Importance Of Curriculum Quotes

I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum?

Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your roadmap through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.

I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off the programs, underneath it all is a child reading a book.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

Good students wait for a teacher to tell them what to do. This is the most important lesson of them all: we must wait for other people, better trained than ourselves, to make the meanings of our lives. The expert makes all the important choices; only I, the teacher, can determine what my kids must study, or rather, only the people who pay me can make those decisions, which I then enforce.

The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that no longer offer important work to do. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with significance.

More important...you've assembled a curriculum that works for him. It's his education. I suspect he's more likely to have a real education, an education that sticks, if he's part of shaping it.

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.

Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. Bells are the secret logic of school time; their logic is inexorable. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference.

The most important subject in the curriculum in the future years will be how to love ourselves and be content.

It's amazing that schools still offer courses in musical composition. What a useless thing to spend money on -- to take a course in college to learn how to be a modern composer! No matter how good the course is, when you get out, what the fuck will you do for a living? (The easiest thing to do is become a composition teacher yourself, spreading 'the disease' to the next generation.) One of the things that determines the curriculum in music schools is: which of the current fashions in modern music gets the most grant money from the mysterious benefactors in Foundation-Land. For a while there, unless you were doing serial music (in which the pitches have numbers, the dynamics have numbers, the vertical densities have numbers, etc) -- if it didn't have a pedigree like that, it wasn't a good piece of music. Critics and academicians stood by, waiting to tell you what a piece of shit your opus was if your numbers didn't add up. (Forget what it sounded like, or whether it moved anybody, or what it was about. The most important thing was the numbers.

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you.

The problem of brute sanity was identified by George Bernard Shaw when he observed that ‘reformers have the idea that change can be achieved by brute sanity’ … Brute sanity is the tendency to overlook the complexity and detailed processes and procedures required, in favour of the more obvious matters of stressing goals, the importance of the problem and the grand plan. Brute sanity overpromises, overrationalises and consequently results in unfulfilled dreams and frustrations which discourage people from sustaining their efforts and from taking on future change projects.

perhaps it is less important that a teacher cover the allotted amount of the curriculum, or use the most approved audio-visual devices, than that he be congruent, real, in his relation to his students.

discover that the quality of our relationships with our teachers, families, friends, and communities is as important to learning as the curriculum, testing, and technologies which usually occupy our attention.

The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.

Make sure your LinkedIn profile has a targeted headline. Not only should the headline clearly state your career focus, it’s also the most important place to add a keyword or two, because this influences how you appear in search results

I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to Be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? Think how these truths would manifest. We would have happy people who feel good about themselves. We would have people who are comfortable financially and who enrich the economy by investing their money wisely. They would have good relationships with everyone and would be comfortable with the role of parenthood and then go on to create another generation of children who feel good about themselves. Yet within all this, each person would remain an individual expressing his or her own creativity.

The most popular antiracist curriculum among conservative evangelicals is Latasha Morrison’s Be the Bridge: Pursuing God’s Heart for Racial Reconciliation. In the accompanying curriculum, Whiteness 101: Foundational Principles Every White Bridge Builder Needs to Understand, Morrison defines racism as “a system of advantage based on race, involving cultural messages, misuse of power, and institutional bias, in addition to the racist beliefs and actions of individuals.” It is important to note that this redefinition of racism, among other things, changes the location and therefore the nature of the sin. We are no longer dealing with the hearts of men; we are addressing institutions and structures. “For as long as America exists with its current institutions,” writes DiAngelo, “it will also need to be in group therapy where our turn begins with: ‘Hi. I’m America, and I’m racist.’ ”34

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.

Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a  math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well.  Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the

In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.

Since well-educated people are better voters, another tempting way to improve democracy is to give voters more education. Maybe it would work. But it would be expensive, and as mentioned in the previous chapter, education may be a proxy for intelligence or curiosity. A cheaper strategy, and one where a causal effect is more credible, is changing the curriculum. Steven Pinker argues that schools should try to “provide students with the cognitive skills that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with,” by emphasizing “economics, evolutionary biology, and probability and statistics.”60 Pinker essentially wants to give schools a new mission: rooting out the biased beliefs that students arrive with, especially beliefs that impinge on government policy.61 What should be cut to make room for the new material? There are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than elementary economics.62

