Influence Of A Teacher Quotes

A teacher affects eternity; he can never tell where his influence stops.

A good teacher protects his pupils from his own influence.

You don’t get to pick your family, but you can pick your teachers and you can pick your friends and you can pick the music you listen to and you can pick the books you read and you can pick the movies you see. You are, in fact, a mashup of what you choose to let into your life. You are the sum of your influences. The German writer Goethe said, "We are shaped and fashioned by what we love.

A parent gives life, but as parent, gives no more. A murderer takes life, but his deed stops there. A teacher affects eternity; he can never tell where his influence stops.

The true teacher defends his pupils against his own personal influence.

Time and time again does the pride of man influence his very own fall. While denying it, one gradually starts to believe that he is the authority, or that he possesses great moral dominion over others, yet it is spiritually unwarranted. By that point he loses steam; in result, he falsely begins trying to prove that unwarranted dominion by seizing the role of a condemner.

The only people you have to look out for in life are the people that don't care about anything or anyone. These are the people that end up teaching your children.

Self-leaders are still true leaders even if they have no known followers. True leaders inspire by the influence of their characters and general self-made brands. Leadership is defined by the virtues of one's behaviour.

Contrary to popular opinion, leadership is not a reserved position for a particular group of people who were elected or appointed, ordained or enthroned. Leadership is self-made, self-retained, self-inculcated and then exposed through a faithful, sincere and examplary life.

But a mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

Self-leaders do not look for followers because they are busily pursuing their influencial dreams that followers will trace and ask for. Followers look for influence and that can be obtained from self-leaders.

Words were originally magic, and the word retains much of its old magical power even to-day. With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings.

In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we’ve channeled that joy (or pain) into our own unique philosophies on life and learning and we’re always looking for an opportunity to share them—with each other, our students, parents, or in our communities.

A young child is a leader to an elderly person once his purpose has a faithful, sincere and trustworthy influence on people. Leadership is not restricted to position and age; it is self-made and influencial. Everyone has this self-leadership quality.

...What I have denied and what my reason compels me to deny, is the existence of a Being throned above us as a god, directing our mundane affairs in detail, regarding us as individuals, punishing us, rewarding us as human judges might. When the churches learn to take this rational view of things, when they become true schools of ethics and stop teaching fables, they will be more effective than they are to-day... If they would turn all that ability to teaching this one thing – the fact that honesty is best, that selfishness and lies of any sort must surely fail to produce happiness – they would accomplish actual things. Religious faiths and creeds have greatly hampered our development. They have absorbed and wasted some fine intellects. That creeds are getting to be less and less important to the average mind with every passing year is a good sign, I think, although I do not wish to talk about what is commonly called theology. The criticisms which have been hurled at me have not worried me. A man cannot control his beliefs. If he is honest in his frank expression of them, that is all that can in justice be required of him. Professor Thomson and a thousand others do not in the least agree with me. His criticism of me, as I read it, charged that because I doubted the soul’s immortality, or ‘personality,’ as he called it, my mind must be abnormal, ‘pathological,’ in other, words, diseased... I try to say exactly what I honestly believe to be the truth, and more than that no man can do. I honestly believe that creedists have built up a mighty structure of inaccuracy, based, curiously, on those fundamental truths which I, with every honest man, must not alone admit but earnestly acclaim. I have been working on the same lines for many years. I have tried to go as far as possible toward the bottom of each subject I have studied. I have not reached my conclusions through study of traditions; I have reached them through the study of hard fact. I cannot see that unproved theories or sentiment should be permitted to have influence in the building of conviction upon matters so important. Science proves its theories or it rejects them. I have never seen the slightest scientific proof of the religious theories of heaven and hell, of future life for individuals, or of a personal God. I earnestly believe that I am right; I cannot help believing as I do... I cannot accept as final any theory which is not provable. The theories of the theologians cannot be proved. Proof, proof! That is what I always have been after; that is what my mind requires before it can accept a theory as fact. Some things are provable, some things disprovable, some things are doubtful. All the problems which perplex us, now, will, soon or late, be solved, and solved beyond a question through scientific investigation. The thing which most impresses me about theology is that it does not seem to be investigating. It seems to be asserting, merely, without actual study. ...Moral teaching is the thing we need most in this world, and many of these men could be great moral teachers if they would but give their whole time to it, and to scientific search for the rock-bottom truth, instead of wasting it upon expounding theories of theology which are not in the first place firmly based. What we need is search for fundamentals, not reiteration of traditions born in days when men knew even less than we do now. [Columbian Magazine interview]

A true leader is still a leader even when he takes up servants' duty, provided he maintains a human face and added integrity to his self-retained qualities.

You can be in your room and lead people. Just develop your potentials and publicize them and you will see people looking for your product. That is influence; self-made leaders do not look for followers. Followers look for them.

For Christians to influence the world with the truth of God's Word requires the recovery of the great Reformation doctrine of vocation. Christians are called to God's service not only in church professions but also in every secular calling. The task of restoring truth to the culture depends largely on our laypeople. To bring back truth, on a practical level, the church must encourage Christians to be not merely consumers of culture but makers of culture. The church needs to cultivate Christian artists, musicians, novelists, filmmakers, journalists, attorneys, teachers, scientists, business executives, and the like, teaching its laypeople the sense in which every secular vocation-including, above all, the callings of husband, wife, and parent--is a sphere of Christian ministry, a way of serving God and neighbor that is grounded in God's truth. Christian laypeople must be encouraged to be leaders in their fields, rather than eager-to-please followers, working from the assumptions of their biblical worldview, not the vapid clichés of pop culture.

A teacher affects eternity; he can never tell where his influence stops -Henry Adams

We're freaks, the two of us, Franny and I. I'm a twenty-five-year-old freak and she's a twenty-one-year-old freak, and both those bastards are responsible. I swear to you, I could murder them both without batting an eyelash. The great teachers. The great emancipators. My God. I can't even sit down to lunch with a man any more and hold up my end of a decent conversation. I either get so bored or so goddamn preachy that if the son of a bitch had any sense, he'd break his chair over my head

With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings.

