Intellectually Informed Quotes

The Net’s interactivity gives us powerful new tools for finding information, expressing ourselves, and conversing with others. It also turns us into lab rats constantly pressing levers to get tiny pellets of social or intellectual nourishment.

It is a sad thing to think of, but there is no doubt that genius lasts longer than beauty. That accounts for the fact that we all take such pains to over-educate ourselves. In the wild struggle for existence, we want to have something that endures, and so we fill our minds with rubbish and facts, in the silly hope of keeping our place. The thoroughly well-informed man--that is the modern ideal. And the mind of the thoroughly well-informed man is a dreadful thing. It is like a bric-a-brac shop, all monsters and dust, with everything priced above its proper value.

It was in my nature to absorb large volumes of information during times of distress, like I could master the distress through intellectual dominance.

Television, radio, and all the sources of amusement and information that surround us in our daily lives are also artificial props. They can give us the impression that our minds are active, because we are required to react to stimuli from the outside. But the power of those external stimuli to keep us going is limited. They are like drugs. We grow used to them, and we continuously need more and more of them. Eventually, they have little or no effect. Then, if we lack resources within ourselves, we cease to grow intellectually, morally, and spiritually. And we we cease to grow, we begin to die.

The means of communication, the irresistible output of the entertainment and information industry carry with them prescribed attitudes and habits, certain intellectual and emotional reactions which bind the consumers to the producers and, through the latter to the whole social system. The products indoctrinate and manipulate; they promote a false consciousness which is immune against its falsehood...Thus emerges a pattern of one-dimensional thought and behavior.

A decision worthy of the name is based on observation, factual information, intellectual and ethical judgment. Opinion—that darling of the press, the politician, and the poll—may be based on no information at all.

The Fundamentalist Christians have told me that I am a slave of Satan and should have my demons expelled with an exorcism. The Fundamentalist Materialists inform me that I am a liar, charlatan, fraud and scoundrel. Aside from this minor difference, the letters are astoundingly similar. Both groups share the same crusading zeal and the same lack of humor, charity and common human decency. These intolerable cults have served to confirm me in my agnosticism by presenting further evidence to support my contention that when dogma enters the brain, all intellectual activity ceases.

Reading is a dialog with oneself; it is self-reflection, which cultivates profound humanity. Reading is therefore essential to our development. It expands and enriches the personality like a seed that germinates after a long time and sends forth many blossom-laden branches. People who can say of a book, 'this changed my life' truly understand the meaning of happiness. Reading that sparks inner revolution is desperately needed to escape drowning in the rapidly advancing information society. Reading is more than intellectual ornamentation; it is a battle for the establishment for the self, a ceaseless challenge that keeps us young and vigorous.

Great God! What have I turned into? What right have you people to clutter up my life, steal my time, probe my soul, suckle my thoughts, have me for your companion, confidant, and information bureau? What do you take me for? Am I an entertainer on salary, required every evening to play an intellectual farce under your stupid noses? Am I a slave, bought and paid for, to crawl on my belly in front of you idlers and lay at your feet all that I do and all that I know?

An Idea is nothing but Information, It won't do us any harm until we accept it as perception of truth in our mind, which in time will potentially evolve and construct major events in history.

Intellectual death is endemic in areas where people are unprepared to obtain new information for development. Learning is a way of staying alive.

Libraries are forever.

Teaching is not about information. It's about having an honest intellectual relationship with your students.

The gas-law of learning: . . . any amount of information no matter how small will fill any intellectual void no matter how large.

If education were the same as information, the encyclopedias would be the greatest sages in the world.

Intellectual growth results not from the accumulation of tidbits of information, but from considering and integrating it.

Naturally, the educated man does not believe in propa­ganda; he shrugs and is convinced that propaganda has no effect on him. This is, in fact, one of his great weaknesses, and propa­gandists are well aware that in order to reach someone, one must first convince him that propaganda is ineffectual and not very clever. Because he is convinced of his own superiority, the intellectual is much more vulnerable than anybody else to this maneu­ver, even though basically a high intelligence, a broad culture, a constant exercise of the critical faculties, and full and objective information are still the best weapons against propaganda.