It was good to be gay on Top of the Pops years before it was good to be gay in Parliament, or gay in church, or gay on the rugby pitch. And it’s not just gay progress that happens in this way: 24 had a black president before America did. Jane Eyre was a feminist before Germaine Greer was born. A Trip to the Moon put humans on the Moon in 1902. This is why recent debates about the importance of the arts contain, at core, an unhappy error of judgment. In both the arts cuts—29 percent of the Arts Council’s funding has now gone—and the presumption that the new, “slimmed down” National Curriculum will “squeeze out” art, drama and music, there lies a subconscious belief that the arts are some kind of . . . social luxury: the national equivalent of buying some overpriced throw pillows and big candle from John Lewis. Policing and defense, of course, remain very much “essentials”—the fridge and duvets in our country’s putative semi-detached house. But art—painting, poetry, film, TV, music, books, magazines—is a world that runs constant and parallel to ours, where we imagine different futures—millions of them—and try them out for size. Fantasy characters can kiss, and we, as a nation, can all work out how we feel about it, without having to involve real shy teenage lesbians in awful sweaters, to the benefit of everyone’s notion of civility.

It was a first step toward making progress in reaching broad agreement on how a W-course would be defined. Incidentally, but importantly, it was also a first step in raising awareness of the implications of the writing-intensive requirement, and in encouraging departmental conversations that would articulate values about writing that the criteria would represent. The draft criteria went out to thirty departments with questions about faculty expectations of entering and graduating students’ writing; existing or planned courses that could be designated as W-courses; resources that departments would need to assist implementation; and an invitation to comment on the draft criteria.

You perceive through your perceptual filters, which are determined by what you believe to be true—your definitions of reality. These definitions are usually built upon limiting interpretations of early experience. The interpretations stem directly from your individual spiritual curriculum, which predisposes you to see in a particular way. Thus, something happens, your mind interprets it as good or bad according to its previously determined definitions regarding such experiences, and you react emotionally. Your reaction is one of happiness if you’ve defined the event as good or of upset if you’ve defined the event as bad. The intensity of the emotional reaction, positive or negative, will be congruent with the level of importance the ego has attached to whatever has happened.

one of the hottest topics today is ethics—ethics discussions, ethics curriculum, ethics training, codes of ethics. This book shows that while ethics is fundamentally important and necessary, it is absolutely insufficient. It shows that the so-called soft stuff is hard, measurable, and impacts everything else in relationships, organizations, markets, and societies. Financial success comes from success in the marketplace, and success in the marketplace comes from success in the workplace. The heart and soul of all of this is trust. This work goes far beyond not only my work, but also beyond anything I have read on the subject of trust. It goes beyond ethical behavior in leadership, beyond mere “compliance.” It goes deep into the real “intent” and agenda of a person’s heart, and then into the kind of “competence” that merits consistent public confidence.

The truth is that there’s no such thing as a personal problem. If you’ve got a problem, chances are millions of other people have had it in the past, have it now, and are going to have it in the future. Likely people you know too. That doesn’t minimize the problem or mean that it shouldn’t hurt. It doesn’t mean you aren’t legitimately a victim in some circumstances. It just means that you’re not special. Often, it’s the realization - that you and your problems are actually not privileged in their severity or pain - that is the first and most important step toward solving them. But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from the class is curriculum for no other reason then they made someone feel bad. Speakers and professors are shouted down and banned from campuses for in fractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counsellors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with her roommate, or getting a low grade in the class. It’s strange that in an age when we are more connected than ever, entitlement seems to be at an all time high. Something about recent technology seems to allow our insecurities to run amok like never before. The more freedom were given to express ourselves, the more we want to be free of having to deal with anyone who may disagree with us or upset us. The more exposed we are to opposing viewpoints, the more we seem to get upset that those other viewpoints exist. The easier and more problem free our lives become, the more we seem to feel entitled for them to get even better.

