Inadequate Education Quotes

It's an universal law-- intolerance is the first sign of an inadequate education. An ill-educated person behaves with arrogant impatience, whereas truly profound education breeds humility.

I don't feel stupid, just inadequate. After three years of studying the law, I'm very much aware of how little I know.

Beautiful people make even those of us who proudly consider ourselves unmoved by another's appearance dumb with admiration and fear and delight, and struck by the profound, enervating awareness of how inadequate we are, how nothing, not intelligence or education or money, can usurp or overpower or deny beauty.

It would be a thousand pities if women wrote like men, or lived like men, or looked like men, for if two sexes are quite inadequate, considering the vastness and variety of the world, how should we manage with one only? Ought not education to bring out and fortify the differences rather than the similarities?

I think that we approach the problem of romantic love all wrong when we start with the questions: why do so many relationships fail? I think that the interesting question is why do some succeed? Because if you consider how most of us were raised, how most of us were brought up, how few of us had decent role models in terms of our fathers or mothers, how inadequately we were prepared or educated for love as adults; it seems to me that the great miracle is that some people through their own independence, or their own perseverance, or their own creativity, make it.

A large fraction of our total economy has grown up around providing service and counseling to inadequate people -- and inadequate people are the main product of government compulsion schools.

One reason alone is enough for today, and that reason lies in the national misconception of what constitutes education. All of your lives you have been trained to believe that your mental equipment consisted of learning how to memorize a multitude of facts. This is what I call parroting a man. To my mind, this inadequate concept of education is the crime of the age.

There is something quite amazing and monstrous about the education of upper-class women. What could be more paradoxical? All the world is agreed that they are to be brought up as ignorant as possible of erotic matters, and that one has to imbue their souls with a profound sense of shame in such matters until the merest suggestion of such things triggers the most extreme impatience and flight. The "honor" of women really comes into play only here: what else would one not forgive them? But here they are supposed to remain ignorant even in their hearts: they are supposed to have neither eyes nor ears, nor words, nor thoughts for this -- their "evil;" and mere knowledge is considered evil. And then to be hurled as by a gruesome lightning bolt, into reality and knowledge, by marriage -- precisely by the man they love and esteem most! To catch love and shame in a contradiction and to be forced to experience at the same time delight, surrender, duty, pity, terror, and who knows what else, in the face of the unexpected neighborliness of god and beast! Thus a psychic knot has been tied that may have no equal. Even the compassionate curiosity of the wisest student of humanity is inadequate for guessing how this or that woman manages to accommodate herself to this solution of the riddle, and to the riddle of a solution, and what dreadful, far-reaching suspicions must stir in her poor, unhinged soul -- and how the ultimate philosophy and skepsis of woman casts anchor at this point! Afterward, the same deep silence as before. Often a silence directed at herself, too. She closes her eyes to herself. Young women try hard to appear superficial and thoughtless. The most refined simulate a kind of impertinence. Women easily experience their husbands as a question mark concerning their honor, and their children as an apology or atonement. They need children and wish for them in a way that is altogether different from that in which a man may wish for children. In sum, one cannot be too kind about women.

Not being able to see something, even if it’s in front of your eyes. Purposefully making yourself blind, just because you’re afraid of seeing too much.” “Are you saying that statistics graduate education is inadequate?

If someone has not learned to stop and admire something beautiful, we should not be surprised if he or she treats everything as an object to be used and abused without scruple. If we want to bring about deep change, we need to realize that certain mindsets really do influence our behaviour. Our efforts at education will be inadequate and ineffectual unless we strive to promote a new way of thinking about human beings, life, society and our relationship with nature. Otherwise, the paradigm of consumerism will continue to advance, with the help of the media and the highly effective workings of the market.

Too often, poverty and deprivation get covered as events. That is, when some disaster strikes, when people die. Yet, poverty is about much more than starvation deaths or near famine conditions. It is the sum total of a multiplicity of factors. The weightage of some of these varies from region to region, society to society, culture to culture. But at the core is a fairly compact number of factors. They include not just income and calorie intake. Land, health, education, literacy, infant mortality rates and life expectancy are also some of them. Debt, assets, irrigation, drinking water, sanitation and jobs count too. You can have the mandatory 2,400 or 2,100 calories a day and yet be very poor. India’s problems differ from those of a Somalia or Ethiopia in crisis. Hunger—again just one aspect of poverty—is far more complex here. It is more low level, less visible and does not make for the dramatic television footage that a Somalia and Ethiopia do. That makes covering the process more challenging—and more important. Many who do not starve receive very inadequate nutrition. Children getting less food than they need can look quite normal. Yet poor nutrition can impair both mental and physical growth and they can suffer its debilitating impact all their lives. A person lacking minimal access to health at critical moments can face destruction almost as surely as one in hunger.