Intellectual freedom is essential -- freedom to obtain and distribute information, freedom for open-minded and unfearing debate and freedom from pressure by officialdom and prejudices. Such freedom of thought is the only guarantee against an infection of people by mass myths, which, in the hands of treacherous hypocrites and demagogues, can be transformed into bloody dictatorship.

Social scientific research is and always will be tentative and imperfect. It does not claim to transform economics, sociology, and history into exact sciences. But by patiently searching for facts and patterns and calmly analyzing the economic, social, and political mechanisms that might explain them, it can inform democratic debate and focus attention on the right questions. It can help to redefine the terms of debate, unmask certain preconceived or fraudulent notions, and subject all positions to constant critical scrutiny. In my view, this is the role that intellectuals, including social scientists, should play, as citizens like any other but with the good fortune to have more time than others to devote themselves to study (and even to be paid for it—a signal privilege).

I don't believe in information, I believe in disinformation.

Biologically and intellectually, reading allows the species to go “beyond the information given” to create endless thoughts most beautiful and wonderful.

Just as Manda Lewis's impressions of the world had been informed by her reading-- leading her to expect balls, duels, and conveniently timed thunderstorms out of life-- so, too, had mine; but what I expected was intellectual commerce between equals.

The library is not just an information center. It's always been a refuge for anyone to come to, whatever status in society. For people, intellectuals, pseudo-intellectuals, for lonely people. For every walk of life.

For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence.

Let me remind all of us--disabled and nondisabled--that every time we defend our intelligence, we come close to disowning intellectually disabled people. We imply that it might be okay to exclude, devalue, and institutionalize people who actually live with body-mind conditions that impact the ways they think, understand, and process information. The only way out of this trap is to move toward, not away from, intellectually disabled people, to practice active solidarity.

I understood these things intellectually, the way I understand that the world is round or that gravity is a universal force. But it took me a long time to truly grasp what Dr. Summer had told me many times before: "To survive a violent childhood, you created aspects of your consciousness that held information about the violence away from you. That's why you remember it as if it happened to someone else. You have many ways of being you.

Seeing shapes and colours without the burden of thinking about what they are will liberate your creative mind, inform your visual resources and alleviate intellectual interference.

Intellectual death is endemic in areas where people are not prepared to gain new information for development. Learning is the intervention!

in an age of information overload . . . the last thing any of us needs is more information about God. We need the practice of incarnation, by which God saves the lives of those whose intellectual assent has turned them dry as dust, who have run frighteningly low on the bread of life, who are dying to know more God in their bodies. Not more about God. More God.

What is history? What is its significance for humanity? Dr. J. H. Robinson gives us a precise answer: "Man's abject dependence on the past gives rise to the continuity of history. Our convictions, opinions, prejudices, intellectual tastes; our knowledge, our methods of learning and of applying for information we owe, with slight exceptions, to the past-often to the remote past. History is an expansion of memory, and like memory it alone can explain the present and in this lies its most unmistakable value.

We don’t learn about taking care of ourselves the way we learn math. Although information is useful and sometimes critical, self-care isn’t only an intellectual process. It’s our experiences that change us.

We are asked today to feel compassionately for everyone in the world; to digest intellectually all the information spread out in public print; and to implement in action every ethical impulse aroused by our hearts and minds. The interrelatedness of the world links us constantly with more people than our hearts can hold. Or rather—for I believe the heart is infinite—modern communication loads us with more problems than the human frame can carry.

I consider it a shame that most contemporary American writing seems informed more by Hemingway, the hero of adolescent boys of all ages and genders, than by the sui generis genius of letters, Faulkner. A phalanx of books about boredom in the Midwest is lauded (where the Midwest lies is a source of constant puzzlement to me, somewhere near Iowa, I presume), as are books about unexplored angst in New Jersey or couples unable to communicate in Connecticut. It was Camus who asserted that American novelists are the only ones who think they need not be intellectuals.

Today, we have more information than ever, but less wisdom; more talk, but less listening; more things in the superficial showroom (celebrities are a good example), and less in the intellectual storeroom (that would be knowledge).

