. Jonesboro was not so much a radical deviation from the norm—although the shooters were very young—as it was melodramatic evidence of the depth of the problem. It was not something about being kids in today’s society that caused a couple of young teenagers to put on camouflage outfits, go into the woods with loaded .22 rifles, pull a fire alarm, and then open fire on a crowd of helpless girls (and a few boys) who came running out into the playground. This was an act of premeditated mass murder. Kids didn’t do it. Boys did.

there's a part in the essay that kind of does this academic "Let's unpack the idea of Lynchian and what Lynchian means is something about the unbelievably grotesque existing in a kind of union with the unbelievably banal," and then it gives a series of scenarios about what -- what is and what isn't Lynchian. Jeffrey Dahmer was borderline Lynchian...what was Lynchian was having the actual food products next to the disembodied bits of the corpse. I guess the big one is, you know, a regular domestic murder is not Lynchian. But if the man -- if the police come to the scene and see the man standing over the body and the woman -- let's see, the woman's '50s bouffant is undisturbed and the man and the cops have this conversation about the fact that the man killed the woman because she persistently refused to buy, say, for instance, Jif peanut butter rather than Skippy, and how very, very important that is, and if the cops found themselves somehow agreeing that there were major differences between the brands and that a wife who didn't recognize those differences was deficient in her wifely duties, that would be Lynchian -- this weird confluence of very dark, surreal, violent stuff and absolute, almost Norman Rockwell, banal, American stuff, which is terrain he's been working for quite a while -- I mean, at least since -- at least since "Blue Velvet.

You can’t apply academic rules to art of any kind. As soon as you begin to have rules, you begin to say, “Well, it works like this: A plus B equals C,” and then you’re absolutely, perfectly lost. You have to take the chance! You’re gambling all the time, sometimes with no idea if a story works. But the alarming thing is in the teaching of literature, laying down what the writer was doing. If you can see through it like that, the writing is no good. You can’t see through Dickens and Conrad. It’s a mystery how it’s done, even to the person doing it. If you think you know, you’re in deep, deep trouble. It’s rather like a born athlete analyzing: if you have a baseball player who can tell you exactly how he does it, then he’s not telling the truth; he doesn’t know. And I think once you lose touch with that, and believe you’re in charge, you could lose touch with the whole business of writing fiction. It’s an endless struggle to fool yourself. Just get going, that’s the important thing.

For academically talented women, in contrast, school success does not guarantee occupational success. Even the best female college students need people who will support them, encourage them, and – most important—who will connect them to opportunities.

I have spent some space discussing errors in Wade’s book because I feel it is important to explain that just because many academics have been engaged in trying to maintain an implausible orthodoxy, it does not mean that every unorthodox “heretic” is right.

She didn’t know why arguing this point had become so important to her. If he wanted to live out the remainder of his life bitter and alone, she supposed he had that right. But his smugness made her so prickly all over. And he wasn’t merely insulting love and romance. He was insulting her friends and acquaintances. Her own hard work. The innermost yearnings of her heart. This wasn’t an academic argument. It was personal. If she didn’t defend the idea of lasting happiness, how could she hold out any hope for her own?

Bernard had become, not so much important to her as he was natural to her whole being. He was as much a part of her thoughts as breath, food, and sleep. At once present and not present, conspicuous with his absence and filling her with a sense of completion when he was there.

seldom list my formal academic credentials because, honestly, I don’t think they are important. I have met so many broke people with financial credentials that I almost think it discredits me to have had formal training. Yes, I have a degree in finance. Yes, I have been or am licensed in real estate, insurance, and investments. Yes, I do have many of the stupid letters to put after my name. But the thing that qualifies me most to teach about money is that I have done stupid things with zeros on the end. I have been there, done that. I have a PhD in D-U-M-B.

CHAPTER ELEVEN Man The Destroyer   Darkness will be preferred to light, and death will be thought more profitable than life…the pious will be deemed insane, and the impious wise, the madman will be thought a brave man, and the wicked will be esteemed as good – Hermes Trismegistus As we mentioned, the titanic reversals were not merely physical, but psychic. Human consciousness was as shattered as the world, and the consequences of ruined minds is seen all around us. In short, the human tendency to commit evil acts is the consequence of trauma primarily caused by four tragic events: The Destruction of Tiamat (and first deluge) Genetic Alteration The War of the Gods The Pole Shift (second deluge and subsequent global carnage and fallout) Once we accept that colossal violent upheavals took place, we cannot avoid contemplating their effect on consciousness. Strangely, no mainstream scientist or psychologist has competently addressed this fundamentally important question. Academics avoid dealing with the problem of evil because they know what a threat the answers pose to the Establishment, and particularly to religion.

Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.

Academics place much more importance on rigorous logic. There is also admiration in the profession for subtle reasoning. And mastery of the craft shows itself in the elegance of the intellectual super-structure…. The practitioner, on the other hand, uses economic theory only to the extent that he finds it useful in comprehending the problem at hand, so that practical courses of action will emerge which can be evaluated not merely in narrow economic cost-benefit terms, but by taking into account a wider range of considerations…. A practitioner is not judged by the rigour of his logic or by the elegance of his presentation. He is judged by results.

rigor mattered. Koreans understood that mastering difficult academic content was important. They didn’t take shortcuts, especially in math. They assumed that performance was mostly a product of hard work—not God-given talent. This attitude meant that all kids tried harder, and it was more valuable to a country than gold or oil.

If all you had was academic ability, you wouldn’t have been able to get out of bed this morning. In fact there wouldn’t have been a bed to get out of. No one could have made one. You could have written about the possibility of one, but not have constructed it. Don’t mistake me, I think that academic work - and the disciplines and abilities it can promote - are absolutely vital in education, and to the full development of human intelligence and capacity. But they are not the whole of them. Yet our education systems are completely preoccupied with these abilities to the virtual exclusion of many others that are equally vital - capacities that becoming more important every day.