A world full of "certainties" All the plans, all the vanities. Where black covers the white Suited in "confidence"- the constant fight. A million roads I dream to take One destination, knowing not I turn where. A green veil covers for two years, some two decades. But the "plan" awaits, new roads to make. I pant, I struggle, I do my best While they say, "You are, dear, but so inadequate".

The mayor says, "That school is a disaster that needs to be repaired and restored immediately, but the city is broke and who pays the price for an inadequate education? You guessed it, the students.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

Beautiful people make even those of us who proudly consider ourselves unmoved by another’s appearance dumb with admiration and fear and delight, and struck by the profound, enervating awareness of how inadequate we are, how nothing, not intelligence or education or money, can usurp or overpower or deny beauty.

But a progressive policy needs more than just a bigger break with the economic and moral assumptions of the past 30 years. It needs a return to the conviction that economic growth and the affluence it brings is a means and not an end. The end is what it does to the lives, life-chances and hopes of people. Look at London. Of course it matters to all of us that London's economy flourishes. But the test of the enormous wealth generated in patches of the capital is not that it contributed 20%-30% to Britain's GDP but how it affects the lives of the millions who live and work there. What kind of lives are available to them? Can they afford to live there? If they can't, it is not compensation that London is also a paradise for the ultra-rich. Can they get decently paid jobs or jobs at all? If they can't, don't brag about all those Michelin-starred restaurants and their self-dramatising chefs. Or schooling for children? Inadequate schools are not offset by the fact that London universities could field a football team of Nobel prize winners.

I have watched education become more a privilege of the rich than the basic necessity that it must be if civilized society is to survive. I have watched as convenience, profit, and inertia excused greater and more dangerous environmental degradation. I have watched poverty, hunger, and disease become inevitable for more and more people. Overall, the Pox has had the effect of an installment-plan World War III. In fact, there were several small, bloody shooting wars going on around the world during the Pox. These were stupid affairs—wastes of life and treasure. They were fought, ostensibly, to defend against vicious foreign enemies. All too often, they were actually fought because inadequate leaders did not know what else to do. Such leaders knew that they could depend on fear, suspicion, hatred, need, and greed to arouse patriotic support for war.

Always praise your kid even if he/she is unresponsive to learning. By insulting them or constantly criticizing them, you will only push them away and make them feel inadequate around other kids. Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

... everything based on arguments involving the ''is'' of identidy and the older el (elementalistic) 'logic' and 'psychology', such as the prevailing doctrines, laws, institutions, systems. , cannot possibly be in full accordance with the structure of our nervous system. This, in turn, affects the latter and results in the prevailing private and public un-sanity. Hence, the unrest, unhappines, nervous strain, irritability, lack of wisdom and absence of balance, the instability of our instituitions, the wars and revolutions, the increase of ''mental ills, prostitution, criminality, commercialism as a creed, the inadequate standards of education, the low professional standards of lawyers, priests, politicians, physicians, teachers, parents, and even of scientists - which in the last-named field often lead to dogmatic and antisocial attitudes and lack of creativeness.

Myth becomes a kind of experimental hypothesis through which the individual or the community formulates an explanation of life, so replacing the fixed systems and creeds of earlier generations. Inevitably, each hypothesis or world-view proves inadequate when subjected to harsh reality, and collapses. 'None of our theories,' comments the narrator in Felix Holt laconically, 'are quite large enough for all the disclosures of time.' But this is the education of the human race out of which new myths or patterns of meaning emerge.

Henry David Thoreau, Susan B. Anthony, W. E. B. DuBois, and Lyndon B. Johnson are just a few of the famous Americans who taught. They resisted the fantasy of educators as saints or saviors, and understood teaching as a job in which the potential for children’s intellectual transcendence and social mobility, though always present, is limited by real-world concerns such as poor training, low pay, inadequate supplies, inept administration, and impoverished students and families. These teachers’ stories, and those of less well-known teachers, propel this history forward and help us understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion.

What I am proposing here is that you consistently bet on inconsistency. What I am asking you to do is bet unfailingly on the failures of human reason, which is a sure bet indeed. It is a painful thing to admit that education, intellect and willpower are inadequate to make you the type of investor you would like to be, but it’s not as painful as losing money.

an exclusive reliance on individually oriented interventions would be inadequate to achieve our pressing population health and health care goals.

Economic insecurity strangles the physical and cultural growth of its victims. Not only are millions deprived of formal education and proper health facilities but our most fundamental social unit—the family—is tortured, corrupted, and weakened by economic insufficiency. When a Negro man is inadequately paid, his wife must work to provide the simple necessities for the children. When a mother has to work she does violence to motherhood by depriving her children of her loving guidance and protection; often they are poorly cared for by others or by none—left to roam the streets unsupervised. It is not the Negro alone who is wronged by a disrupted society; many white families are in similar straits. The Negro mother leaves home to care for—and be a substitute mother for—white children, while the white mother works. In this strange irony lies the promise of future correction.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

In recent decades we have emphasized the value of teaching people 'tolerance.' Tolerance is not only inadequate, it is a negative concept which only alienates society further. Learning to tolerate absolves people of the responsibility of learning to understand different people, accept and appreciate their differences, and progress towards respecting them for who and what they are. It is only when we build acceptance between people that we will rid ourselves of the scourge of prejudice and liberate ourselves from violence.