The feeding of the Muse then, which we have spent most of our time on here, seem to me to be the continual running after loves, the checking of these loves against one's present and future needs, the moving on from simple textures to more complex ones, from naive ones to more informed ones, from nonintellectual to intellectual ones. Nothing is ever lost. If you have moved over vast territories and dared to love silly things, you will have learned even from the most primitive items collected and out aside in your life. From an ever-roaming curiosity in all the arts, from bad radio to good theatre, from nursery rhyme to symphony, from jungle compound to Kafka's Castle, there is basic excellence to be winnowed out, truths found, kept, savored, and used on some later day. To be a child of one's time is to do all these things.

Millennials: We lost the genetic lottery. We graduated high school into terrorist attacks and wars. We graduated college into a recession and mounds of debt. We will never acquire the financial cushion, employment stability, and material possessions of our parents. We are often more educated, experienced, informed, and digitally fluent than prior generations, yet are constantly haunted by the trauma of coming of age during the detonation of the societal structure we were born into. But perhaps we are overlooking the silver lining. We will have less money to buy the material possessions that entrap us. We will have more compassion and empathy because our struggles have taught us that even the most privileged can fall from grace. We will have the courage to pursue our dreams because we have absolutely nothing to lose. We will experience the world through backpacking, couch surfing, and carrying on interesting conversations with adventurers in hostels because our bank accounts can't supply the Americanized resorts. Our hardships will obligate us to develop spiritual and intellectual substance. Maybe having roommates and buying our clothes at thrift stores isn't so horrible as long as we are making a point to pursue genuine happiness.

Yet I am incapable of writing the only kind of novel which interests me: a book powered with an intellectual or moral passion strong enough to create order, to create a new way of looking at life. It is because I am too diffused. I have decided never to write another novel. I have fifty 'subjects' I could write about; and they would be competent enough. If there is one thing we can be sure of, it is that competent and informative novels will continue to pour from the publishing houses. I have only one, and the least important, of the qualities necessary to write at all, and that is curiosity. It is the curiosity of the journalist.

The question, then, is not about changing people; it's about reaching people. I'm not speaking simply of better information, a sharper and clearer factual presentation to disperse the thick fogs generated by today's spin machines. Of course, we always need stronger empirical arguments to back up our case. It would certainly help if at least as many people who believe, say, in a "literal devil" or that God sent George W. Bush to the White House also knew that the top 1 percent of households now have more wealth than the bottom 90 percent combined. Yes, people need more information than they get from the media conglomerates with their obsession for nonsense, violence and pap. And we need, as we keep hearing, "new ideas." But we are at an extraordinary moment. The conservative movement stands intellectually and morally bankrupt while Democrats talk about a "new direction" without convincing us they know the difference between a weather vane and a compass. The right story will set our course for a generation to come.

A Christian goes to college to discover his vocation - and to develop skills necessary to occupy a section of cultural, intellectual domain in a manner worthy of the kingdom of God. A believer also goes to college to gain general information and habits of thought necessary for developing a well-structured soul suitable for a well-informed, good citizen of both earthly and heavenly kingdoms.

I’m categorizing them according to attraction type,” said Marjory. “Outdoor activities, historical sites, shopping opportunities—subcategorized, of course, into fashion, antiques, and souvenirs.” “Of course,” said Andrew. “And, over here, you’ll find dining options.” Andrew smiled. “Isn’t informational organization awesome?” “Yes,” said Marjory. “It’s certainly more intellectually stimulating than video games.

As neoliberalism wages war on public goods and the very idea of a public, including citizenship beyond membership, it dramatically thins public life without killing politics. Struggles remain over power, hegemonic values, resources, and future trajectories. This persistence of politics amid the destruction of public life and especially educated public life, combined with the marketization of the political sphere, is part of what makes contemporary politics peculiarly unappealing and toxic— full of ranting and posturing, emptied of intellectual seriousness, pandering to an uneducated and manipulable electorate and a celebrity-and-scandal-hungry corporate media. Neoliberalism generates a condition of politics absent democratic institutions that would support a democratic public and all that such a public represents at its best: informed passion, respectful deliberation, aspirational sovereignty, sharp containment of powers that would overrule or undermine it.