It didn’t take me very much reading and skimming to discover that Tess had serious problems – much worse than mine. The most important thing in her life happened to her in the very first part of the book. She got taken advantage of, at night, in the woods, because she’d stupidly accepted a drive home with a jerk, and after that it was all downhill, one awful thing after another, turnips, dead babies, getting dumped by the man she loved, and then her tragic death at the end. (I peeked at the last three chapters.) Tess was evidently another of those unlucky pushovers, like the Last Duchess, and like Ophelia – we’d studied Hamlet earlier. These girls were all similar. They were too trusting, they found themselves in the hands of the wrong men, they weren’t up to things, they let themselves drift. They smiled too much. They were too eager to please. Then they got bumped off, one way or another. Nobody gave them any help. Why did we have to study these hapless, annoying, dumb-bunny girls? I wondered. Who chose the books and poems that would be on the curriculum? What use would they be in our future lives? What exactly were we supposed to be learning from them? Maybe Bill was right. Maybe the whole thing was a waste of time

In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

Wineburg: For the narcissist sees the world—both the past and the present—in his own image. Mature historical understanding teaches us to do the opposite: to go beyond our own image, to go beyond our brief life, and to go beyond the fleeting moment in human history into which we have been born. History educates (“leads outward” in the Latin) in the deepest sense. Of the subjects in the secular curriculum, it is the best at teaching those virtues once reserved for theology—humility in the face of our limited ability to know, and awe in the face of the expanse of history.

What remained of that Baghdad, I wondered? The Baghdad of fountains of knowledge. The Baghdad at the centre, the fulcrum of a globalized culture that went on to humanize Europe: the Baghdad that taught Europe the distinction between civil society and barbarism, the difference between medicine and magic, and the importance of experimental method; the Baghdad that trained the West in scholastic and philosophic method, drilled it in making surgical instruments, told it how to establish and run hospitals and provided it with the model of a university complete with curriculum and syllabus, terminology and administrative structure; the Baghdad that schooled Europe in the importance of biography, the novella, the history of cities and historical and textual criticism. In short, the Baghdad that gave Europe its most prized possession: liberal humanism. By what intellectual conjuring trick had Europe self-servingly made the reality of its cultural debt disappear into a fairy-tale dream of Sinbad, Aladdin, harem ladies in diaphanous veils, the subject matter of pantomime and other such dissembling misrepresentations?

suggested to the entire workforce that they read Martin Luther King Jr.’s “Letter from Birmingham Jail,” one of the most important things I ever read. Inspired in part by theologian Reinhold Niebuhr, King’s letter is about seeking justice in a deeply flawed world. I have reread it several times since first encountering it in college. Because I knew that the FBI’s interaction with the civil rights movement, and Dr. King in particular, was a dark chapter in the Bureau’s history, I wanted to do something more. I ordered the creation of a curriculum at the FBI’s Quantico training academy. I wanted all agent and analyst trainees to learn the history of the FBI’s interaction with King, how the legitimate counterintelligence mission against Communist infiltration of our government had morphed into an unchecked, vicious campaign of harassment and extralegal attack on the civil rights leader and others. I wanted them to remember that well-meaning people lost their way. I wanted them to know that the FBI sent King a letter blackmailing him and suggesting he commit suicide. I wanted them to stare at that history, visit the inspiring King Memorial in Washington, D.C., with its long arcs of stone bearing King’s words, and reflect on the FBI’s values and our responsibility to always do better. The FBI Training Division created a curriculum that does just that. All FBI trainees study that painful history and complete the course by visiting the memorial. There, they choose one of Dr. King’s quotations from the wall—maybe “Injustice anywhere is a threat to justice everywhere” or “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy”—and then write an essay about the intersection of that quotation and the FBI’s values. The course doesn’t tell the trainees what to think. It only tells them they must think, about history and institutional values. Last I checked, the course remains one of the highest-rated portions of their many weeks at Quantico.

Personally, I see so many homeschooling parents stressing about the right curriculum, “getting behind,” or feeling inadequate, and I am immediately flooded with emotions. First, I feel angry because I know these are lies that continue to be repeated to parents over and over again. For twenty years, I’ve heard them play like a broken record as I watched homeschoolers constantly under siege. There are preconceived ideas and much misinformation about homeschooling floating around out there. As parents, we need to be discerning in whose opinions we value. Homeschooling can be challenging enough. It’s important to guard our hearts (Proverbs 4:23) and remember that our children have been given to us. With the exception of their Creator, no one knows them better than we do.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Financial literacy lessons should be introduced at an early stage of schooling. Basic concepts like budgeting, saving, and the importance of credit should be integrated into the curriculum. This approach ensures that young minds absorb essential financial knowledge at the right time.