And Edward was staring at me curiously, that same, familiar edge of frustation even more distinct now in his black eyes. I stared back, surprised, expecting him to look quickly away. But instead he continued to gaze with probing intensity into my eyes. There was no question of me looking away. My hands started to shake. "Mr. Cullen?" the teacher called, seeking the answer to a question that I haden't heard. "The Krebs Circle," Edward answered, seeming relucant as he turned to look at Mr. Banner. I looked down at my book as soon as his eyes released me, trying to find my place. Cowardly as ever, I shifted my hair over my right shoulder to hide my face. I couldn't believe the rush of emotion pulsing through me - just because he'd happened to look at me for the first time in a half-dozen weeks. I couldn't allow him to have this level of influence over me. It was pathetic. More than pathetic, it was unhealthy.

Teachers' minds influence the collective mind of human civilization. Humanity is in many ways influenced by the quality of our teachers collectively and the quality of our schools collectively.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

The concept of leadership is abused by people who think a person becomes a leader when he grows grey hair, put into a position and expected to function. Everyone has a leadership potential carried within in a specific area of his or purpose. Leadership is universal and built on trust.

A teacher affects eternity; he can never tell where his influence stops.”   —HENRY ADAMS

Plato is widely believed to have been a student of Socrates and to have been deeply influenced by his teacher's unjust death. Plato's brilliance as a writer and thinker can be witnessed by reading his Socratic dialogues. Some of the dialogues, letters, and other works that are ascribed to him are considered spurious

A “self-leader” is the positively influence you have on yourself and on others without any influence with your titles and positions. You must be able to lead yourself before you can lead others.

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

The most effective reading teachers are teachers who read. According to Morrison, Jacobs, and Swinyard (1999), “Perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school” (p. 81).

One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.

In a research-poor context,isolated experience replaces professional knowledge as the dominant influence on how teachers teach.

Unfortunately, many people are in the same trap—and not only in academia. We are influenced by our teachers and parents to the extent that we spend our lives trying, as best we can, to mimic them, and all too often we end up being second-rate replicas.

The business of education is the most influential business in existence. Teachers collectively influence the minds of everyone to ever live. There's no one working in any company in any role that hasn't been influenced by several teachers on their journey; teachers whose lessons equipped them to succeed in some way.

The fact is, parents and schools and cultures can and do shape people. The most important influence in my life, outside of my family, was my high school journalism teacher, Hattie M. Steinberg. She pounded the fundamentals of journalism into her students -- not simply how to write a lead or accurately transcribe a quote but, more important, how to comport yourself in a professional way. She was nearing sixty at the time I had her as my teacher and high school newspaper adviser in the late 1960s. She was the polar opposite of "cool," but we hung around her classroom like it was the malt shop and she was Wolfman Jack. None of us could have articulated it then, but it was because we enjoyed being harangued by her, disciplined by her, and taught by her. She was a woman of clarity and principles in an age of uncertainty. I sit up straight just thinking about her!

It is customary for adults to forget how hard and dull school is. The learning by memory all the basic things one must know is the most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you don't believe that watch an illiterate adult try to do it. School is not so easy and it is not for the most part very fun, but then, if you are very lucky, you may find a teacher. Three real teachers in a lifetime is the very best of luck. I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit. My three had these things in common. They all loved what they were doing. They did not tell - they catalyzed a burning desire to know. Under their influence, the horizons sprung wide and fear went away and the unknown became knowable. But most important of all, the truth, that dangerous stuff, became beautiful and precious.

Don't imagine that the art of poetry is any simpler than the art of music, or that you can please the expert before you have spent at least as much effort on the art of verse as the average piano teacher spends on the art of music. Be influenced by as many great artists as you can, but have the decency either to acknowledge the debt outright, or try to conceal it. Don't allow "influence" to mean merely that you mop up the particular decorative vocabulary of some one or two poets who you happen to admire.

In order to change the world, you must first change yourself. In order to have the right to see what is wrong with the world, you must first earn that right through seeing what is wrong with yourself. We do not become influencers, leaders and teachers, through pulling on our better attributes and applying those better attributes to a broken world like a healing balm; rather, we become influencers, leaders and teachers in this world, by performing within ourselves the purging that we wish to see take place in others.

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

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

We were trained in the army for ten weeks and in this time more profoundly influenced than by ten years at school. We learned that a bright button is weightier than four volumes of Schopenhauer. At first astonished, then embittered, and finally indifferent, we recognised that what matters is not the mind but the boot brush, not intelligence but the system, not freedom but drill. We became soldiers with eagerness and enthusiasm, but they have done everything to knock that out of us. After three weeks it was no longer incomprehensible to us that a braided postman should have more authority over us than had formerly our parents, our teachers, and the whole gamut of culture from Plato to Goethe.

A teacher affects eternity; he can never tell where his influence stops.” —HENRY ADAMS

In the classic Zen in the Art of Archery, Eugen Herrigel’s teacher urged him always to take his next shot unburdened by previous failures to hit the target; as he improved, his teacher urged him not to be influenced by his successes either, to stay in the present moment.

Publishers or those who influence them have evidently concluded that what American society needs to stay strong is citizens who assent to its social structure and economic system without thought.

The effectiveness of an inspired bishop, adviser, or teacher has very little to do with the outward trappings of power or an abundance of this world’s goods. The leaders who have the most influence are usually those who set hearts afire with devotion to the truth, who make obedience to duty seem the essence of manhood, who transform some ordinary routine occurrence so that it becomes a vista where we see the person we aspire to be.