But the lie had to be a good one, because if your lie is badly done it makes everyone feel wretched, liar and lied-to alike plunged into the deepest lackadaisy, and everyone just feels like going into the other room and drinking a glass of water, or whatever is available there, whereas if you can lie really well then get dynamite results, 35 percent report increased intellectual understanding, awareness, insight, 40 percent report more tolerance, acceptance of others, liking for self, 29 percent report they receive more personal and more confidential information from people and that others become more warm and supportive toward them--all in consequence of a finely orchestrated, carefully developed untruth.

The heart contains passion but the imagination alone contains poetry,’ says Charles Baudelaire. This too was the lesson that Theophile Gautier, most subtle of all modern critics, most fascinating of all modern poets, was never tired of teaching - ‘Everybody is affected by a sunrise or a sunset.’ The absolute distinction of the artist is not his capacity to feel nature so much as his power of rendering it. The entire subordination of all intellectual and emotional faculties to the vital and informing poetic principle is the surest sign of the strength of our Renaissance.

Intellectual property, more than ever, is a line drawn around information, which asserts that despite having been set loose in the world - and having, inevitably, been created out of an individual's relationship with the world - that information retains some connection with its author that allows that person some control over how it is replicated and used. In other words, the claim that lies beneath the notion of intellectual property is similar or identical to the one that underpins notions of privacy. It seems to me that the two are inseparable, because they are fundamentally aspects of the same issue, the need we have to be able to do something by convention that is impossible by force: the need to ringfence certain information. I believe that the most important unexamined notion - for policymakers and agitators both - in these debates is that they are one: you can't persuade people on the one hand to abandon intellectual property (a decision which, incidentally, would mean an even more massive upheaval in the way the world runs than we've seen so far since 1990) and hope to keep them interested in privacy. You can't trash privacy and hope to retain a sense of respect for IP.

The second most dangerous thing about money is that it leaves most of the people who have a lot of it with the unshakable belief that they are intelligent and well informed. The most dangerous thing about it is that it leaves most of the people who do not have a lot of money with the very same belief.

This intellectual approach is a good first step, and it can provide important information, but since it is based on guesswork and theory, it can’t give you a full, nuanced understanding of a part. And even if your guesses are right, it will be difficult to heal the part since you aren’t in direct contact with it. Full transformation requires direct experience of a part and a trusting relationship with it, something we will see clearly as the book unfolds.

Big Brother has no interest in well-informed citizens capable of critical thinking. Big Brother wants you to shop at Wal-Mart, where He will control the media that influences your life. The media works with the government and with the large corporations to form mass culture, which is utilized to create public consent, and most folks aren’t even aware of this process as it goes on all around them. Big Brother is actively seeking the complacency of the wage-slaves. Big Brother doesn’t want you to know about the spoken word performances given by Henry Rollins, or Jello Biafra or Terrence McKenna- or a thousand other people- because they will crack your laminate of societal posturing. Big Brother doesn’t want you to know about Bill Hicks, because Brother Bill will provide you with the courage and impetus to spit in Big Brother’s face. The internet is but one facet of our mass-marketed popular culture, and everyone is plugged into it. If you’re reading this, you are a part of it, the internet, one large hive mind, a singular consciousness. And that can be a good thing, but too often, people let themselves slip into it, into this world, to the point where they are no longer able to differentiate between what they think, what they know, and what is thrust upon them. They have no access to their own point of view, or their own spiritual consciousness, for lack of a better way to phrase it. So, to answer your question, in a lengthy and circuitous fashion, I would say that disgust with intellectual sloth, puerile voyeurism and dissent are the primary proponents in my work.

The political merchandisers appeal only to the weak­nesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this pur­pose all the resources of psychology and the social sciences are mobilized and set to work. Carefully se­lected samples of the electorate are given "interviews in depth." These interviews in depth reveal the uncon­scious fears and wishes most prevalent in a given so­ciety at the time of an election. Phrases and images aimed at allaying or, if necessary, enhancing these fears, at satisfying these wishes, at least symbolically, are then chosen by the experts, tried out on readers and audiences, changed or improved in the light of the information thus obtained. After which the political campaign is ready for the mass communicators. All that is now needed is money and a candidate who can be coached to look "sincere." Under the new dispen­sation, political principles and plans for specific action have come to lose most of their importance. The person­ality of the candidate and the way he is projected by the advertising experts are the things that really mat­ter. In one way or another, as vigorous he-man or kindly father, the candidate must be glamorous. He must also be an entertainer who never bores his audience. Inured to television and radio, that audience is accustomed to being distracted and does not like to be asked to con­centrate or make a prolonged intellectual effort. All speeches by the entertainer-candidate must therefore be short and snappy. The great issues of the day must be dealt with in five minutes at the most -- and prefera­bly (since the audience will be eager to pass on to something a little livelier than inflation or the H-bomb) in sixty seconds flat. The nature of oratory is such that there has always been a tendency among politicians and clergymen to over-simplify complex is­sues. From a pulpit or a platform even the most con­scientious of speakers finds it very difficult to tell the whole truth. The methods now being used to merchan­dise the political candidate as though he were a deo­dorant positively guarantee the electorate against ever hearing the truth about anything.