Unveiling the Benefits of Numerology Certification Courses in Mumbai | Occult Science Numerology Certification Courses in Mumbai, Offer people the chance to study and practice numerology, an old metaphysical science that looks at the meaning of numbers in our life, much like in many other regions of the world. These Courses offer Various Advantages: Awareness of Numerology: The principles of numerology, including the significance of numbers, their vibrations, and how they connect to various facets of life, are covered in a systematic curriculum offered by certification schools. The basis for advanced studies is this understanding. Enhancing your personal growth: journey of self-discovery can be achieved while learning numerology. People can learn more about their own personality traits, strengths, weaknesses, and life path thanks to this. A deeper understanding of oneself and personal improvement can result from this self-awareness. Choosing a career: As a professional numerologist, you may have more employment options after earning a certification in numerology. To clients looking for guidance regarding their lives, relationships, and job decisions, you can provide readings, consultations, and counsel. This can be a fulfilling and possibly lucrative career. Improved Decision-Making: Making vital choices in life can benefit from the use of numerology. By comprehending the energies connected to particular numbers and their compatibility with individual vibrations, it can assist people in making informed decisions about their job, relationships, and other parts of life. Compatibility in relationships: Numerology can be utilized for determining a pair's compatibility in a relationship. Understanding one other's numerical compatibility can enhance communication and reduce tension. Integrative Health: Numerologists who hold this viewpoint consider it to be complementary to other forms of holistic medicine. Based on a person's data, it can offer insights into their health difficulties and possible treatments. Growth spiritually: Numerology has been described as a form of spirituality. It may improve a person's awareness of spirituality and offer a structure for exploring into queries about the soul's journey. The Self-Employed: Numerologists have the option to work for themselves, giving them the freedom to set their own hours. Those looking for independence and a work-life balance may find this particularly appealing. Helping others: Many people find satisfaction in using numerology readings to help others. Giving customers advice and insight can be a satisfying way to make a difference in their life. Personal hobbies and interests: Certification programmes can be an interesting hobby and a way to further your personal development, even if you don't want to follow numerology as a career. It's important to do some research about a numerology certification course's subject matter, an organization or instructor who teaches it, and the certification's standing in the industry before enrolling. Additionally, while numerology can be an original and unique topic of study, think about whether it fits with your personal interests and objectives. For More Details: Click Here

Horizon - Consommation En toute franchise Regardons sous la banquise Le bien-être consumériste Joue à l'illusionniste Chaque carte de fidélité Invite à payer Les frais du grand délire Qui ne fait même plus rire L'étendu du ravage Est semblable au gavage Intensif des publicitaires Sclérosant notre imaginaire La quête du toujours mieux Est un élixir bien vieux Qui conserve son petit effet De manche, s'il vous plaît Rien qu'une petite pièce Ce n'est rien vu de la liesse La solidarité tient en laisse La convenance en détresse Face à cette mascarade On cherche des camarades Dans les immenses queues Qui ne chantent plus leu leu Chacun attend son tour Vivant au jour le jour De gloire, on n'espère plus Elle chôme à son insu Quant au reliquat de conscience Il tire sa révérence Ne voulant pas rater la promotion Ni la moindre occasion De racheter son omniscience Au prix de quelques références Soigner son curriculum Est le propre de l'homme Car pour la femme Toujours, elle rame Vers l'île de l'égalité Qui est régulièrement déplacée La fuite de l'horizon Fait perdre la raison Du plus fort, à qui perd gagne Faisant fi de la hargne Qui anime l'anonyme lambda Face au rayon de n'importe quoi Même s'il n'en a pas besoin Il en prendra tout de même un Car il le vaut bien

Whiles much of the Victorian Era's education prepared young people for the workforce, school looked different for children of wealthy families. A governess would offer the upper class children lessons in music and art and languages that in turn benefited the child's education and understanding of the world. Meanwhile, the children in the lower classes received only the minimal basics of reading, writing and arithmetic. An important premise of the born person approach is that people of every background and status should have access to a wide curriculum and the freedom to search for knowledge. Each child is worthy of a liberal education for all.