But doing so, controlling our own fate, requires that a large fraction of us understand and appreciate science: How it operates. What it teaches us about the universe, the Earth, and life. What it can achieve. What its limitations are, due to inadequate knowledge or technology. How those limitations may be overcome. How we transition from speculation to educated guess to truth. How extremely rare are revolutions in which our perceived truth changes, yet how very important. I hope this book contributes to that understanding.

There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.

In one county in Mississippi, 350 black children had only three teachers among them. The low priority the government placed on schools for African American children was reflected not only in the paucity of resources but in the truncated school year as well. The academic term for black children in Dawson County, Georgia, was six weeks. In Mississippi, because children were essential for picking cotton and would not be released until the last harvest was in, African Americans’ schools routinely opened as late as mid-November.26 Beyond sick and tired of the anemic and inadequate public education designed for blacks, African Americans were willing to go north to find good schools for their children.27

For example, many students will begin an improvisation, or a scene, in a rather feeble way. It's as if they're ill, and lacking in vitality. They've learned to play for sympathy. However easy the problem, they'll use the same old trick of looking inadequate. This ploy is supposed to make the onlookers have sympathy with them if they 'fail' and it's expected to bring greater rewards if they 'win'. Actually this down-in-the-mouth attitude almost guarantees failure, and makes everyone fed up with them. No one has sympathy with an adult who takes such an attitude, but when they were children it probably worked. As adults they're still doing it. Once they've laughed at themselves and understood how unproductive such an attitude is, students who look 'ill' suddenly look 'healthy'. The attitude of the group may instantly change.

A final challenge that we face as a result of our great dilemma is to be ever mindful of enlarging the whole society, and giving it a new sense of values as we seek to solve our particular problem. As we work to get rid of the economic strangulation that we face as a result of poverty, we must not overlook the fact that millions of Puerto Ricans, Mexican Americans, Indians and Appalachian whites are also poverty-stricken. Any serious war against poverty must of necessity include them. As we work to end the educational stagnation that we face as a result of inadequate segregated schools, we must not be unmindful of the fact, as Dr. James Conant has said, the whole public school system is using nineteenth-century educational methods in conditions of twentieth-century urbanization, and that quality education must be enlarged for all children. By and large, the civil rights movement has followed this course, and in so doing has contributed infinitely more to the nation than the eradication of racial injustice. In winning rights for ourselves we have produced substantial benefits for the whole nation.

For me, and for many of us, our first waking thought of the day is “I didn’t get enough sleep.” The next one is “I don’t have enough time.” Whether true or not, that thought of not enough occurs to us automatically before we even think to question or examine it. We spend most of the hours and the days of our lives hearing, explaining, complaining, or worrying about what we don’t have enough of … We don’t have enough exercise. We don’t have enough work. We don’t have enough profits. We don’t have enough power. We don’t have enough wilderness. We don’t have enough weekends. Of course, we don’t have enough money—ever. We’re not thin enough, we’re not smart enough, we’re not pretty enough or fit enough or educated or successful enough, or rich enough—ever. Before we even sit up in bed, before our feet touch the floor, we’re already inadequate, already behind, already losing, already lacking something. And by the time we go to bed at night, our minds race with a litany of what we didn’t get, or didn’t get done, that day. We go to sleep burdened by those thoughts and wake up to the reverie of lack … What begins as a simple expression of the hurried life, or even the challenged life, grows into the great justification for an unfulfilled life.2

Just when the first collie came to Sunnybank is not known. But Terhune wrote and told many times how he acquired his own first collie when he was thirteen. He had painfully amassed a savings of $9 and took it to the New York dog pound. There he bought a tricolored collie, which he named Argus. “I devoted all my out-of-school hours to Argus’s education,” he wrote later. “He learned with bewildering ease, but I learned ten times as much from him as he ever learned from me.” It was Argus who made Terhune into a collie man – a strange, deep-rooted aberration afflicting collie owners by the score and, eventually, Terhune readers by the thousands. Its major symptom is the passionate, wholly illogical belief that one breed of dog rises regally far above the rest of the barking pack – and that the old Scottish sheep-herding breed whose very name, like its origins, is shrouded in mystery. Though every breed has its equally impassioned adherents, collie people had the clear advantage, in Terhune, of a trumplet-like spokesman. He was wont to write things like: “A dog is a dog, but a collie is – a collie. “Or: “…the Sunnybank collies aren’t merely dogs. There a super dogs!” But much more than such extravagant claims about collies, it was the attributes given to the collies in his stories that had such a powerful effect on his readers. They were wise beyond belief, everlastingly gentle with those where merited such treatment (and the collies always knew), terrifyingly vengeful with those who didn’t. And they were eternally loyal – so loyal that the word itself seems inadequate to describe their fealty.