It is a profoundly erroneous truism, repeated by all copybooks and by eminent people when they are making speeches, that we should cultivate the habit of thinking of what we are doing. The precise opposite is the case. Civilization advances by extending the number of important operations which we can perform without thinking about them.” (Whitehead)[43

It is the responsibility of all of us to invest time and effort in uncovering our biases and in verifying our sources of information. As noted in earlier chapters, we cannot investigate everything ourselves. But precisely because of that, we need at least to investigate carefully our favourite sources of information – be they a newspaper, a website, a TV network or a person. In Chapter 20 we will explore in far greater depth how to avoid brainwashing and how to distinguish reality from fiction. Here I would like to offer two simple rules of thumb. First, if you want reliable information – pay good money for it. If you get your news for free, you might well be the product. Suppose a shady billionaire offered you the following deal: ‘I will pay you $30 a month, and in exchange, you will allow me to brainwash you for an hour every day, installing in your mind whichever political and commercial biases I want.’ Would you take the deal? Few sane people would. So the shady billionaire offers a slightly different deal: ‘You will allow me to brainwash you for one hour every day, and in exchange, I will not charge you anything for this service. The second rule of thumb is that if some issue seems exceptionally important to you, make the effort to read the relevant scientific literature. And by scientific literature I mean peer-reviewed articles, books published by well-known academic publishers, and the writings of professors from reputable institutions. Science obviously has its limitations, and it has got many things wrong in the past. Nevertheless, the scientific community has been our most reliable source of knowledge for centuries. If you think that the scientific community is wrong about something, that’s certainly possible, but at least know the scientific theories you are rejecting, and provide some empirical evidence to support your claim.

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

Professional wrestling is simply the most modern interpretation of an ancient tradition of stylized verbal battles between enemies.  From the time that Homer recorded the Iliad, the emergence of what Scottish scholars call ‘flyting’—” “That would be a verbal battle preceding a physical one, but considered equally as important to the overall outcome,” Carwyn interjected.   “Exactly.  Throughout world myth, warriors have engaged in a verbal struggle that is as symbolically important as the battle itself.  You can see examples in early Anglo-Saxon literature—” “You’ve read Beowulf, haven’t you, English major?” Giovanni glanced at the priest, but continued in his most academic voice.  “Beowulf is only one example, of course.  The concept is also prevalent in various Nordic, Celtic, and Germanic epic traditions.  Even Japanese and Arabic literature are rife with examples.”  “Exactly.”  Carwyn nodded along.  “See, modern professional wrestling is following in a grand epic tradition.  Doesn’t matter if it’s staged, and it doesn’t matter who wins, really—” “Well, I don’t know about—” “What matters,” Carwyn shot his friend a look before he continued, “is that the warriors impress the audience as

Sociologist James Evan reviewed citations in more than thirty-four million articles published in academic journals and noted how the number of different citations declined after the advent of search engines. These information-filtering tools, he observed, “serve as amplifiers of popularity, quickly establishing and then continually reinforcing a consensus about what information is important and what isn’t.”36

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

Do preschoolers need all the trappings of elementary school . . . ? The faux academic overstimulation? The enforced choices? The cult-like obsession with readiness? I would say, mostly, they do not. And I think some of these trappings, such as the notorious print-rich environments we encountered with their busy totems to industriousness, can actually interfere with the task of becoming a good communicator and a literate person. We spend a lot of energy on creating print-rich environments but that’s not at all the same thing as creating a language-rich environment. Consider again the hope that Finland offers; its guidelines for preprimary (preschool) education remind us that: “The basis for emerging literacy is that children have heard and listened, they have been heard, they have spoken and been spoken to, people have discussed things with them, and they have asked questions and received answers.” For our young children, what else is there to wish for?

The unfortunate reality we must face is that racism manifests itself not only in individual attitudes and stereotypes, but also in the basic structure of society. Academics have developed complicated theories and obscure jargon in an effort to describe what is now referred to as structural racism, yet the concept is fairly straightforward. One theorist, Iris Marion Young, relying on a famous “birdcage” metaphor, explains it this way: If one thinks about racism by examining only one wire of the cage, or one form of disadvantage, it is difficult to understand how and why the bird is trapped. Only a large number of wires arranged in a specific way, and connected to one another, serve to enclose the bird and to ensure that it cannot escape.11 What is particularly important to keep in mind is that any given wire of the cage may or may not be specifically developed for the purpose of trapping the bird, yet it still operates (together with the other wires) to restrict its freedom. By the same token, not every aspect of a racial caste system needs to be developed for the specific purpose of controlling black people in order for it to operate (together with other laws, institutions, and practices) to trap them at the bottom of a racial hierarchy. In the system of mass incarceration, a wide variety of laws, institutions, and practices—ranging from racial profiling to biased sentencing policies, political disenfranchisement, and legalized employment discrimination—trap African Americans in a virtual (and literal) cage. Fortunately,

But I choose to be optimistic. Yes, the current president will do significant damage in the short term. Important norms and traditions will be damaged by the flames. But forest fires, as painful as they can be, bring growth. They spur growth that was impossible before the fire, when old trees crowded out new plants on the forest floor. In the midst of this fire, I already see new life—young people engaged as never before, and the media, the courts, academics, nonprofits, and all other parts of civil society finding reason to bloom.