Religion, whether we like it or not, is intimately tied to the culture in which it exists. One can argue—with only varying degrees of success, though—that private faith can exist independent of its cultural surround. When, however, two or three faith-filled believers come together, a religion—possibly more of a nascent or proto-religion—is formed. Once formed, it can never be separated entirely from its context. Just as surely as one of the functions of religion is to inform, counsel, and temper the society in which it exists, just so surely is every religion informed and colored by its hosting society. Even a religion’s very articulation of itself takes on the cadences, metaphors, and delivery systems of the culture that it is in the business of informing. Thus, when we look at these semi-millennial tsunamis of ours, we as Christians must be mindful of the fact that the religious changes effected during each of them were only one part of what was being effected, and that all the other contemporaneous political, social, intellectual, and economic changes were intimately entwined with the changes in religion and religious thought.

This was the end of the Renaissance. Culture, once beloved and fostered by the papacy, opened the way to dangerous freedom. Then - as now - knowledge, culture, intellectual curiosity became suspect, even dangerous to oppressive regimes: knowledge leading to engaging the mind into reasoning, culture into wanting to know more, intellectual curiosity sharpening the appetite for information, fact. Ignorance was considered safe and political oppression went hand in hand with the congregation of the Inquisition.

These remarks should not be interpreted as simply an effort to move the gaze of African-American studies to a different site. I do not want to alter one hierarchy in order to institute another. It is true that I do not want to encourage those totalizing approaches to African-American scholarship which have no drive other than the exchange of dominations—dominant Eurocentric scholarship replaced by dominant Afrocentric scholarship. More interesting is what makes intellectual domination possible; how knowledge is transformed from invasion and conquest to revelation and choice; what ignites and informs the literary imagination, and what forces help establish the parameters of criticism.

For all my days, I have been making up to the world for how challenging I am, how questioning I am, how strong and smart and passionate I am, how unwilling I am to accept systems and processes and values just because that's the way it's been done and been seen, considered especially challenging as a female, especially in a somewhat younger time (a/k/a less open to challenges)-- when I, too, was younger (a/k/a what does she know?). There I was, challenging, questioning, but also trying to make up to the world for it, always to be--show--prove that I'm not didactic, intransigent, inflexible, that my passion is not dogma, but a malleable creative force informed by sensory, intellectual, and emotional input... For all my days, I have been making up to the world for how challenging I am. But that has been as good for me as it has thwarted me, it has grown me, shaped me, honed me

And when a woman does fail, she is more likely to believe it’s personal—she sucked—while men view it as circumstantial (the business sucked). It’s not all bad. Women’s fear of failure may prompt them to become better informed; they take the time to read up on their ideas so they can supply evidence. But then of course there’s the feedback loop: People who fear failure are less likely to put forward ideas, to take intellectual risks, and more likely to quit. They tend to avoid new challenges in favor of sticking to what they’re already good [at].