Everyone needs a skilled mechanic or plumber or electrician they can count on. Over in Germany, they respect blue-collar jobs and sixty percent of their high school graduates choose vocational training. But here in America, our public high schools continue to cut vocational training from curriculums. We look down on blue collar work and push every high school student toward college. One third of all college students drop out entirely without a degree and burdened with student loan debt. Yet there is a growing shortage of skilled labor and millions of jobs going unfilled. Who are you going to call if a pipe bursts in your house or your daughter’s car breaks down on the side of the road? That’s why I believe vocational training is important.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

For many school-aged adopted children, daydreaming is a very understandable and necessary strategy for doing the extra work of forming identity. Daydreaming, though, is often taken as a symptom of attention deficit disorder or attention deficit hyperactive disorder; it is in fact one of the many indicators that leads to the diagnosis of ADD. There are many children who do have this real disorder, and it is important in these cases to find the appropriate behavioral or pharmacological treatments. But, for adopted children, and for some other children in complex or difficult situations, the daydreaming or distracted air is not always an indicator of ADD. Too often, teachers seem to be making diagnoses and suggesting medications and treatments to parents. This is inappropriate and unethical, and it is one of the reasons I feel the curriculum in schools of education must include information concerning the special circumstances of adoptive families.

If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door.

To be sure, the cheder curriculum was narrowly limited, the pedagogical methods primitive: drill, repetition, and cracks across the knuckles with a pointer or ruler. But at a time when the overwhelming majority of humanity was illiterate, there was hardly a Jewish male over the age of five who could not read and write. The cultural impact and importance of this are for historians, sociologists, and educators to appraise.

The curriculum is not, in practical terms, simply about knowledge being transmitted, but about how that knowledge is handled – or even how it is transcended – by teachers to enable understanding in their charges. The subject matter itself, the knowledge, while important, is less important than the opportunities it offers for the development of thinking. Knowledge, Stenhouse suggested, should principally be seen in the curriculum as a medium for thinking. His point is perhaps doubly true today, when knowledge pure and simple – facts, information – is so easily located. [...] what can now be found in seconds may have taken days or weeks to find, so the more that could be stored in the head, the better equipped a person was for life. The world of knowledge has been turned on its head in a period of only two decades or so by the Internet, and in our thinking about the curriculum we haven’t yet worked out the consequences.

One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher’s gaze but also – and even more importantly – from the teacher’s consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher’s careers and school’s futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding.

it’s important that the curriculum as a whole has these characteristics. Diversity: It should be broadly based to cover the sorts of understanding that we want for all students and to provide proper opportunities for them as individuals to discover their personal strengths and interests. Depth: It should provide appropriate choices so that as they develop, students can pursue their own interests in proper depth. Dynamism: The curriculum should be designed to allow for collaboration and interaction between students of different ages and teachers with different specialties. It should build bridges with the wider community, and it should evolve and develop in the process.

The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.

Curiosity is, in essence, the replacement for curriculum when unschooling. And that is why being curious is such an important trait for unschooling parents to embrace.

you definitely need to know about constraints because you need to increase flow. Right now, nothing is more important.” Erik assumes a lecturing voice as he starts, “You say you learned about plant operations management when you were in business school. I hope as part of your curriculum, you read The Goal by Dr. Eli Goldratt. If you don’t have a copy anymore, get another one.

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

Engaging with children in troublesome thinking is problematic, but important. Ignoring the hard stuff and only engaging in the fluff and fun from curriculum choices is to keep underground issues of social justice and to further silence and compound the inequity

In On the Origin of Species, Darwin openly acknowledged important weaknesses in his theory and professed his own doubts about key aspects of it. Yet today’s public defenders of a Darwin-only science curriculum apparently do not want these, or any other scientific doubts about contemporary Darwinian theory, reported to students.

Divination is not mere fortune-telling or superstition. Rather, it is an exceedingly subtle psychological technique whereby the secrets of the unconscious can be discovered, its powers (extrasensory and others) can be made accessible, and guidance for our confused and disordered lives can be obtained. The most important fact to fix in one’s mind is that there is nothing haphazard or accidental in the universe, and that external events—no matter how seemingly trivial—are intimately related to happenings within the human psyche. Thus, if we learn the art of discovering and interpreting the external signs, we may thereby gain access to the world of inward realities in our own souls and in the soul of the cosmos. The magic of Tarot divination is not in the cards but in ourselves. The cards can and do act as instrumentalities whereby the subjective reality within the unconscious becomes able to project a portion of itself into objective existence. Through this projection, a meaningful and useful relationship or a creative dialogue between the subjective and objective sides of our lives may be established, which is a great accomplishment. Thus divi­nation by means of the Tarot may be defined as a practical way in which a bridge is built between the temporal world of physical events, on the one hand, and the timeless world of the archetypes of the collective unconscious, on the other. It may be useful to recall that divination was considered an important part of the cur­riculum of certain mystery schools, not primarily in order to teach how to foretell the future, but in order to construct a psychic mechanism within the initiate whereby a source of guidance and insight might be made accessible to his conscious self.