It caused my opposition to any ideologies—Marxist, Fascist, National Socialist, what you will—because they were incompatible with science in the rational sense of critical analysis. I again refer back to Max Weber as the great thinker who brought that problem to my attention; and I still maintain today that nobody who is an ideologist can be a competent social scientist." It is extremely difficult to engage in a critical discussion of National Socialist ideas, as I found out when I gave my semester course on “Hitler and the Germans” in 1964 in Munich, because in National Socialist and related documents we are still further below the level on which rational argument is possible than in the case of Hegel and Marx. In order to deal with rhetoric of this type, one must first develop a philosophy of language, going into the problems of symbolization on the basis of the philosophers’ experience of humanity and of the perversion of such symbols on the vulgarian level by people who are utterly unable to read a philosopher’s work. A person on this level—which I characterize as the vulgarian and, so far as it becomes socially relevant, as the ochlocratic level—again, is not admissible to the position of a partner in discussion but can only be an object of scientific research. Because of this attitude I have been called every conceivable name by partisans of this or that ideology. I have in my files documents labeling me a Communist, a Fascist, a National Socialist, an old liberal, a new liberal, a Jew, a Catholic, a Protestant, a Platonist, a neo-Augustinian, a Thomist, and of course a Hegelian—not to forget that I was supposedly strongly influenced by Huey Long. This list I consider of some importance, because the various characterizations of course always name the pet bête noire of the respective critic and give, therefore, a very good picture of the intellectual destruction and corruption that characterize the contemporary academic world. Understandably, I have never answered such criticisms; critics of this type can become objects of inquiry, but they cannot be partners in a discussion. Anybody with an informed and reflective mind who lives in the twentieth century since the end of the First World War, as I did, finds himself hemmed in, if not oppressed, from all sides by a flood of ideological language—meaning thereby language symbols that pretend to be concepts but in fact are unanalyzed topoi or topics. Moreover, anybody who is exposed to this dominant climate of opinion has to cope with the problem that language is a social phenomenon. He cannot deal with the users of ideological language as partners in a discussion, but he has to make them the object of investigation. There is no community of language with the representatives of the dominant ideologies.

The only recourse we have against bad ideas is to be vigilant, resist the seduction of the “obvious,” be skeptical of promised miracles, question the evidence, be patient with complexity and honest about what we know and what we can know. Without that vigilance, conversations about multifaceted problems turn into slogans and caricatures and policy analysis gets replaced by quack remedies. The call to action is not just for academic economists—it is for all of us who want a better, saner, more humane world. Economics is too important to be left to economists.

This particular group of students, like so many these days, seems divided, unequally, between the vocal clueless and the quietly pensive. Somehow, Blair and others like her have concluded that what’s most important in all educational settings is to avoid the ridicule of the less gifted. Silence is one way of avoiding it. If I could teach Blair how to become invisible, she’d be interested, but she doesn’t want to argue with anybody, and who can blame her? Students like Blair have learned from their professors that persuasion—reasoned argument—no longer holds a favored position in university life. If their professors—feminists, Marxists, historicists, assorted other theorists—belong to suspicious, gated intellectual communities that are less interested in talking to each other than in staking out territory and furthering agendas, then why learn to debate? Despite having endured endless faculty meetings, I can’t remember the last time anyone changed his (or her!) mind as a result of reasoned discourse. Anyone who observed us would conclude the purpose of all academic discussion was to provide the grounds for becoming further entrenched in our original positions.

You remember your pre-internet brain, and you remember doing those things, but you don’t really remember how it felt. You don’t really remember how time felt. There’s that guy who wrote that book, I can’t remember what it’s called, fuckin’ genius guy. But he’s saying that the world has always been informed by people who read books, and not necessarily academically, but the concept of a narrative is very important to people’s lives. Those people grew up with not necessarily a sense of purpose, but a sense that your life is leading somewhere. That’s the way I relate to my music, because I see The 1975 as this story. But as we go into the future, the world is gonna start being informed by people who didn’t grow up with that narrative — who grew up with more of a sense of immediacy. And we start to feel more like a unit amongst other units, and everything becomes a lot more compartmentalized. So when we talk about Twitter, we know that we were happy before, but we can’t remember how it felt, so we won’t take the risk to leave it. The generation after us now, they don’t have that weird nostalgia or sense that something’s wrong: ‘I didn’t used to do this. I didn’t used to need this.

This book, then, does not consist of academic philosophical musings. Rather, it is a work of oral literature, addressed to people at war. How strange it must have seemed to turn on the radio, which was every day bringing news of death and unspeakable destruction, and hear one man talking, in an intelligent, good-humored, and probing tone, about decent and humane behavior, fair play, and the importance of knowing right from wrong. Asked by the BBC to explain to his fellow Britons what Christians believe, C. S. Lewis proceeded with the task as if it were the simplest thing in the world, and also the most important.

Let us begin by giving all proper respect to what neuroscience can tell us about ourselves: it reveals some of the most important conditions that are necessary for behavior and awareness. What neuroscience does not do, however, is provide a satisfactory account of the conditions that are sufficient for behavior and awareness. ... The pervasive yet mistaken idea that neuroscience does fully account for awareness and behavior is neuroscientism, an exercise in science-based faith. ... This confusion between necessary and sufficient conditions lies behind the encroachment of “neuroscientistic” discourse on academic work in the humanities...

Propaganda is an important weapon of the fascist state. TV and the media are filled with clandestine agents, some posing as liberal writers, whose purpose is to break the credibility of researchers or discredit evidence that would confirm conspiracies.1 Colleges and academic institutions offer no courses on agents provocateurs or how to recognize covert operations.2 When an accurate history of the violence in the 1960’s and ’70’s is written, facts will reveal that government provocateurs created most of it. A series of our own Reichstag fires was the justification for a sweeping domestic operations program designed to deny liberties guaranteed by the Constitution.3

Apart from its academic interest, the human importance of this subject is obvious. It touches every aspect of our social lives, our loving and hating, fighting and cooperating, giving and stealing, our greed and our generosity. These are claims that could have been made for Lorenz’s On Aggression, Ardrey’s The Social Contract, and Eibl-Eibesfeldt’s Love and Hate. The trouble with these books is that their authors got it totally and utterly wrong. They got it wrong because they misunderstood how evolution works. They made the erroneous assumption that the important thing in evolution is the good of the species (or the group) rather than the good of the individual (or the gene).

So behind this concept of intersectionality is a rich history of struggle. A history of conversations among activists within movement formations, and within and among academics as well. I mention this genealogy that takes seriously the epistemological productions of those whose primary work is organizing radical movements because I think it's important to prevent the term "intersectionality" from erasing essential histories of activism/ There were those of us who by virtue of our experience, not so much by virtue of academic analyses, recognized that we had to figure out a way to bring these issues together. They weren't separate in our bodies, but also they are not separate in terms of struggles.