The word “justice,” as still used in the law, is more similar to Plato’s conception than it is as used in political speculation. Under the influence of democratic theory, we have come to associate justice with equality, while for Plato it has no such implication. “Justice,” in the sense in which it is almost synonymous with “law”—as when we speak of “courts of justice”—is concerned mainly with property rights, which have nothing to do with equality. The first suggested definition of “justice,” at the beginning of the Republic, is that it consists in paying debts. This definition is soon abandoned as inadequate, but something of it remains at the end. There are several points to be noted about Plato’s definition. First, it makes it possible to have inequalities of power and privilege without injustice. The guardians are to have all the power, because they are the wisest members of the community; injustice would only occur, on Plato’s definition, if there were men in the other classes who were wiser than some of the guardians. That is why Plato provides for promotion and degradation of citizens, although he thinks that the double advantage of birth and education will, in most cases, make the children of guardians superior to the children of others. If there were a more exact science of government, and more certainty of men following its precepts, there would be much to be said for Plato’s system. No one thinks it unjust to put the best men into a football team, although they acquire thereby a great superiority. If football were managed as democratically as the Athenian government, the students to play for their university would be chosen by lot. But in matters of government it is difficult to know who has the most skill, and very far from certain that a politician will use his skill in the public interest rather than in his own or in that of his class or party or creed.

(p.112-114) This past, the Negro's past, of rope, fire torture, castration, infanticide, rape; death and humiliation; fear by day and night, fear as deep as the marrow of the bone; doubt that he was worthy of life, since everyone around him denied it; sorrow for this women, for his kinfolk, for his children, who needed his protection, and whom he could not protect; rage, hatred, and murder, hatred for white men so deep that it often turned against him and his own, and made all love, all trust, all joy impossible - this past, this endless struggle to achieve and reveal and confirm a human identity, human authority, yet contains, for all its horror, something very beautiful. I do not mean to be sentimental about suffering - enough is certainly as good as a feast - but people who cannot suffer can never grow up, can never discover who they are. That man who is forced each day to snatch manhood, his identity, out of the fire of human cruelty that rages to destroy it knows, if he survives his effort, and even if he does not survive it, something about himself and human life that no school on earth - and indeed, no church - can teach. He achieves his own authority, and that is unshakable. This is because, in order to save his life, he is forced to look beneath appearances, to take nothing for granted, to hear the meaning behind the words. If one is continually surviving the worst that life can bring, one eventually ceases to be controlled by a fear of what life can bring; whatever it brings must be borne. And at this level of experience one's bitterness begins to be palatable, and hatred becomes too heavy a sack to carry. The apprehension of life here so briefly and inadequately sketched has been the experience of generations of Negroes, and it helps to explain how they have endured and how they have been able to produce children of kindergarten age who can walk through mobs to get to school. It demands great force and great cunning continually to assault the mighty and indifferent fortress of white supremacy, as Negroes in this country have done so long. It demands great spiritual resilience not to hate the hater whose foot is on your neck, and even greater miracle of perception and charity not to teach your child to hate. The Negro boys and girls who are facing mobs today come out of a long line of improbable aristocrats - the only genuine aristocrats this country has produced. I say "this country" because their frame of reference was totally American. They were hewing out of the mountain of white supremacy the stone of their individuality. I have great respect for that unsung army of black men and women who trudged down back lanes and entered back doors, saying "Yes, sir" and "No, Ma'am" in order to acquire a new roof for the schoolhouse, new books, a new chemistry lab, more beds for the dormitories, more dormitories. They did not like saying "Yes, sir" and "No Ma'am", but the country was in no hurry to educate Negroes, these black men and women knew that the job had to be done, and they put their pride in their pockets in order to do it. It is very hard to believe that they were in anyway inferior to the white men and women who opened those back doors. It is very hard to believe that those men and women, raising their children, eating their greens, crying their curses, weeping their tears, singing their songs, making their love, as the sun rose, as the sun set, were in any way inferior to the white men and women who crept over to share these splendors after the sun went down. ... I am proud of these people not because of their color but because of their intelligence and their spiritual force and their beauty. The country should be proud of them, too, but, alas, not many people in this country even know of their existence.