Through reading, I have learned that a knowledge-rich curriculum is about developing ‘powerful knowledge’7 in students, that is, knowledge which takes them beyond their day-to-day experiences; knowledge which they would be unlikely to have encountered had they not gone to school. The purpose of learning this powerful knowledge is to develop ‘cultural capital’8, supporting students to play a full and active role in society and to get the most out of life. Not only is such knowledge powerful in itself, it also underpins the development of important skills such as creativity, critical thinking, and problem-solving.

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

The important point here is that music for the Greeks and the wider classical tradition was not so much understood as something performed, composed, practiced, or played; rather, music was interpreted as a mathematical discipline that sought to discover and formalize the symmetrical relations between sounds.6 It was an integral component to the mathematical disciplines that comprised the quadrivium: arithmetic, geometry, music, and astronomy. For the classical mind, arithmetic revealed “number in itself,” geometry revealed “number in space,” music revealed “number in time,” and astronomy revealed “number in space and time.” In this sense, music was an integral part of the Greek educational curriculum which functioned as a metaphor for this whole cosmic chain of interrelationships and harmonies. Indeed, Plato could say: “The whole choral art is also in our view the whole of education” (Laws, Bk II). The Greeks understood the nature of reality and its systems of relations in musical terms.

I question the ethics of a teacher education curriculum predicated on learning on the job. It’s an important job. It’s an important time in the child’s development. The fact that a substantial proportion of fourth graders have already fallen behind, as indicated by the NAEP and other assessments, may be related to the fact that many of them will have had K–3 teachers who were learning on the job.

… nothing important can ever really be boring.

One of the unique things about Buddhism, particularly in the Sanskrit tradition, is that investigation and experiment play a very important part. Many troubles come out of ignorance, and the only antidote to ignorance is knowledge. Knowledge means a clear understanding of reality, which must come through investigation and experiment. In ancient times, the Nalanda masters14 carried out these investigations mainly through logic and human thought, and perhaps in some cases through meditation. In modern times, there is another way to find out about reality: with help of equipment. I think both science and Buddhist investigation are actually trying to find reality. Furthermore, there is a tradition in Buddhism that if we find something that contradicts our scripture, we have the liberty to reject that scripture. That gives us a kind of freedom to investigate, regardless of what the literature says. For example, there are some descriptions of cosmology in the scriptures that are quite a disgrace. When I give teachings to Buddhist audiences, I often tell them that we cannot accept these things. In the initial stages of my curiosity, I would look out into space and see many things. I was curious how these things came to be. Look at our body. There’s a lot of hair on the head and, underneath it, a skull. Unlike other parts of the body, there is some kind of special protection there. Why? Usually we believe the soul or self lies at the center of the heart. Now it seems that the soul—if we can identify it at all—is here in the head, not in the heart. The Buddhist texts on psychology and epistemology make a clear distinction between two qualitatively different domains of experience. One is the sensory level: our experience of the five senses. The other is what Buddhists refer to as the mental level of experience: thoughts, emotions, and so on. The primary seat, or physical basis, of sensory experience is thought to be the sensory organs themselves. But now it seems to be clear from modern neuroscience that the central organizing principle of sensory experience is really to be found more in the brain than in the sensory organs themselves. Buddhists are very interested to learn such things from scientific findings. I think the relationship is very helpful. Therefore, we began introducing the study of science to selected Buddhist monastic students in India more than four years ago. A systematic introduction of science education in the monastic curriculum is gradually being established. As for my participation here, I have nothing to offer. I am always eager just to listen and learn from these great, experienced scientists. Although there is a language problem, and also my memory problem, it sometimes seems that I learn from the session—but after the session there is nothing left in my head. So there’s the problem! Anyway, it may leave some imprints in my brain.

That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.