In her book claiming that allegations of ritualistic abuse are mostly confabulations, La Fontaine’s (1998) comparison of social workers to ‘nazis’ shows the depth of feeling evident amongst many sceptics. However, this raises an important question: Why did academics and journalists feel so strongly about allegations of ritualistic abuse, to the point of pervasively misrepresenting the available evidence and treating women disclosing ritualistic abuse, and those workers who support them, with barely concealed contempt? It is of course true that there are fringe practitioners in the field of organised abuse, just as there are fringe practitioners in many other health-related fields. However, the contrast between the measured tone of the majority of therapists and social workers writing on ritualistic abuse, and the over-blown sensationalism of their critics, could not be starker. Indeed, Scott (2001) notes with irony that the writings of those who claimed that ‘satanic ritual abuse’ is a ‘moral panic’ had many of the features of a moral panic: scapegoating therapists, social workers and sexual abuse victims whilst warning of an impending social catastrophe brought on by an epidemic of false allegations of sexual abuse. It is perhaps unsurprising that social movements for people accused of sexual abuse would engage in such hyperbole, but why did this rhetoric find so many champions in academia and the media?

Have you ever been in a place where history becomes tangible? Where you stand motionless, feeling time and importance press around you, press into you? That was how I felt the first time I stood in the astronaut garden at OCA PNW. Is it still there? Do you know it? Every OCA campus had – has, please let it be has – one: a circular enclave, walled by smooth white stone that towered up and up until it abruptly cut off, definitive as the end of an atmosphere, making room for the sky above. Stretching up from the ground, standing in neat rows and with an equally neat carpet of microclover in between, were trees, one for every person who’d taken a trip off Earth on an OCA rocket. It didn’t matter where you from, where you trained, where your spacecraft launched. When someone went up, every OCA campus planted a sapling. The trees are an awesome sight, but bear in mind: the forest above is not the garden’s entry point. You enter from underground. I remember walking through a short tunnel and into a low-lit domed chamber that possessed nothing but a spiral staircase leading upward. The walls were made of thick glass, and behind it was the dense network you find below every forest. Roots interlocking like fingers, with gossamer fungus sprawled symbiotically between, allowing for the peaceful exchange of carbon and nutrients. Worms traversed roads of their own making. Pockets of water and pebbles decorated the scene. This is what a forest is, after all. Don’t believe the lie of individual trees, each a monument to its own self-made success. A forest is an interdependent community. Resources are shared, and life in isolation is a death sentence. As I stood contemplating the roots, a hidden timer triggered, and the lights faded out. My breath went with it. The glass was etched with some kind of luminescent colourant, invisible when the lights were on, but glowing boldly in the dark. I moved closer, and I saw names – thousands upon thousands of names, printed as small as possible. I understood what I was seeing without being told. The idea behind Open Cluster Astronautics was simple: citizen-funded spaceflight. Exploration for exploration’s sake. Apolitical, international, non-profit. Donations accepted from anyone, with no kickbacks or concessions or promises of anything beyond a fervent attempt to bring astronauts back from extinction. It began in a post thread kicked off in 2052, a literal moonshot by a collective of frustrated friends from all corners – former thinkers for big names gone bankrupt, starry-eyed academics who wanted to do more than teach the past, government bureau members whose governments no longer existed. If you want to do good science with clean money and clean hands, they argued, if you want to keep the fire burning even as flags and logos came down, if you understand that space exploration is best when it’s done in the name of the people, then the people are the ones who have to make it happen.

Now because Britain, France, and recently the United States are imperial powers, their political societies impart to their civil societies a sense of urgency, a direct political infusion as it were, where and whenever matters pertaining to their imperial interests abroad are concerned. I doubt that it is controversial, for example, to say that an Englishman in India or Egypt in the later nineteenth century took an interest in those countries that was never far from their status in his mind as British colonies. To say this may seem quite different from saying that all academic knowledge about India and Egypt is somehow tinged and impressed with, violated by, the gross political fact—and that is what I am saying in this study of Orientalism. For if it is true that no production of knowledge in the human sciences can ever ignore or disclaim its author’s involvement as a human subject in his own circumstances, then it must also be true that for a European or American studying the Orient there can be no disclaiming the main circumstances of his actuality: that he comes up against the Orient as a European or American first, as an individual second. And to be a European or an American in such a situation is by no means an inert fact. It meant and means being aware, however dimly, that one belongs to a power with definite interests in the Orient, and more important, that one belongs to a part of the earth with a definite history of involvement in the Orient almost since the time of Homer.

Some years ago I was at a committee meeting where one of the group suddenly launched upon one of the other members an astounding onslaught of abuse, vilification, and loathing from which only failing breath and imminent seizure caused him to desist. It was in fact my first experience of academic debate. The chairman, visibly shaken by the vehemence of this tirade, offered the right of reply to the person attacked, who then spoke as follows: "Mr Chairman, I did not say what I said with the specific and deliberate intention of reducing my colleague to spluttering apoplexy; that this has in fact happened I can only regard as a bonus." From that meeting I took away an important recognition — the lurking Bonus Factor In Otherwise Unpromising Situations.

Here’s a deep paradox about learning: the more we embrace not-knowing and mistakes and struggles, the more we set the stage for growth, success, and achievement. This is true for adults and kids alike, and it’s a critical reminder about the importance of normalizing difficulties, embracing mistakes as an opportunity to learn, and building frustration tolerance. After all, the more a child can tolerate frustration, the longer they can stick with a hard puzzle, work on a tough math problem, or stay engaged while writing an essay. And, of course, these skills translate outside of academics as well, because tolerating frustration is key to managing disappointments, communicating effectively with people with different opinions, and sticking with personal goals.

SOO-LINL-S: I know you’ll be uncomfortable with some of the VAV terminology. I was, too. I thought, I’m not being abused by Barry. SOO-LINL-S: But at VAV, our definition of abuse is intentionally broad and esteem-positive. We are victims, make no mistake about it, but we want to move beyond victimhood, which is a subtle yet important distinction. SOO-LINL-S: Elgie, you are a Level 80 at the most successful company in the world. You’ve vested out three times. You have a daughter who’s thriving academically despite several heart surgeries. SOO-LINL-S: Your TEDTalk is ranked number four on the all-time most-watched list yet you live with a woman who has no friends, destroys homes, and falls asleep in stores? SOO-LINL-S: I’m sorry, Elgie, you are hereby TORCHed. ELGINB: Thanks for this, but I kind of have to concentrate. Will read more carefully after meeting.