The prime minister was provoked by what he considered to be unfriendly or inept coverage, or both, over many months. He concluded that the editors had lost control of the newsroom. . .What was probably the last straw for him was coverage of Israeli president Chaim Herzog's visit. When the Foreign Ministry announced the visit, fury flared across the Causeway. The Malaysian prime minister, Dr Mahathir Mohamad, recalled his high commissioner to Singapore and demanded the visit be cancelled. For Singapore to do so after the visit was announced would inflict serious damage on its sovereignty. Demonstrations erupted in many parts of Malaysia, and at the Malaysian end of the Causeway more than 100 demonstrators tried to stop a Singapore-bound train. Singapore flags were burnt. There were threats to cut off the water supply from Johor. Malaysia saw the visit as an insult. It did not recognise Israel, and had expected Singapore to be sensitive to its feelings. Singapore, however, could not refuse the Israeli request for its head of state to make a stopover visit in Singapore, the tail end of his three-week tour of Australia, New Zealand, Fiji and the Philippines, the first visit to this part of the world by an Israeli leader. Singapore could hardly forget the crucial assistance Israel had provided the Singapore Armed Forces in the early days of independence, when other friendly countries like Egypt and India had declined to help. What angered Lee Kuan Yew was our coverage of the Malaysian reactions to the visit. He felt it was grossly inadequate. . .Coverage in the Malaysian English press was restrained, but in their Malay press, Singapore was condemned in inflammatory language, and accused of being Israel's Trojan horse in Southeast Asia. A threat to target Singapore Airlines was prominently reported. . .And by depriving Singaporeans of the full flavour of what the Malaysian Malay media was reporting, an opportunity was lost to educate them about the harsh reality of life in the region, with two large Muslim-majority neighbours.

I simply am going to look you in the eye and say that if the United States hopes to remain a major player among nations, facing challenges such as poverty, inadequate education, and global market competition, we’re going to need to draw deeply from our entire talent pool, not just half of it.

The law isn’t that simple, and the practical damage will be great. State pensions are underfunded by $111 billion—a 500% increase from 1995 and up 75% in the past five years. About one in four state tax dollars already finances pensions, which is more than Illinois spends on education. Yet the court accuses politicians of shortchanging pensions. Politicians are to blame for the state’s fiscal woes, but mainly because they colluded with unions to promise unsustainable benefits in return for political support. Less than 40% of the increase in the state’s unfunded liability since 1995 is due to inadequate payments. The rest is due mainly to benefit growth and faulty actuarial assumptions such as investment rate of return. The 2013 reforms at issue capped salaries of

Prof. Louis Menand of Harvard, in a May 5 statement, argued that an education focused on narrow academic disciplines was inadequate: “Less than 20 percent of our students go on to get Ph.D.s,” he said. Many students end up in the business world, broadly construed, not in academia. In a separate May 5 statement, Prof. Sean D.

Given this lack of evidence, why has the meshing hypothesis proved so tenacious? The authors of the paper suspect that learning style theories ‘may reflect the fact that people are concerned that they, and their children, be seen and treated by educators as unique individuals’ (2008: 107). Moreover, learning styles offer unsuccessful learners (and their parents) a stick to beat their teachers with: ‘If a person or a person’s child is not succeeding or excelling in school, it may be more comfortable for the person to think that the educational system … is responsible [and] that the fault lies with instruction being inadequately tailored to one’s learning style’ (ibid.). Learning styles, in other words, are a convenient untruth.

Sir William Osler, the first Professor of Medicine at Johns Hopkins Medical School and a unique teacher and clinician, said: “One of the first duties of the physician is to educate… [people] not to take medicine.” You should not assume a physician is inadequate if he does not give a prescription at the end of your visit.

I met Dr. Freeman in 1991 when he came to Harvard to talk to my fellowship program about his New England Journal of Medicine article. With calm deliberation, this tall, elegant physician disrupted my vision of Harlem and other Black communities throughout the United States. He detailed a cascade of health conditions triggered by inadequate facilities, lack of access to health insurance, and a shortage of medical personnel, healthy food, safe neighborhoods, and basic education. He called the problem a national tragedy, an emergency analogous to a hurricane, flood, or other ruinous natural disaster, yet one for which no one was sounding the alarm.

To escape from such thoughts I would go back to my drawing board and plunge into the making of pictures. And now I found a new means of escape-lectures and libraries. Both enabled me to get away for a little while from my discontented thoughts because of loss of freedom through wedlock. Lately I realized anew that my education was inadequate. So many questions came up that I couldn't answer, and I needed to fortify myself with such answers. By listening to the lectures and reading a wide variety of books I nursed the seed which had been planted in my mind by Keir Hardie's speech in Denver, and by Myron Reed's discussions of the human struggle there.