10 ways to raise a wild child. Not everyone wants to raise wild, free thinking children. But for those of you who do, here's my tips: 1. Create safe space for them to be outside for a least an hour a day. Preferable barefoot & muddy. 2. Provide them with toys made of natural materials. Silks, wood, wool, etc...Toys that encourage them to use their imagination. If you're looking for ideas, Google: 'Waldorf Toys'. Avoid noisy plastic toys. Yea, maybe they'll learn their alphabet from the talking toys, but at the expense of their own unique thoughts. Plastic toys that talk and iPads in cribs should be illegal. Seriously! 3. Limit screen time. If you think you can manage video game time and your kids will be the rare ones that don't get addicted, then go for it. I'm not that good so we just avoid them completely. There's no cable in our house and no video games. The result is that my kids like being outside cause it's boring inside...hah! Best plan ever! No kid is going to remember that great day of video games or TV. Send them outside! 4. Feed them foods that support life. Fluoride free water, GMO free organic foods, snacks free of harsh preservatives and refined sugars. Good oils that support healthy brain development. Eat to live! 5. Don't helicopter parent. Stay connected and tuned into their needs and safety, but don't hover. Kids like adults need space to roam and explore without the constant voice of an adult telling them what to do. Give them freedom! 6. Read to them. Kids don't do what they are told, they do what they see. If you're on your phone all the time, they will likely be doing the same thing some day. If you're reading, writing and creating your art (painting, cooking...whatever your art is) they will likely want to join you. It's like Emilie Buchwald said, "Children become readers in the laps of their parents (or guardians)." - it's so true! 7. Let them speak their truth. Don't assume that because they are young that you know more than them. They were born into a different time than you. Give them room to respectfully speak their mind and not feel like you're going to attack them. You'll be surprised what you might learn. 8. Freedom to learn. I realize that not everyone can homeschool, but damn, if you can, do it! Our current schools system is far from the best ever. Our kids deserve better. We simply can't expect our children to all learn the same things in the same way. Not every kid is the same. The current system does not support the unique gifts of our children. How can they with so many kids in one classroom. It's no fault of the teachers, they are doing the best they can. Too many kids and not enough parent involvement. If you send your kids to school and expect they are getting all they need, you are sadly mistaken. Don't let the public school system raise your kids, it's not their job, it's yours! 9. Skip the fear based parenting tactics. It may work short term. But the long term results will be devastating to the child's ability to be open and truthful with you. Children need guidance, but scaring them into listening is just lazy. Find new ways to get through to your kids. Be creative! 10. There's no perfect way to be a parent, but there's a million ways to be a good one. Just because every other parent is doing it, doesn't mean it's right for you and your child. Don't let other people's opinions and judgments influence how you're going to treat your kid. Be brave enough to question everything until you find what works for you. Don't be lazy! Fight your urge to be passive about the things that matter. Don't give up on your kid. This is the most important work you'll ever do. Give it everything you have.

But a mountain of recent evidence suggests that teacher skill has less influence on a student’s performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home-based inputs are lacking, there is only so much a school can do.

The most significant factor lies elsewhere, and it is on this that I intend to concentrate in this first chapter. Why I am a Christian is due ultimately neither to the influence of my parents and teachers, nor to my own personal decision for Christ, but to ‘the Hound of Heaven’. That is, it is due to Jesus Christ himself, who pursued me relentlessly even when I was running away from him in order to go my own way. And if it were not for the gracious pursuit of the Hound of Heaven I would today be on the scrap-heap of wasted and discarded lives.

We go about in a world where secret influences are continually at work for us or against us, and we do not suspect their existence, because we have no imagination. For it needs imagination to perceive the truth—that is why the greatest poets are always the greatest teachers.

Coming back to America was, for me, much more of a cultural shock than going to India. The people in the Indian countryside don’t use their intellect like we do, they use their intuition instead, and their intuition is far more developed than in the rest of the world. Intuition is a very powerful thing, more powerful than intellect, in my opinion. That’s had a big impact on my work. Western rational thought is not an innate human characteristic; it is learned and is the great achievement of Western civilization. In the villages of India, they never learned it. They learned something else, which is in some ways just as valuable but in other ways is not. That’s the power of intuition and experiential wisdom. Coming back after seven months in Indian villages, I saw the craziness of the Western world as well as its capacity for rational thought. If you just sit and observe, you will see how restless your mind is. If you try to calm it, it only makes it worse, but over time it does calm, and when it does, there’s room to hear more subtle things—that’s when your intuition starts to blossom and you start to see things more clearly and be in the present more. Your mind just slows down, and you see a tremendous expanse in the moment. You see so much more than you could see before. It’s a discipline; you have to practice it. Zen has been a deep influence in my life ever since. At one point I was thinking about going to Japan and trying to get into the Eihei-ji monastery, but my spiritual advisor urged me to stay here. He said there is nothing over there that isn’t here, and he was correct. I learned the truth of the Zen saying that if you are willing to travel around the world to meet a teacher, one will appear next door.

A thought can advance your life in the right direction only when it answers questions which were asked by your soul. A thought which was first borrowed from someone else and then accepted by your mind and memory does not really much influence your life, and sometimes leads you in the wrong direction. Read less, study less, but think more. Learn, both from your teachers and from the books which you read, only those things which you really need and which you really want to know.

Will non-English-speaking students start speaking English because their teachers were fired? Will children come to school ready to learn because their teachers were fired? It would be good if our nation's education leaders recognized that teachers are not solely responsible for student test scores. Other influences matter, including the students' effort, the family's encouragement, the effects of popular culture, and the influence of poverty. A blogger called "Mrs. Mimi" wrote the other day that we fire teachers because "we can't fire poverty." Since we can't fire poverty, we can't fire students, and we can't fire families, all that is left is to fire teachers.