Chapter 20 we will explore in far greater depth how to avoid brainwashing and how to distinguish reality from fiction. Here I would like to offer two simple rules of thumb. First, if you want reliable information, pay good money for it. If you get your news for free, you might well be the product. Suppose a shady billionaire offered you the following deal: “I will pay you $30 a month, and in exchange you will allow me to brainwash you for an hour every day, installing in your mind whichever political and commercial biases I want.” Would you take the deal? Few sane people would. So the shady billionaire offers a slightly different deal: “You will allow me to brainwash you for one hour every day, and in exchange, I will not charge you anything for this service.” Now the deal suddenly sounds tempting to hundreds of millions of people. Don’t follow their example. The second rule of thumb is that if some issue seems exceptionally important to you, make the effort to read the relevant scientific literature. And by scientific literature I mean peer-reviewed articles, books published by well-known academic publishers, and the writings of professors from reputable institutions. Science obviously has its limitations, and it has gotten many things wrong in the past. Nevertheless, the scientific community has been our most reliable source of knowledge for centuries. If you think the scientific community is wrong about something, that’s certainly possible, but at least know the scientific theories you are rejecting, and provide some empirical evidence to support your claim. Scientists, for their part, need to be far more engaged with current public debates. Scientists should not be afraid of making their voices heard when the debate wanders into their field of expertise, be it medicine or history. Of course, it is extremely important to go on doing academic research and to publish the results in scientific journals that only a few experts read. But it is equally important to communicate the latest scientific theories to the general public through popular science books, and even through the skillful use of art and fiction. Does that mean scientists should start writing science fiction? That is actually not such a bad idea. Art plays a key role in shaping people’s views of the world, and in the twenty-first century science fiction is arguably the most important genre of all, for it shapes how most people understand things such as AI, bioengineering, and climate change. We certainly need good science, but from a political perspective, a good science-fiction movie is worth far more than an article in Science or Nature.

Then comes the next way cultural values are transmitted to kids, namely by peers. This was emphasized in Judith Rich Harris’s The Nurture Assumption. Harris, a psychologist without an academic affiliation or doctorate, took the field by storm, arguing that the importance of parenting in shaping a child’s adult personality is exaggerated.51 Instead, once kids pass a surprisingly young age, peers are most influential. Elements of her argument included: (a) Parental influence is often actually mediated via peers. For example, being raised by a single mother increases the risk of adult antisocial behavior, but not because of the parenting; instead, because of typically lower income, kids more likely live in a neighborhood with tough peers. (b) Peers have impact on linguistic development (e.g., children acquire the accent of their peers, not their parents). (c) Other young primates are mostly socialized by peers, not mothers.

Transhumanism and the rise of cyborgs will increasingly move humanity from a profound and direct experience with the Divine. Science and academic research are very important for humanity’s growth and evolution as human beings on this planet. The danger lies in the overly sentimental and simple-minded concepts of religion and spirituality that are popular themes in today’s spiritual books. True spirituality is something that is as complex, and at the same time subtle, as the most advanced study of particle physics. A person must devote many years of study, meditation, prayer and other spiritual disciplines, in order to properly develop himself or herself spiritually. Humanity, at this time, must let go of the illusion that true spirituality consists of a kind of emotional “high,” or on the other hand, that true spirituality consists of a kind of militaristic, fanatically disciplinarian obedience to a vast list of rules and regulations.

Like so many other things in the previous year, my politics had also been retooled by maternity. I began to suspect that modern feminism had gotten it at least partly wrong. . . . In devaluing the home and the vast range of domestic work--childrearing included--and in fighting a fight largely for the right to work outside the home, the modern feminist movement ignored a singular power already available to women and, maybe more important, to the collective imagination. Rather than fighting to re-invent the home, or to effect a real transformation of values, or to legitimize and legalize the domestic and childrearing work that so many women engage in--which is necessary to support any mother's work outside the home--we have found it easier to map power where it already existed. Is this really my only choice? Between the intense demands of an academic career (supported by full-time childcare) and the mind-deadening contemplation of Cheerios?

Human existence can relate to beings only if it holds itself out into the nothing. Going beyond beings occurs in the essence of Dasein. But this going beyond is metaphysics itself. This implies that metaphysics belongs to the "nature of man." It is neither a division of academic philosophy nor a field of arbitrary notions. Metaphysics is the basic occurrence of Dasein. It is Dasein itself. Because the truth of metaphysics dwells in this groundless ground it stands in closest proximity to the constantly lurking possibility of deepest error. For this reason no amount of scientific rigor attains to the seriousness of metaphysics. Philosophy can never be measured by the standard of the idea of science. If the question of the nothing unfolded here has actually questioned us, then we have not simply brought metaphysics before us in an extrinsic manner. Nor have we merely been "transposed" to it. We cannot be transposed there at all, because insofar as we exist we are always there already. "For by nature, my friend, man's mind dwells in philosophy" (Plato, Phaedrus, 279a). So long as man exists, philosophizing of some sort occurs. Philosophy―what we call philosophy―is metaphysics getting under way, in which philosophy comes to itself and to its explicit tasks. Philosophy gets under way only by a peculiar insertion of our own existence into the fundamental possibilities of Dasein as a whole. For this insertion it is of decisive importance, first, that we allow space for beings as a whole; second, that we release ourselves into the nothing, which is to say, that we liberate ourselves from those idols everyone has and to which he is wont to go cringing; and finally, that we let the sweep of our suspense take its full course, so that it swings back into the basic question of metaphysics which the nothing itself compels: 'Why are there beings at all, and why not rather nothing?'" ―from_What is Metaphysics?_

The most groundbreaking and important work can easily be forgotten and undervalued. Just like cleaning, nursing and teaching today, some of the most important jobs that keep society functioning, are desperately underpaid. While some might argue that bankers, academics and CEOs are paid more because they contribute more to the economy, we need to remember that pay is as much about power as it is productivity. Imagine for a moment what would happen if all the hedge fund managers in the City of London decided collectively to quit their jobs. How much of an impact on our lives would this actually have? While I'm sure there is a case to be argued that the loss of these jobs would cause some damage to the economy, it is not unreasonable to ask whether the world might actually be a better place? Compare this to the alternative case where all the carers - the workers who look after children, the elderly and the sick - stopped turning up for work. The negative human impact would be undeniably immediate and devastating.