It is the public schools, however, which can be made, outside the homes, the greatest means of training decent self-respecting citizens. We have been so hotly engaged recently in discussing trade-schools and the higher education that the pitiable plight of the public-school system in the South has almost dropped from view. Of every five dollars spent for public education in the State of Georgia, the white schools get four dollars and the Negro one dollar; and even then the white public-school system, save in the cities, is bad and cries for reform. If this is true of the whites, what of the blacks? I am becoming more and more convinced, as I look upon the system of common-school training in the South, that the national government must soon step in and aid popular education in some way. To-day it has been only by the most strenuous efforts on the part of the thinking men of the South that the Negro’s share of the school fund has not been cut down to a pittance in some half-dozen States; and that movement not only is not dead, but in many communities is gaining strength. What in the name of reason does this nation expect of a people, poorly trained and hard pressed in severe economic competition, without political rights, and with ludicrously inadequate common-school facilities? What can it expect but crime and listlessness, offset here and there by the dogged struggles of the fortunate and more determined who are themselves buoyed by the hope that in due time the country will come to its senses?

Words are inadequate when they highlight your experience in language.

For me, and for many of us, our first waking thought of the day is "I didn't get enough sleep." The next one is "I don't have enough time." Whether true or not, that thought of not enough occurs to us automatically before we ever think to question or examine it. We spend most of the hours and the days of our lives hearing, explaining, complaining, or worrying about what we don't have enough of... We don't have enough exercise. We don't have enough work. We don't have enough profits. We don't have enough power. We don't have enough wilderness. We don't have enough weekends. Of course, we don't have enough money -- ever. We're not thin enough, we're not smart enough, we're not pretty enough or fit enough or educated or successful enough, or rich enough -- ever. Before we even sit up in bed, before our feet touch the floor, we're already inadequate, already behind, already losing, already lacking something. And by the time we go to bed at night, our minds race with a litany of what we didn't get, or didn't get done, that day. We go to sleep burdened by those thoughts and wake up to the reverie of lack... What begins as a simple expression of the hurried life, or even the challenged life, grows into the great justification for an unfulfilled life.

But with this loss of myth what has not been lost is our need for meaning and therefore the West finds itself in a precarious position. For without a myth to help us author a meaningful life story and unite the culture in which we live, many people, according to Nietzsche and Jung, will latch on to collectivist political ideologies. These ideologies, encompassing their own sets of symbols and rituals, allow those who follow them to feel they are contributing to something bigger than their solitary self. But the worship of the state, in whatever form it takes, is the worship of a false idol. For while collectivist political ideologies can relieve its followers of the burdens of their individual existence, it is an inadequate replacement for myth. For statism does not promote the healthy development of the personality. Rather the moral education it offers is one that diminishes the value of the individual in favour of the collective. But to make matters worse, as history has amply shown, the worship of the state does not produce cultural unity, but instead breeds division, conflict, and death.

If children in a given school, for example, come from diverse religious or cultural backgrounds, on what basis should the school conduct ethical education? To use a single religious perspective would be inadequate. [...] What is required is a way of promoting inner values which is genuinely universal — which can embrace, without prejudice, both agnostic humanist perspectives and religious perspectives of various kinds.

When we say a boy needs a father, we mean, a boy needs someone to teach him how to be a patriarch. Teach him to suppress. Teach him to be unfeeling. Teach him to lead without asking. Teach him solitude. Teach him not to cope. Teach him to explode. All in the name of maintaining the myth. Every lesson my father ever taught me came back to the myth. “One day, when you have a son of your own,” he would say, “you will understand.” I have no son of my own, but I understand. I understand that my father carried the pain of being abandoned by his father and vowed to not be like him. I understand that my father became the type of father he wished he had. I understand that for him a father was meant to set an example of hard work, that he should pass along valuable life lessons about handling money, that he should teach you how to drive and tie a double windsor, that he should come down hard when you lie or fail to live up to your potential. I also understand that as a shy insecure kid who wanted someone to talk to about his fears, there was a distance between me and my father. As someone who needed to know that I would be loved even through my mistakes, my father’s raised eyebrows, and voice, and belt, weren’t reassuring. His way of buying affection without speaking through his feelings made it harder to get close. His cold reactions to some of my proudest moments didn’t ease us toward embrace. When I tell the story of my relationship with my father, the response I hear most often is, “You had it better than most. Be grateful he was there.” And once again the myth prevents us from seeing. I did have it better than most. I’ll never deny that. My father’s sacrifices meant that I never went homeless or hungry, unclothed or unwashed. Materially, I had all that I could ask for and more — he made that possible. I would not be writing these words today if he didn’t. I’m grateful. But it doesn’t mean the strain and tension between us didn’t have an effect on me - on my sense of self. I didn’t like myself for a long time and much of that had to do with never feeling like I could do anything worthy enough to receive my father’s love. Perfection, if I could achieve such a thing, felt inadequate. I know now that it isn’t true. That he loved me in the way he knew how and he always would. But that’s not what shaped me.