In the civilization of our times, it is normal, and almost obligatory, for cookery and fashion to take up most of the culture sections, for chefs and fashion designers now enjoy the prominence that before was given to scientists, composers and philosophers. Gas burners, stoves and catwalks meld, in the cultural coordinates of our time, with books, laboratories and operas, while TV stars and great footballers exert the sort of influence over habits, taste and fashion that was previously the domain of teachers and thinkers

Henry Adams: “A teacher affects eternity; he can never tell where his influence stops.

Teachers affect eternity; no one can tell where their influence stops. –Henry Brooks Adams

Words are important—they can influence, and in some cases rationalize, policy.

Education as socialization tells people what to think and how to act and requires them to conform. Education as socialization influences students simply to accept the rightness of our society.

The influence of the Sermon on the Mount is truly past reckoning. Any rational human being with a conscientious mind is bound to be influenced by its exuberant content regardless of religious background.

For all the talk of education, modern societies neglect to examine by far the most influential means by which their populations are educated. Whatever happens in our classrooms, the more potent and ongoing kind of education takes place on the airwaves and on our screens. Cocooned in classrooms for only our first eighteen years or so, we effectively spend the rest of our lives under the tutelage of news entities which wield infinitely greater influence over us than any academic institution can. Once our formal education has finished, the news is the teacher. It is the single most significant force setting the tone of public life and shaping our impressions of the community beyond our own walls. It is the prime creator of political and social reality. As revolutionaries well know, if you want to change the mentality of a country, you don't head to the art gallery, the department of education or the homes of famous novelists; you drive the tanks straight to the nerve center of the body politic, the news HQ.

I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher.

If you have a million fans and no talent, you’re still not a success. a million students and no lesson, you’re still not a teacher. a million sermons and no compassion, you’re still not a priest. a million children and no affection, you’re still not a father. a million anniversaries and no devotion, you’re still not a husband. If you have a million sheep and no courage, you’re still not a shepherd. a million seeds and no harvest, you’re still not a farmer. a million titles and no integrity, you’re still not a champion. a million thoughts and no insights, you’re still not a philosopher. a million predictions and no prophecy, you’re still not a prophet. If you have a million soldiers and no unity, you’re still not an army. a million monks and no camaraderie, you’re still not a monastery. a million cities and no borders, you’re still not a country. a million musicians and no harmony, you’re still not an orchestra. a million armies and no strategy, you’re still not a general. If you have a million titles, and no influence, you’re still not a leader; a million ideas and no creations, you’re still not an artist. a million theories, and no facts, you’re still not a scholar; a million books, and no wisdom, you’re still not a sage; a million virtues, and no love, you’re still not a saint.

We were trained in the army for ten weeks and in this time more profoundly influenced than by ten years at school. We learned that a bright button is weightier than four volumes of Schopenhauer. At first astonished, then embittered, and finally indifferent, we recognized that what matters is not the mind but the boot brush, not intelligence but the system, not freedom but drill. We became soldiers with eagerness and enthusiasm, but they have done everything to knock that out of us. After three weeks it was no longer incomprehensible to us that a braided postman should have more authority over us than had formerly our parents, our teachers, and the whole gamut of culture from Plato to Goethe.

Paul knew what he was talking about when he called Christians “earthen vessels.” We’re baked clay. We’re privy pots. The advance of the gospel will never occur on account of us. This helps explain why God chose none of the early preachers among the apostles because of his superior intellect, position, or prominence. As I wrote in my book Twelve Ordinary Men, these twelve were so ordinary it defies all human logic: not one teacher, not one priest, not one rabbi, not one scribe, not one Pharisee, not one Sadducee, not even a synagogue ruler—nobody from the elite. Half of them or so were fishermen, and the rest were common laborers. One, Simon the Zealot, was a terrorist, a member of a group who went around with daggers in their cloaks, trying to stab Romans. Then there was Judas, the loser of all losers. What was the Lord doing? He picked people with absolutely no influence. None of the great intellects from Egypt, Greece, Rome, or Israel was among the apostles. During the New Testament time, the greatest scholars were very likely in Egypt. The most distinguished philosophers were in Athens. The powerful were in Rome. The biblical scholars were in Jerusalem. God disdained all of them and picked clay pots instead.

This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.

I remember the number to the school’s desk because last year, Molly thought it would be funny to prank-call a teacher and tell them that the queen wanted to come on a royal visit. We got detention for a week. I assure you, my friends are a very bad influence on me.

It’s not easy to feel good about yourself when you are constantly being told you’re rubbish and/or part of the problem. That’s often the situation for people working in the public sector, whether these be nurses, civil servants or teachers. The static metrics used to measure the contribution of the public sector, and the influence of Public Choice theory on making governments more ‘efficient’, has convinced many civil-sector workers they are second-best. It’s enough to depress any bureaucrat and induce him or her to get up, leave and join the private sector, where there is often more money to be made. So public actors are forced to emulate private ones, with their almost exclusive interest in projects with fast paybacks. After all, price determines value. You, the civil servant, won’t dare to propose that your agency could take charge, bring a helpful long-term perspective to a problem, consider all sides of an issue (not just profitability), spend the necessary funds (borrow if required) and – whisper it softly – add public value. You leave the big ideas to the private sector which you are told to simply ‘facilitate’ and enable. And when Apple or whichever private company makes billions of dollars for shareholders and many millions for top executives, you probably won’t think that these gains actually come largely from leveraging the work done by others – whether these be government agencies, not-for-profit institutions, or achievements fought for by civil society organizations including trade unions that have been critical for fighting for workers’ training programmes.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

Words were originally magic, and the word retains much of its old magical power even to-day. With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings. Therefore let us not underestimate the use of words in psychotherapy, and let us be satisfied if we may be auditors of the words which are exchanged between the analyst and his patient.