Something else happened at that time which is worth mentioning here. One of the questions the rabbinical students and I discussed at some length was why it is that in academic things, such as theoretical physics, there is a higher proportion of Jewish kids than their proportion in the general population. The rabbinical students thought the reason was that the Jews have a history of respecting learning: They respect their rabbis, who are really teachers, and they respect education. The Jews pass on this tradition in their families all the time, so that if a boy is a good student, it’s as good as, if not better than, being a good football player. It was the same afternoon that I was reminded how true it is. I was invited to one of the rabbinical students’ home, and he introduced me to his mother, who had just come back from Washington, D.C. She clapped her hands together, in ecstasy, and said, “Oh! My day is complete. Today I met a general, and a professor!” I realized that there are not many people who think it’s just as important, and just as nice, to meet a professor as to meet a general. So I guess there’s something in what they said.

Oh, my son loves Japan!" she says, her voice soaring. "He's been studying Japanese, all by himself, and he went there recently actually for the first time, and he said he just felt immediately at home there, you know really comfortable. I mean with him it's mostly the, the, the-" My brain silently fills in the next word: anime. "The animation and so on, you know he's really into technology. I mean he's only seventeen, you know so who knows what is going to happen. But it does seem like, you know, a real thing for him." "Right," I say, and I nod. "That's great." Sometimes at times like these, what fills my head is the things I do not and could not ever say. For example: "You have no idea how many stories I've heard exactly like that one!" Or: "You know, even though I'm generally reluctant to admit the existence of 'types' among people, I'm often shocked by the parallels that exist between the kind of young men who like anime and all things Japanese, to the extent that I sometimes struggle to believe that a group of people with such intensely similar interests are in fact individuals." Certainly I do not say: "And what would you like to bet that he ends up marrying a Japanese woman and becomes an academic teaching the world about Japanese culture while she gives up her job to bring up his children?" But even if these things flicker through my mind, I'm not anywhere near as rageful as any of that makes me sound. In fact, if anything, what I feel in this particular moment is something like envy, for this son of hers that I've never met, I understand that taking refuge in Japan and being shielded from the demands of full adulthood is a privilege offered to predominantly white, educated, Anglophone men, because they are deemed the most desirable that the world has to offer; that it feeds off power relations that date back to the American occupation and beyond, and which hew closely to the colonial paradigm even if there are important differences (and even if Japan also has a history of colonialism of its own to reckon with); and that even leaving all of this aside, this Peter Pan status is not something I am interested in. And yet I can't help but look at the sort of person who feels "immediately" comfortable in Japan and wish that I had felt like that, only because it might validate the way I've dedicated a lot of my life to the country, but because the security of that sensation in itself feels like something I would love to experience.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

Westerners, not just Lincoln Steffens. It took in the Central Intelligence Agency of the United States. It even took in the Soviet Union’s own leaders, such as Nikita Khrushchev, who famously boasted in a speech to Western diplomats in 1956 that “we will bury you [the West].” As late as 1977, a leading academic textbook by an English economist argued that Soviet-style economies were superior to capitalist ones in terms of economic growth, providing full employment and price stability and even in producing people with altruistic motivation. Poor old Western capitalism did better only at providing political freedom. Indeed, the most widely used university textbook in economics, written by Nobel Prize–winner Paul Samuelson, repeatedly predicted the coming economic dominance of the Soviet Union. In the 1961 edition, Samuelson predicted that Soviet national income would overtake that of the United States possibly by 1984, but probably by 1997. In the 1980 edition there was little change in the analysis, though the two dates were delayed to 2002 and 2012. Though the policies of Stalin and subsequent Soviet leaders could produce rapid economic growth, they could not do so in a sustained way. By the 1970s, economic growth had all but stopped. The most important lesson is that extractive institutions cannot generate sustained technological change for two reasons: the lack of economic incentives and resistance by the elites. In addition, once all the very inefficiently used resources had been reallocated to industry, there were few economic gains to be had by fiat. Then the Soviet system hit a roadblock, with lack of innovation and poor economic incentives preventing any further progress. The only area in which the Soviets did manage to sustain some innovation was through enormous efforts in military and aerospace technology. As a result they managed to put the first dog, Leika, and the first man, Yuri Gagarin, in space. They also left the world the AK-47 as one of their legacies. Gosplan was the supposedly all-powerful planning agency in charge of the central planning of the Soviet economy. One of the benefits of the sequence of five-year plans written and administered by Gosplan was supposed to have been the long time horizon necessary for rational investment and innovation. In reality, what got implemented in Soviet industry had little to do with the five-year plans, which were frequently revised and rewritten or simply ignored. The development of industry took place on the basis of commands by Stalin and the Politburo, who changed their minds frequently and often completely revised their previous decisions. All plans were labeled “draft” or “preliminary.” Only one copy of a plan labeled “final”—that for light industry in 1939—has ever come to light. Stalin himself said in 1937 that “only bureaucrats can think that planning work ends with the creation of the plan. The creation of the plan is just the beginning. The real direction of the plan develops only after the putting together of the plan.” Stalin wanted to maximize his discretion to reward people or groups who were politically loyal, and punish those who were not. As for Gosplan, its main role was to provide Stalin with information so he could better monitor his friends and enemies. It actually tried to avoid making decisions. If you made a decision that turned