Faced with inadequate health care, a weakening birth rate, the dying off of the boomer generation, the increased need for skilled and unskilled labor, and failing systems of infrastructure and education, we will not be able to adapt if we cannot concede that we are intimately connected to each other, and are a part of each other’s narrative. The narrative of Christian citizenship turns on sacrifice for the other. It is rooted in the idea that we are at our best when we are willing to enter into another person’s loss and suffering and become sacrificially responsible.

The frustration some express with capitalism—and the overextended interference into it—is misplaced. Capitalism is not the problem. Capitalism does not cause poor education; it does not cause discrimination; it does not cause inadequate healthcare; and it does not cause poverty. And further, the existence of wealth does not cause poverty. Poverty is not caused by wealth; misfortune is not caused by fortune.

that what the process of re-education known as psychoanalysis really does is to eliminate or recondition irrelevant avoidances and inadequate seekings.

It is not to be wondered at, that a Government instituted in times so inauspicious, should on experiment be found greatly deficient and inadequate to the purpose it was intended to answer.

Consider for a moment the problem of obesity among children in the most economically developed countries. A business executive may frame the issue as one of market potential for new lines of food and clothing, but an educator may frame it as a problem of learning deficits, behavioral disorders, and long-term development issues. A scientist may frame the obesity problem as a population-growth rate that has outstripped agricultural activity, and a sociologist might frame the problem as inadequate family and social structures. An economist may frame the same problem in terms of insufficient purchasing power or the inequitable distribution of agricultural commodities. Each of us frames our strategic problem according to our own experience and what we “know.” Accordingly, we proceed to make assumptions that inform and influence our decision making. Figure 12.1 illustrates this dynamic cycle.

The voice went into his head, bored down through his memories, riffled through his fears, found the right levers, battened onto them, and pulled. In Moist’s case, it found Frau Shambers. In the second year at school, you were precipitated out of the warm, easygoing kindergarten of Frau Tissel, smelling of finger paint, playdough, and inadequate toilet training, and onto the cold benches governed by Frau Shambers, smelling of Education. It was as bad as being born, with the added disadvantage that your mother wasn’t there. Moist

Not all communication problems are the result of inadequate education; sometimes the cause is a self-concept that generates self-sabotage.

self-protective withdrawal from candidates who are perceived as particularly privileged or untouchable, and “compassionate graduation” of inadequately performing candidates who have remained in training for many years are other typical symptoms of the failure to invest adequate authority in the faculty body.

But just as legal segregation in the South was a huge national horror hidden in plain view, so too the massive desolation of the intellect and spirits and the human futures of these millions of young people in their neighborhoods of poverty is yet another national horror hidden in plain view; and it is so enormous and it has its ganglia implanted so profoundly in the culture as we know it, that we’re going to have to build another movement if we hope to make it visible." Choosing his words deliberately, Wilkins spoke of what he termed the "small-minded triumphalism" of contemporary political leaders who grew up in "isolated worlds of white male privilege" and have, as a result, "inadequate education for the responsibilities they hold.

For me, and for many of us, our first waking thought of the day is “I didn’t get enough sleep.” The next one is “I don’t have enough time.” Whether true or not, that thought of not enough occurs to us automatically before we even think to question or examine it. We spend most of the hours and the days of our lives hearing, explaining, complaining, or worrying about what we don’t have enough of … We don’t have enough exercise. We don’t have enough work. We don’t have enough profits. We don’t have enough power. We don’t have enough wilderness. We don’t have enough weekends. Of course, we don’t have enough money—ever. We’re not thin enough, we’re not smart enough, we’re not pretty enough or fit enough or educated or successful enough, or rich enough—ever. Before we even sit up in bed, before our feet touch the floor, we’re already inadequate, already behind, already losing, already lacking something. And by the time we go to bed at night, our minds race with a litany of what we didn’t get, or didn’t get done, that day. We go to sleep burdened by those thoughts and wake up to the reverie of lack … What begins as a simple expression of the hurried life, or even the challenged life, grows into the great justification for an unfulfilled life.2 As I read this passage, it makes total sense to me why we’re a nation hungry for more joy: Because we’re starving from a lack of gratitude. Lynne says that addressing scarcity doesn’t mean searching for abundance but rather choosing a mind-set of sufficiency:

In the second year at school you were precipitated out of the warm, easy-going kindergarten of Frau Tissel, smelling of finger paint, salt dough and inadequate toilet training, and on to the cold benches governed by Frau Shambers, smelling of Education. It was as bad as being born, with the added disadvantage that your mother wasn’t there.