Everyone of us has her/his own niche in life. There are lot of people I look up to, they inspire me and they will always influence my life. Here are some of those inspirational figures and their niches: . Kenneth Hagin- A man of faith . Myles Munroe- A man of Kingdom of God . Mike Murdock- A man of wisdom . Casey Treat- A man that has a heart for orphans . Oscar Nkosi- A grounded teacher of God's word . Matthew Ashimolowo- A man who raises champions . John Maxwell- A man of leadership . Reinhard Bonnke- A man of winning souls . Mark Chironna- A man that delivers the fresh word from above.

But, by a curious twist, it is not the leadership that is old and decorous that fetches him, but the leadership that is new and extravagant. He will resist dictation out of the past, but he will follow a new messiah with almost Russian willingness, and into the wildest vagaries of economics, religion, morals and speech. A new fallacy in politics spreads faster in the United States than anywhere else on earth, and so does a new fashion in hats, or a new revelation of God, or a new means of killing time, or a new metaphor or piece of slang. Thus the American, on his linguistic side, likes to make his language as he goes along, and not all the hard work of his grammar teachers can hold the business back. A novelty loses nothing by the fact that it is a novelty; it rather gains something, and particularly if it meet the national fancy for the terse, the vivid, and, above all, the bold and imaginative. The characteristic American habit of reducing complex concepts to the starkest abbreviations was already noticeable in colonial times, [Pg023] and such highly typical Americanisms as O. K., N. G., and P. D. Q., have been traced back to the first days of the republic. Nor are the influences that shaped these early tendencies invisible

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

Bizarre doctrinal inventions, proclaimed by Hinn under the alleged influence of the Holy Spirit, only confirm his true nature. What should we conclude about someone who has claimed that the Trinity consists of nine persons;65 that God the Father “walks in a spirit body” complete with hands, mouth, hair, and eyes;66 that the Lord Jesus assumed a satanic nature on the cross;67 and that believers should think of themselves as little Messiahs?68 It is ludicrous to think Holy God would authenticate such egregious error by giving a false teacher like Benny Hinn miracle power. Such would make God a participant in Hinn’s deception. But that is obviously not the case.

In many instances, politics was the cover for personal vendetta and family feud. Most of the right-wing terror was directed against those who had influenced the violence against the priests and the factory owners back in 1934 - union leaders, prominent anti-clericals, several Republican mayors. And yet - mechanics, butchers, doctors, builders, labourers, barbers - they too were 'taken for a walk', as the phrase came to be known. And it wasn't just men. Certain women who had become teachers under the Republic were removed, as were known anarchists' wives. None of it was legal, of course, but there seemed no means of stopping it, when hate and power were in play.

I have always been interested in the way that elements of stories twine and combine. At school I had an art teacher, a great influence on me, who disliked man-made objects unless they were old and showed the effects of time and wear; she loved all natural things. I share this attitude and it plays a large part in my writing. I'm fascinated by the ambiguity of man's relationship to the huge, mysterious universe around him; how, on the one hand, we make ourselves little boxes and think to exist safely and snugly in them; on the other, we extend our knowledge further and further into the limitless void; and yet from time to time these opposites collide and produce astonishing results.

A teacher expressed the feeling of many Americans: After Watergate, it's crazy to have trust in politicians. I'm totally cynical, skeptical. Whether it's a question of power or influence, it's who you know at all levels. Nixon said he was the sovereign! Can you believe that? I was indignant. Someone should have told him that this is a democracy, not a monarchy.32

continued. “The solution to almost every problem imaginable can be found in the outcome of a fairy tale. Fairy tales are life lessons disguised with colorful characters and situations. “‘The Boy Who Cried Wolf ’ teaches us the value of a good reputation and the power of honesty. ‘Cinderella’ shows us the rewards of having a good heart. ‘The Ugly Duckling’ teaches us the meaning of inner beauty.” Alex’s eyes were wide, and she nodded in agreement. She was a pretty girl with bright blue eyes and short strawberry-blonde hair that was always kept neatly out of her face with a headband. The way the other students stared at their teacher, as if the lesson being taught were in another language, was something Mrs. Peters had never grown accustomed to. So, Mrs. Peters would often direct entire lessons to the front row, where Alex sat. Mrs. Peters was a tall, thin woman who always wore dresses that resembled old, patterned sofas. Her hair was dark and curly and sat perfectly on the top of her head like a hat (and her students often thought it was). Through a pair of thick glasses, her eyes were permanently squinted from all the judgmental looks she had given her classes over the years. “Sadly, these timeless tales are no longer relevant in our society,” Mrs. Peters said. “We have traded their brilliant teachings for small-minded entertainment like television and video games. Parents now let obnoxious cartoons and violent movies influence their children. “The only exposure to the tales some children acquire are versions bastardized by film companies. Fairy

If you want to further understanding of systemic racism even more among the people you interact with, you can try to link to the systemic effects of racism whenever you talk about racism. Instead of posting on Facebook: “This teacher shouted a racial slur at a Hispanic kid and should be fired!” you can say all that, and then add, “This behavior is linked to the increased suspension, expulsion, and detention of Hispanic youth in our schools and sets an example of behavior for the children witnessing this teacher’s racism that will influence the way these children are treated by their peers, and how they are treated as adults.” I do this often when I’m talking about racism, and pretty regularly somebody will comment with something like, “That’s an aspect of this situation I hadn’t considered, thank you.

In general, here is how it works: The teacher stands in front of the class and asks a question. Six to ten children strain in their seats and wave their hands in the teacher’s face, eager to be called on and show how smart they are. Several others sit quietly with eyes averted, trying to become invisible, When the teacher calls on one child, you see looks of disappointment and dismay on the faces of the eager students, who missed a chance to get the teacher’s approval; and you will see relief on the faces of the others who didn’t know the answer…. This game is fiercely competitive and the stakes are high, because the kids are competing for the love and approval of one of the two or three most important people in their world. Further, this teaching process guarantees that the children will not learn to like and understand each other. Conjure up your own experience. If you knew the right answer and the teacher called on someone else, you probably hoped that he or she would make a mistake so that you would have a chance to display your knowledge. If you were called on and failed, or if you didn’t even raise your hand to compete, you probably envied and resented your classmates who knew the answer. Children who fail in this system become jealous and resentful of the successes, putting them down as teacher’s pets or even resorting to violence against them in the school yard. The successful students, for their part, often hold the unsuccessful children in contempt, calling them “dumb” or “stupid.” This competitive process does not encourage anyone to look benevolently and happily upon his fellow students.77

Words were originally magic, and the word retains much of its old magical power even to-day. With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings. Therefore

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.