Hardy reinforces his narrative with stories of heroes who didn’t have the right education, the right connections, and who could have been counted out early as not having the DNA for success: “Richard Branson has dyslexia and had poor academic performance as a student. Steve Jobs was born to two college students who didn’t want to raise him and gave him up for adoption. Mark Cuban was born to an automobile upholsterer. He started as a bartender, then got a job in software sales from which he was fired.”8 The list goes on. Hardy reminds his readers that “Suze Orman’s dad was a chicken farmer. Retired General Colin Powell was a solid C student. Howard Schultz, the CEO of Starbucks, was born in a housing authority in the Bronx … Barbara Corcoran started as a waitress and admits to being fired from more jobs than most people hold in a lifetime. Pete Cashmore, the CEO of Mashable, was sickly as a child and finished high school two years late due to medical complications. He never went to college.” What do each of these inspiring leaders and storytellers have in common? They rewrote their own internal narratives and found great success. “The biographies of all heroes contain common elements. Becoming one is the most important,”9 writes Chris Matthews in Jack Kennedy, Elusive Hero. Matthews reminds his readers that young John F. Kennedy was a sickly child and bedridden for much of his youth. And what did he do while setting school records for being in the infirmary? He read voraciously. He read the stories of heroes in the pages of books by Sir Walter Scott and the tales of King Arthur. He read, and dreamed of playing the hero in the story of his life. When the time came to take the stage, Jack was ready.

Human existence can relate to beings only if it holds itself out into the nothing. Going beyond beings occurs in the essence of Dasein. But this going beyond is metaphysics itself. This implies that metaphysics belongs to the "nature of man." It is neither a division of academic philosophy nor a field of arbitrary notions. Metaphysics is the basic occurrence of Dasein. It is Dasein itself. Because the truth of metaphysics dwells in this groundless ground it stands in closest proximity to the constantly lurking possibility of deepest error. For this reason no amount of scientific rigor attains to the seriousness of metaphysics. Philosophy can never be measured by the standard of the idea of science. If the question of the nothing unfolded here has actually questioned us, then we have not simply brought metaphysics before us in an extrinsic manner. Nor have we merely been "transposed" to it. We cannot be transposed there at all, because insofar as we exist we are always there already. "For by nature, my friend, man's mind dwells in philosophy" (Plato, Phaedrus, 279a). So long as man exists, philosophizing of some sort occurs. Philosophy―what we call philosophy―is metaphysics getting under way, in which philosophy comes to itself and to its explicit tasks. Philosophy gets under way only by a peculiar insertion of our own existence into the fundamental possibilities of Dasein as a whole. For this insertion it is of decisive importance, first, that we allow space for beings as a whole; second, that we release ourselves into the nothing, which is to say, that we liberate ourselves from those idols everyone has and to which he is wont to go cringing; and finally, that we let the sweep of our suspense take its full course, so that it swings back into the basic question of metaphysics which the nothing itself compels: 'Why are there beings at all, and why not rather nothing?" ―from_What is Metaphysics?_

In Uganda, I wrote a questionaire that I had my research assistants give; on it, I asked about the embalasassa, a speckled lizard said to be poisonous and to have been sent by Prime minsister Milton Obote to kill Baganda in the late 1960s. It is not poisonous and was no more common in the 1960s than it had been in previous decades, as Makerere University science professors announced on the radio and stated in print… I wrote the question, What is the difference between basimamoto and embalasassa? Anyone who knows anything about the Bantu language—myself included—would know the answer was contained in the question: humans and reptiles are different living things and belong to different noun classes… A few of my informants corrected my ignorance… but many, many more ignored the translation in my question and moved beyond it to address the history of the constructs of firemen and poisonous lizards without the slightest hesitation. They disregarded language to engage in a discussion of events… My point is not about the truth of the embalasassa story… but rather that the labeling of one thing as ‘true’ and the other as ‘fictive’ or ‘metaphorical’—all the usual polite academic terms for false—may eclipse all the intricate ways in which people use social truths to talk about the past. Moreover, chronological contradictions may foreground the fuzziness of certain ideas and policies, and that fuzziness may be more accurate than any exact historical reconstruction… Whether the story of the poisionous embalasassa was real was hardly the issue; there was a real, harmless lizard and there was a real time when people in and around Kampala feared the embalasassa. They feared it in part because of beliefs about lizards, but mainly what frightened people was their fear of their government and the lengths to which it would go to harm them. The confusions and the misunderstandings show what is important; knowledge about the actual lizard would not.

For Kaminer, argument and persuasion could no longer be operative when belief and subjective experience became the baseline proofs that underwrote public and private assertions. No speaker or writer was under any obligation to answer his or her critics because argument and testimony were fatefully blurred. When reasoned impiety was slowly being banished from public dialogue, political responsibility would inevitably wane. In the warm bath of generalized piety and radical plurality, everyone could assert a point of view, an opinion, and different beliefs, but no one was under any obligation to defend them. Whereas cultural studies scholars saw themselves contesting dominant forms of discourse and hegemonic forms of thinking, Kaminer saw them participating in a popular embrace of an irrational Counter-Enlightenment. Like Andrew Ross, Kaminer cited Franz Mesmer as an important eighteenth-century pioneer of twentieth-century alternative healing techniques. Mesmer’s personal charisma and his powers of psychic healing and invocation of “animal magnetism” entranced the European courts of the late eighteenth century. Mesmer performed miracle cures and attracted a devoted, wealthy following. Despite scandals that plagued his European career, the American middle class was eager to embrace his hybrid of folk practices and scientific-sounding proofs. Mesmerism projected an alternative mystical cosmology based upon magnets and invisible flows of energy. Mesmer, who was said to control the invisible magnetic flow of forces that operated upon human and animal bodies, built upon a network of wealthy patrons who were devoted to the powers of a charismatic leader, Mesmer himself. Mesmer’s manipulation of magnets and hands-on healing evoked for the French court the ancient arts of folk healing while it had recourse to ostensibly modern scientific proofs. Historian of the French eighteenth century Robert Darnton insisted that mesmerism could not be dismissed as mere quackery or charlatanism but represented a transitional worldview, one that bridged the Enlightenment and the particular forms of nineteenth-century Romanticism that followed.