Readers read in so many different ways, any one standard of measure is inadequate. No matter their pedigree, inveterate readers read the way they eat—for pleasure as well as nourishment, indulgence as much as education, and sometimes for transcendence, too. Hot dogs one day, haute cuisine the next. Keeping

For me, and for many of us, our first waking thought of the day is “I didn’t get enough sleep.” The next one is “I don’t have enough time.” Whether true or not, that thought of not enough occurs to us automatically before we even think to question or examine it. We spend most of the hours and the days of our lives hearing, explaining, complaining, or worrying about what we don’t have enough of. We don’t have enough exercise. We don’t have enough work. We don’t have enough profits. We don’t have enough power. We don’t have enough wilderness. We don’t have enough weekends. Of course, we don’t have enough money—ever. We’re not thin enough, we’re not smart enough, we’re not pretty enough or fit enough or educated or successful enough, or rich enough —ever. Before we even sit up in bed, before our feet touch the floor, we’re already inadequate, already behind, already losing, already lacking something. And by the time we go to bed at night, our minds are racing with a litany of what we didn’t get, or didn’t get done, that day. We go to sleep burdened by those thoughts and wake up to that reverie of lack. ... What begins as a simple expression of the hurried life, or even the challenged life, grows into the great justification for an unfulfilled l i f e. We each have the choice in any setting to step back and let go of the mindset of scarcity. Once we let go of scarcity, we discover the surprising truth of sufficiency. By sufficiency, I don’t mean a quantity of anything. Sufficiency isn’t two steps up from poverty or one step short of abundance. It isn’t a measure of barely enough or more than enough. Sufficiency isn’t an amount at all. It is an experience, a context we generate, a declaration, a knowing that there is enough, and that we are enough. Sufficiency resides inside of each of us, and we can call it forward. It is a consciousness, an attention, an intentional choosing of the way we think about our circumstances.

My analysis work proved that there are thirty major reasons for failure, and thirteen major principles through which people accumulate fortunes. In this chapter, a description of the thirty major causes of failure will be given. As you go over the list, check yourself by it, point by point, for the purpose of discovering how many of these causes-of-failure stand between you and success. 1. UNFAVORABLE HEREDITARY BACKGROUND. There is but little, if anything, which can be done for people who are born with a deficiency in brain power. This philosophy offers but one method of bridging this weakness-through the aid of the Master Mind. Observe with profit, however, that this is the ONLY one of the thirty causes of failure which may not be easily corrected by any individual. 2. LACK OF A WELL-DEFINED PURPOSE IN LIFE. There is no hope of success for the person who does not have a central purpose, or definite goal at which to aim. Ninety-eight out of every hundred of those whom I have analyzed, had no such aim. Perhaps this was the 3. LACK OF AMBITION TO AIM ABOVE MEDIOCRITY. We offer no hope for the person who is so indifferent as not to want to get ahead in life, and who is not willing to pay the price. 4. INSUFFICIENT EDUCATION. This is a handicap which maybe overcome with comparative ease. Experience has proven that the best-educated people are often those who are known as "self-made," or self-educated. It takes more than a college degree to make one a person of education. Any person who is educated is one who has learned to get whatever he wants in life without violating the rights of others. Education consists, not so much of knowledge, but of knowledge effectively and persistently APPLIED. Men are paid, not merely for what they know, but more particularly for WHAT THEY DO WITH THAT WHICH THEY KNOW. 5.LACK OF SELF-DISCIPLINE. Discipline comes through self-control. This means that one must control all negative qualities. Before you can control conditions, you must first control yourself. Self-mastery is the hardest job you will ever tackle. If you do not conquer self, you will be conquered by self. You may see at one and the same time both your best friend and your greatest enemy, by stepping in front of a mirror. 6. ILL HEALTH. No person may enjoy outstanding success without good health. Many of the causes of ill health are subject to mastery and control. These, in the main are: a. Overeating of foods not conducive to health b. Wrong habits of thought; giving expression to negatives. c. Wrong use of, and over indulgence in sex. d. Lack of proper physical exercise e. An inadequate supply of fresh air, due to improper breathing.

Quality matters when quantity is an inadequate substitute. If a building contractor finds that her two-ton truck is on another job, she may easily substitute two one-ton trucks to carry landfill. On the other hand, if a three-star chef is ill, no number of short-order cooks is an adequate replacement. One hundred mediocre singers are not the equal of one top-notch singer. Keeping children additional hours or weeks in broken schools—schools that can neither educate nor control behavior—does not help and probably increases resentment and distrust.

The Renaissance was not a civilization of small shopkeepers and artisans, nor of a well-to-do, half-educated middle class, but rather the jealously gaurded possession of a highbrow and Latinized elite. This consisted mainly of those classes of society which were associated with the humanistic and Neeplatonic movement - a uniform and, on the whole, like-minded intelligentsia such as, for example, the clergy, taken as a totality, had never been. The important works of art were intended for this circle. The broader masses either had no knowledge at all of them or appreciated them inadequately and from a non-artistic point of view, finding their own aesthetic pleasure in inferior products. This was the origin of that unbridgeable gulf between an educated minority and an uneducated majority which had never been known before to this extent and which was to be such a decisive factor in the whole future development of art.

An inadequate education is a terrible burden on a child.