Children's lies are therefore entirely the work of their teachers, and to teach them to speak the truth is nothing less than to teach them the art of lying. In your zeal to rule, control, and teach them, you never find sufficient means at your disposal. You wish to gain fresh influence over their minds by baseless maxims, by unreasonable precepts; and you would rather they knew their lessons and told lies, than leave them ignorant and truthful.

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

Understand and influence students’ and teachers’ perceptions, tolerance, knowledge, and empathy about diverse populations to help increase students’ successful integration into American educational settings; Help teachers develop and implement tools and strategies in the classroom that encourage effective communication and understanding of and between members of diverse cultural backgrounds; Build and maintain collaborations between students, families, teachers, and other community members to assist diverse populations.

Just a few nights ago the roaring fire prompted a conversation about Gaston Bachelard's Psychoanalysis of Fire,' I said to Foucault. 'Did you by any chance know Bachelard?' 'Yes, I did,' Foucault responded. 'He was my teacher and exerted a great influence upon me.' 'I can just visualize Bachelard musing before his hearth and devising the startling thesis that mankind tamed fire to stimulate his daydreaming, that man is fundamentally the dreaming animal.' 'Not really,' Foucault blurted out. 'Bachelard probably never saw a fireplace or ever listened to water streaming down a mountainside. With him it was all a dream. He lived very ascetically in a cramped two-room flat he shared with his sister.' 'I have read somewhere that he was a gourmet and would shop every day in the street markets to get the freshest produce for his dinner.' 'Well, he undoubtedly shopped in the outdoor markets,' Foucault responded impatiently, 'but his cuisine, like his regimen, was very plain. He led a simple life and existed in his dream.' 'Do you shop in the outdoor markets in Paris?' Jake asked Michel. 'No,' Foucault laughed, 'I just go to the supermarket down the street from where I live.

Not all of history is recorded in the books supplied to school children in Harlem or Birmingham. Yet this boy and this girl know something of the part of history which has been censored by the white writers and purchasers of board-of-education books. They know that Negroes were with George Washington at Valley Forge. They know that the first American to shed blood in the revolution which freed his country from British oppression was a black seaman named Crispus Attucks. The boy's Sunday-school teacher has told him that one of the team who designed the capital of their nation, Washington, D.C., was a Negro, Benjamin Banneker. Once the girl had heard a speaker, invited to her school during Negro History Week. This speaker told how, for two hundred years, without wages, black people, brought to this land in slave ships and in chains, had drained the swamps, built the homes, made cotton king and helped, on whip-lashed backs, to lift this nation from colonial obscurity to commanding influence in domestic commerce and world trade. Wherever there was hard work, dirty work, dangerous work—in the mines, on the docks, in the blistering foundries—Negroes had done more than their share.

An Act for establishing religious Freedom. Section 1 Whereas, Almighty God hath created the mind free; That all attempts to influence it by temporal punishments or burthens, or by civil incapacitations tend only to beget habits of hypocrisy and meanness, and therefore are a departure from the plan of the holy author of our religion, who being Lord, both of body and mind yet chose not to propagate it by coercions on either, as was in his Almighty power to do, That the impious presumption of legislators and rulers, civil as well as ecclesiastical, who, being themselves but fallible and uninspired men have assumed dominion over the faith of others, setting up their own opinions and modes of thinking as the only true and infallible, and as such endeavouring to impose them on others, hath established and maintained false religions over the greatest part of the world and through all time; That to compel a man to furnish contributions of money for the propagation of opinions, which he disbelieves is sinful and tyrannical; That even the forcing him to support this or that teacher of his own religious persuasion is depriving him of the comfortable liberty of giving his contributions to the particular pastor, whose morals he would make his pattern, and whose powers he feels most persuasive to righteousness, and is withdrawing from the Ministry those temporary rewards, which, proceeding from an approbation of their personal conduct are an additional incitement to earnest and unremitting labours for the instruction of mankind; That our civil rights have no dependence on our religious opinions any more than our opinions in physics or geometry, That therefore the proscribing any citizen as unworthy the public confidence, by laying upon him an incapacity of being called to offices of trust and emolument, unless he profess or renounce this or that religious opinion, is depriving him injuriously of those privileges and advantages, to which, in common with his fellow citizens, he has a natural right, That it tends only to corrupt the principles of that very Religion it is meant to encourage, by bribing with a monopoly of worldly honours and emoluments those who will externally profess and conform to it; That though indeed, these are criminal who do not withstand such temptation, yet neither are those innocent who lay the bait in their way; That to suffer the civil magistrate to intrude his powers into the field of opinion and to restrain the profession or propagation of principles on supposition of their ill tendency is a dangerous fallacy which at once destroys all religious liberty because he being of course judge of that tendency will make his opinions the rule of judgment and approve or condemn the sentiments of others only as they shall square with or differ from his own; That it is time enough for the rightful purposes of civil government, for its officers to interfere when principles break out into overt acts against peace and good order; And finally, that Truth is great, and will prevail if left to herself, that she is the proper and sufficient antagonist to error, and has nothing to fear from the conflict, unless by human interposition disarmed of her natural weapons free argument and debate, errors ceasing to be dangerous when it is permitted freely to contradict them.