Growth was so rapid that it took in generations of Westerners, not just Lincoln Steffens. It took in the Central Intelligence Agency of the United States. It even took in the Soviet Union’s own leaders, such as Nikita Khrushchev, who famously boasted in a speech to Western diplomats in 1956 that “we will bury you [the West].” As late as 1977, a leading academic textbook by an English economist argued that Soviet-style economies were superior to capitalist ones in terms of economic growth, providing full employment and price stability and even in producing people with altruistic motivation. Poor old Western capitalism did better only at providing political freedom. Indeed, the most widely used university textbook in economics, written by Nobel Prize–winner Paul Samuelson, repeatedly predicted the coming economic dominance of the Soviet Union. In the 1961 edition, Samuelson predicted that Soviet national income would overtake that of the United States possibly by 1984, but probably by 1997. In the 1980 edition there was little change in the analysis, though the two dates were delayed to 2002 and 2012. Though the policies of Stalin and subsequent Soviet leaders could produce rapid economic growth, they could not do so in a sustained way. By the 1970s, economic growth had all but stopped. The most important lesson is that extractive institutions cannot generate sustained technological change for two reasons: the lack of economic incentives and resistance by the elites. In addition, once all the very inefficiently used resources had been reallocated to industry, there were few economic gains to be had by fiat. Then the Soviet system hit a roadblock, with lack of innovation and poor economic incentives preventing any further progress. The only area in which the Soviets did manage to sustain some innovation was through enormous efforts in military and aerospace technology. As a result they managed to put the first dog, Leika, and the first man, Yuri Gagarin, in space. They also left the world the AK-47 as one of their legacies. Gosplan was the supposedly all-powerful planning agency in charge of the central planning of the Soviet economy. One of the benefits of the sequence of five-year plans written and administered by Gosplan was supposed to have been the long time horizon necessary for rational investment and innovation. In reality, what got implemented in Soviet industry had little to do with the five-year plans, which were frequently revised and rewritten or simply ignored. The development of industry took place on the basis of commands by Stalin and the Politburo, who changed their minds frequently and often completely revised their previous decisions. All plans were labeled “draft” or “preliminary.” Only one copy of a plan labeled “final”—that for light industry in 1939—has ever come to light. Stalin himself said in 1937 that “only bureaucrats can think that planning work ends with the creation of the plan. The creation of the plan is just the beginning. The real direction of the plan develops only after the putting together of the plan.” Stalin wanted to maximize his discretion to reward people or groups who were politically loyal, and punish those who were not. As for Gosplan, its main role was to provide Stalin with information so he could better monitor his friends and enemies. It actually tried to avoid making decisions. If you made a decision that turned out badly, you might get shot. Better to avoid all responsibility. An example of what could happen

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

In the 1990s legal scholar and public policy advocate Wendy Kaminer published a brace of books engaged with the New Age cultures of recovery and self-help. She represented an Old Left perspective on new superstition, and although she was of the same generation as the cultural studies scholars, she did exactly what Andrew Ross warned academics and elites against. She criticized the middlebrow, therapeutic culture of self-help for undermining critical thinking in popular discourse. She encouraged the debunking of superstition, deplored public professions of piety. Her books were polemical and public interventions that were addressed to the maligned liberal and more or less thoughtful reader who took an interest in the issues of the day. In some ways, her writing was a popularization of some of psychoanalytic theory scholar, sociologist, and cultural critic Philip Rieff’s and Richard Hofstadter’s critiques of a therapeutic culture of anti-intellectualism.77 She speculated that the decline of secular values in the political sphere was linked to the rise of a culture of recovery and self-help that had come out of the popularization of New Age, countercultural beliefs and practices. In both I’m Dysfunctional, You’re Dysfunctional: The Recovery Movement and Other Self-Help Fashions and Sleeping with Extra-Terrestrials: The Rise of Irrationalism and the Perils of Piety, Kaminer publicly denounced the decline of secular culture and the rise of a therapeutic culture of testimony and self-victimization that brooked no dissent while demanding unprecedented leaps of faith from its adherents.78 Kaminer’s work combined a belief in Habermasian rational communication with an uncompromising skepticism about the ubiquity of piety that for her was shared by both conservatives and liberals. For Kaminer, argument and persuasion could no longer be operative when belief and subjective experience became the baseline proofs that underwrote public and private assertions. No speaker or writer was under any obligation to answer his or her critics because argument and testimony were fatefully blurred. When reasoned impiety was slowly being banished from public dialogue, political responsibility would inevitably wane. In the warm bath of generalized piety and radical plurality, everyone could assert a point of view, an opinion, and different beliefs, but no one was under any obligation to defend them. Whereas cultural studies scholars saw themselves contesting dominant forms of discourse and hegemonic forms of thinking, Kaminer saw them participating in a popular embrace of an irrational Counter-Enlightenment. Like Andrew Ross, Kaminer cited Franz Mesmer as an important eighteenth-century pioneer of twentieth-century alternative healing techniques. Mesmer’s personal charisma and his powers of psychic healing and invocation of “animal magnetism” entranced the European courts of the late eighteenth century. Mesmer performed miracle cures and attracted a devoted, wealthy following. Despite scandals that plagued his European career, the American middle class was eager to embrace his hybrid of folk practices and scientific-sounding proofs. Mesmerism projected an alternative mystical cosmology based upon magnets and invisible flows of energy. Mesmer, who was said to control the invisible magnetic flow of forces that operated upon human and animal bodies, built upon a network of wealthy patrons who were devoted to the powers of a charismatic leader, Mesmer himself. Mesmer’s manipulation of magnets and hands-on healing evoked for the French court the ancient arts of folk healing while it had recourse to ostensibly modern scientific proofs. Historian of the French eighteenth century Robert Darnton insisted that mesmerism could not be dismissed as mere quackery or charlatanism but represented a transitional worldview, one that bridged the Enlightenment and the particular forms of nineteenth-century Romanticism that followed.