Society must show that blue-collar crime never pays. Insidious white-collar crime pays very well, and nothing is declared. It's the same reason why Financial Education, probably the most important subject of all, is absent from the general school curriculum - to keep the have-nots ignorant and the establishment's riches safe.

handle the medical school curriculum, do well in residency, and more importantly, be a good human being who is willing to put others before him or herself. These

Yet neither they nor the condition of academic philosophy more generally is sufficient to explain the radical marginalization of philosophical concerns in our culture. This marginalization has several aspects. In part it is a matter of the relegation of philosophy in the vast majority of colleges and universities to a subordinate position in the curriculum, an inessential elective for those who happen to like that sort of thing. But this itself is a symptom of a more general malaise. For to a remarkable extent the norms of our secularized culture not only exclude any serious and systematic questioning of oneself and others about the nature of the human good and the order of things, but they also exclude questioning those dominant cultural norms that make it so difficult to pose these philosophical questions outside academic contexts in any serious and systematic way. We have within our social order few, if any milieus within which reflective and critical enquiry concerning the central issues of human life can be sustained and the education to which we subject our young is not well-designed to develop the habits of thought necessary for such questioning. This tends to be a culture of answers, not of questions, and those answers, whether secular or religious, liberal or conservative, are generally delivered as though meant to put an end to questioning. So it is not just that the philosophy of the academic philosopher has been marginalized in the college curriculum. It is also and more importantly that, when plain persons do try to ask those questions about the human good and the nature of things in which the philosophical enterprise is rooted, the culture immediately invites them to think about something else and to forget those questions.

In theory, deficiencies in knowledge can be made good simply by changing the curriculum. In practice a change in the curriculum will do little good, unless there is a corresponding change in the point of view of professional educationists. For the trouble with American educationists, writes a distinguished member of their profession, Dr. H. L. Dodge, is that they “regard any subject from personal grooming to philosophy as equally important or interchangeable in furthering the process of self-realization. This anarchy of values has led to the displacement of the established disciplines of science and the humanities by these new subjects.” Whether professional educationists can be induced to change their current attitudes is uncertain. Should it prove impossible, we must fall back on the comforting thought that time never stands still and that nobody is immortal. What persuasion and the threat of national decline fail to accomplish, retirement, high blood pressure, and death will bring to pass, more slowly, it is true, but much more surely.

In the area of Middle East Studies, you can always count on getting funding if your research is about minorities being treated horribly by ‘authoritarian regimes’ that the West want to topple, women oppressed and forced to wear the hijab, masculinity and femininity, gays are oppressed, refugees (provided that they are seeking safety in the West and running from a ‘dictator’ the West wants to topple), and so on. The pattern and the intentions are clear to a vigilant observer. What all such topics have in common is not that they are not important or need attention (they are so on both counts), but that their function is to maintain the West’s colonial and racist gaze on the rest of the world, which, in turn, serves the West’s hegemony and control over others. Furthermore, the single thread that connects the topics above is that they all practically open the door for Western intervention in the region under the pretext of ‘salvaging’ this cause or that group of people.

From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.

During the 1960s, there was a resurgence in mystical thinking, and Western civilization was criticized for being homologicus and we were missing an important spiritual dimension of life. Well, it's as though they had no familiarity with the Western world of the Greeks and the Romans and obviously the Judeo-Christian tradition, which is rich with mystical thought. Suddenly we all felt that we all had to be Hindus or Buddhists or maybe a Taoist because we simply did not know what was in our own tradition because we had abandoned it. It wasn't being taught. The obligation of one generation passing on the cultural heritage had been dismantled during the so-called reforms of the 1960s, which involved the abandonment of the old core curriculum and the abandonment of the history of the ideas of Western civilization.

I tell everybody to practice some art, no matter how badly or how well. It doesn’t matter. It’s the experience of becoming—of creating—that truly matters. It is as important as sex or food. It’s a tragedy to me that our schools have cut art out of the curriculum, because (they say) it’s not a way to make a living. Well, it’s not a way to make a living; it’s a way to become, to find out what you are, what you can do, what’s inside of you.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

In culturally responsive teaching, relationships are as important as the curriculum. Geneva Gay, pioneer of culturally responsive pedagogy (2010) says positive relationships exemplified as “caring” are one of the major pillars of culturally responsive teaching.

Why does he need to produce more? Production has become an important part of the school curriculum. Learn more, produce more and do it in less or equal time. It is as if the school is now a factory

compelling story is more important. No wonder education is taking a nosedive in the U.S. They’re not teaching people to love to read. They’re cramming a stone-age curriculum down our throats.