We maintain therefore that in matters of Religion, no man’s right is abridged by the institution of Civil Society, and that Religion is wholly exempt from its cognizance. True it is, that no other rule exists, by which any question which may divide a Society, can be ultimately determined, but the will of the majority; but it is also true, that the majority may trespass on the rights of the minority. ...Because it is proper to take alarm at the first experiment on our liberties. We hold this prudent jealousy to be the first duty of Citizens, and one of the noblest characteristics of the late Revolution. The free men of America did not wait till usurped power had strengthened itself by exercise, and entangled the question in precedents. They saw all the consequences in the principle, and they avoided the consequences by denying the principle. We revere this lesson too much soon to forget it. Who does not see that the same authority which can establish Christianity, in exclusion of all other Religions, may establish with the same ease any particular sect of Christians, in exclusion of all other Sects? that the same authority which can force a citizen to contribute three pence only of his property for the support of any one establishment, may force him to conform to any other establishment in all cases whatsoever? ...Because experience witnesseth that ecclesiastical establishments, instead of maintaining the purity and efficacy of Religion, have had a contrary operation. During almost fifteen centuries has the legal establishment of Christianity been on trial. What have been its fruits? More or less in all places, pride and indolence in the Clergy, ignorance and servility in the laity, in both, superstition, bigotry and persecution. ...What influence in fact have ecclesiastical establishments had on Civil Society? In some instances they have been seen to erect a spiritual tyranny on the ruins of the Civil authority; in many instances they have been seen upholding the thrones of political tyranny: in no instance have they been seen the guardians of the liberties of the people. Rulers who wished to subvert the public liberty, may have found an established Clergy convenient auxiliaries. A just Government instituted to secure & perpetuate it needs them not. Such a Government will be best supported by protecting every Citizen in the enjoyment of his Religion with the same equal hand which protects his person and his property; by neither invading the equal rights of any Sect, nor suffering any Sect to invade those of another. [Memorial and Remonstrance Against Religious Assessments, 20 June 1785. This was written in response to a proposed bill that would establish 'teachers of the Christian religion', violating the 1st Amendment's establishment clause]

My family, all these people, the black community…they were both perpetrators and victims. They believed and spread the narrative that Jim Crow segregation was a Republican thing, and that rich white men were the lone and total group Republicans actually cared about. I, along with everyone else I knew, had been robbed of the right to find out what we truly believed. I had been denied that opportunity by my own family, neighbors, friends, teachers, and even pastors. What’s more, we had been encouraged to act in a particular way because of these lies, offering Democrats our votes and support. The Democrats had effectively influenced the black community for decades using this narrative. And they still are.

The highest knowledge is still no match for the lowest wisdom. The highest fame is still no match for the lowest influence. The highest weakness is still no match for the lowest strength. The highest loss is still no match for the lowest win. The highest opinion is still no match for the lowest fact. The highest immitation is still no match for the lowest original. The highest pleasure is still no match for the lowest purpose. The highest talent is still no match for the lowest genius. The highest theory is still no match for the lowest proof. The highest want is still no match for the lowest need. The highest mind is still no match for the lowest soul. The highest technology is still no match for the lowest miracle. The highest darkness is still no match for the lowest light. The highest devil is still no match for the lowest angel. The highest vice is still no match for the lowest virtue. The highest Hell is still no match for the lowest Heaven. The highest priest is still no match for the lowest prophet. The highest scholar is still no match for the lowest sage. The highest warrior is still no match for the lowest conqueror. The highest lawyer is still no match for the lowest judge. The highest politician is still no match for the lowest activist. The highest follower is still no match for the lowest leader. The highest student is still no match for the lowest teacher. The highest disciple is still no match for the lowest master.

I am aware that teachers in modern societies often face tremendous challenges. Classes can be very large, the subjects taught can be very complex, and discipline can be difficult to maintain. Given the importance, and the difficulty, of teachers' jobs, I was surprised when I heard that in some western societies today teaching is regarded as a rather low-status profession. That is surely very muddled. Teachers must be applauded for choosing this career. They should congratulate themselves, particularly on days when they are exhausted and downhearted. They are engaged in work that will influence not just students' immediate level of knowledge but their entire lives, and thereby they have the potential to contribute to the future of humanity itself.

Elsewhere, in schools where teachers had come under the influence of the Moravian reformer Jan Amos Comenius (1592–1670), shafts of sunlight were theoretically able to penetrate. The Klosterschule in Ohrdruf (previously a monastic school) to which Bach moved from Eisenach after his parents’ death and attended for four and a half years, is alleged to have been just such a place, famous in the district for having adopted Comenius’s curricular reforms. His method stressed the importance of cultivating a favourable environment for learning, of encouraging pleasure as well as moral instruction through study, and of helping pupils to learn progressively from concrete examples, stage by stage – from a knowledge of things (including songs and pictures) rather than through words alone.

Do you know that when one who has influence with youth- be he teacher, leader or parent- seriously weakens the foundations upon which a young person has built, by faith-destroying challenges the youngster is not yet equipped to meet, he fashions a disciple who has been effectively cut loose from fundamentals at a time when he needs most to rely on them? The challenger may himself be a moral, educated, well-meaning person of integrity, doing what he does in the name of honesty and truth. His own character may have been formed in an atmosphere of faith and conviction which, through his influence, he may now help to destroy in his young follower. "Disenchanted" himself in his mature years, he turns his powers on an immature mind and leaves it ready prey for nostrums and superstitions and behavior he himself would disdain.

Many teachers […] discourage uncertainty, emphasizing instead what they know, or feel the students should know. They are more comfortable encouraging students to learn trustworthy information than to explore questions to which they themselves do not know the answer. Instead of using school as a place to formalize and extend the power of a young child’s zest for tackling the unknown or uncertain, teachers tend to squelch curiosity. [...] Few teachers readily see that they’re discouraging students’ questions, just as few parents readily see that they’re short-tempered with their children. […] One of the key findings of research is that children are heavily influenced not only by what adults say to them, but also by how the adults themselves behave. If schools value children’s curiosity, they’ll need to hire teachers who are curious. [...] in order to flourish, curiosity needs to be cultivated.

Some 30 years ago, I was influenced by Dr. J Robertson McQuilkin, who was president of Columbia Bible College in Columbia, SC, a great Bible teacher and Christian leader. His wife developed short-term memory loss, and then she was diagnosed with Alzheimer’s in the early 1980’s. He abruptly resigned his position, cared for her full time and then wrote a book, A Promise Kept. I remember thinking that he must really love his wife! God used this man’s example and his relationship with his wife to plant thoughts and feelings that would grow year by year, and be used to mold Gini and my relationship to one another and the importance of our marriage vows to one another “in the sight of God and these witnesses”. I now know that the “witnesses” include many who are still observing us today, as the Lord helps us to graciously love one another completely and unreservedly “til death do us part” If you have not watched this video with our vows and voices, please do so or pass this message on. On the website as alternate video just below the main one or http://vimeo.com/65673042 To get the book Gini and I wrote, www.ReadTheJourneyHome.com

Western rational thought is not an innate human characteristic; it is learned and is the great achievement of Western civilization. In the villages of India, they never learned it. They learned something else, which is in some ways just as valuable but in other ways is not. That’s the power of intuition and experiential wisdom. Coming back after seven months in Indian villages, I saw the craziness of the Western world as well as its capacity for rational thought. If you just sit and observe, you will see how restless your mind is. If you try to calm it, it only makes it worse, but over time it does calm, and when it does, there’s room to hear more subtle things—that’s when your intuition starts to blossom and you start to see things more clearly and be in the present more. Your mind just slows down, and you see a tremendous expanse in the moment. You see so much more than you could see before. It’s a discipline; you have to practice it. Zen has been a deep influence in my life ever since. At one point I was thinking about going to Japan and trying to get into the Eihei-ji monastery, but my spiritual advisor urged me to stay here. He said there is nothing over there that isn’t here, and he was correct. I learned the truth of the Zen saying that if you are willing to travel around the world to meet a teacher, one will appear next door.

There is a sense that people of the Middle Ages did not feel space in the same way we do, as an empty expanse through which we move, or as a box in which we are contained. In Saving the Appearances (1957), Owen Barfield suggested that medieval man did not feel he was within space as if it were a container. Rather, for Barfield, medieval man wore the world like a garment. Medieval man, Barfield suggests, saw the world quite differently than we do. For him the air was “filled with light proceeding from a living sun, rather as our own flesh is filled with blood from a living heart.” The night sky was not a “homogenous vault pricked with separate points of light, but a regional qualitative sky . . . from which . . . the great zodiacal belt . . . the planets and the moon . . . are raying down their complex influences on the earth.”16 Barfield says that although he may not have heard it, medieval man believed in the music of the spheres and he took for granted the correspondences between things on Earth and those above: the moon’s correspondence with growth, the sun’s with gold, Venus’s with copper, that of Mars with iron, and Saturn with lead. For Barfield, this meant that our medieval ancestors lived in a much more “participatory” relationship to the world than we do. They were “in” the world in a way that we are not, much more like figures in a painting than objects in a box. There was, we can say, a felt continuity between themselves and the world around them.

But the Hermetic Teachings go much further than do those of modern science. They teach that all manifestation of thought, emotion, reason, will or desire, or any mental state or condition, are accompanied by vibrations, a portion of which are thrown off and which tend to affect the minds of other persons by "induction." This is the principle which produces the phenomena of "telepathy"; mental influence, and other forms of the action and power of mind over mind, with which the general public is rapidly becoming acquainted, owing to the wide dissemination of occult knowledge by the various schools, cults and teachers along these lines at this time. Every thought, emotion or mental state has its corresponding rate and mode of vibration. And by an effort of the will of the person, or of other persons, these mental states may be reproduced, just as a musical tone may be reproduced by causing an instrument to vibrate at a certain rate — just as color may be reproduced in the same way. By a knowledge of the Principle of Vibration, as applied to Mental Phenomena, one may polarize his mind at any degree he wishes, thus gaining a perfect control over his mental states, moods, etc. In the same way he may affect the minds of others, producing the desired mental states in them. In short, he may be able to produce on the Mental Plane that which science produces on the Physical Plane — namely, "Vibrations at Will." This power of course may be acquired only by the proper instruction, exercises, practice, etc., the science being that of Mental Transmutation, one of the branches of the Hermetic Art.

But if somebody does want a productive conversation and genuinely believes that being called “cracker” is the same as being called “nigger” and feels angry and invalidated by the insistence that both do not meet your definition of racism, they will say so. This is an educational opportunity. This is a great way to let that person know that you do hear them, and that your experiences do not erase theirs because even though their experience is valid, it is a different experience. A response I’ve used is, “What was said to you wasn’t okay, and should be addressed. But we are talking about two different things. Being called “cracker” hurts, may even be humiliating. But after those feelings fade, what measurable impact will it have on your life? On your ability to walk the streets safely? On your ability to get a job? How often has the word “cracker” been used to deny you services? What measurable impact has this word had on the lives of white Americans in general?” In all honesty, from my personal experience, you are still not likely to get very far in that conversation, not right away. But it gives people something to think about. These conversations, even if they seem fruitless at first, can plant a seed to greater understanding. If you want to further understanding of systemic racism even more among the people you interact with, you can try to link to the systemic effects of racism whenever you talk about racism. Instead of posting on Facebook: “This teacher shouted a racial slur at a Hispanic kid and should be fired!” you can say all that, and then add, “This behavior is linked to the increased suspension, expulsion, and detention of Hispanic youth in our schools and sets an example of behavior for the children witnessing this teacher’s racism that will influence the way these children are treated by their peers, and how they are treated as adults.” I do this often when

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).