As for relegated/delegated responsibility to ensure organizational software licensing compliance, management is still accountable when intellectual property rights are violated. If the safeguarding responsibility is assigned to an ineffective and/or inefficient unit within an organization, IT audit should recommend an alternative arrangement after the risks are substantiated.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

Assorted theories have been advanced to explain confirmation bias—why people rush to embrace information that supports their beliefs while rejecting information that disputes them: that first impressions are difficult to dislodge, that there’s a primitive instinct to defend one’s turf, that people tend to have emotional rather than intellectual responses to being challenged and are loath to carefully examine evidence. Group dynamics only exaggerate these tendencies, the author and legal scholar Cass Sunstein observed in his book Going to Extremes: insularity often means limited information input (and usually information that reinforces preexisting views) and a desire for peer approval; and if the group’s leader “does not encourage dissent and is inclined to an identifiable conclusion, it is highly likely that the group as a whole will move toward that conclusion.” Once the group has been psychologically walled off, Sunstein wrote, “the information and views of those outside the group can be discredited, and hence nothing will disturb the process of polarization as group members continue to talk.” In fact, groups of like-minded people can become breeding grounds for extreme movements. “Terrorists are made, not born,” Sunstein observed, “and terrorist networks often operate in just this way. As a result, they can move otherwise ordinary people to violent acts.

I caution against communication because once language exist only to convey information, it is dying. In news articles the relation of the words to the subject is a strong one. The relation of the words to the writer is weak. (Since the majority of your reading has been newspapers, you are used to seeing language function this way). When you write a poem these relations must reverse themselves: The relation of the word to the subject must weaken – the relation of the words to the writer (you) must take on strength. This is probably the hardest thing about writing poems In a poem you make something up, say for example a town, but an imagined town is at least as real as an actual town. If it isn’t you may be in the wrong business. Our triggering subjects, like our words, come from obsessions we must submit to, whatever the social cost. It can be hard. It can be worse 40 years from now if you feel you could have done it and didn’t. RICHARD HUGO Public versus private poets: With public poets the intellectual and emotional contents of the words are the same for the reader as for the writer. With the private poet, the words, at least certain key words, mean something to the poet they don’t mean to the reader. A sensitive reader perceives this relation of poet to word and in a way that relation – the strange way the poet emotionally possesses his vocabulary – is one of the mysteries and preservative forces of the art. If you are a private poet, then your vocabulary is limited by your obsessions. In fact, most poets write the same poem over and over. (Wallace Stevens was honest enough not to try to hide it. Frost’s statement that he tried to make every poem as different as possible from the last one is a way of saying that he knew it couldn’t be).

As Thoreau implied, telegraphy made relevance irrelevant. The abundant flow of information had very little or nothing to do with those to whom it was addressed; that is, with any social or intellectual context in which their lives were embedded. Coleridge’s famous line about water everywhere without a drop to drink may serve as a metaphor of a decontextualized information environment: In a sea of information, there was very little of it to use.

Uncertainty is an acid, corrosive to authority. Once the monopoly on information is lost, so too is our trust. Every presidential statement, every CIA assessment, every investigative report by a great newspaper, suddenly acquired an arbitrary aspect, and seemed grounded in moral predilection rather than intellectual rigor. When proof for and against approaches infinity, a cloud of suspicion about cherry-picking data will hang over every authoritative judgment.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

It was the US that turned this country into a killing field. Why won’t we face this? Why won’t we take responsibility? The reason has to do with this mysterious thing called nationalism, which makes an ideological religion of the nation’s wars. We are god-like liberators. They are devil-like terrorists. No amount of data or contrary information seems to make a dent in this irreligious faith. So it is in every country and in all times. Here is the intellectual blindness that war generates.

Whether you realize it or not, you are a theologian. You come to a book like this with a working theology, an existing understanding of God. Whether you are an agnostic or a fundamentalist — or something in between — you have a working theology that shapes and informs the way you think and live. However, I suspect that you are reading this book because you’re interested in examining your theology more closely. You are open to having it challenged and strengthened. You know that theology — the study of God — is more than an intellectual hobby. It’s a matter of life and death, something that affects the way you think, the decisions you make each day, the way you relate to God and other people, and the way you see yourself and the world around you.

Part Three, that part of formal scientific method called experimentation, is sometimes thought of by romantics as all of science itself because that’s the only part with much visual surface. They see lots of test tubes and bizarre equipment and people running around making discoveries. They do not see the experiment as part of a larger intellectual process and so they often confuse experiments with demonstrations, which look the same. A man conducting a gee-whiz science show with fifty thousand dollars’ worth of Frankenstein equipment is not doing anything scientific if he knows beforehand what the results of his efforts are going to be. A motorcycle mechanic, on the other hand, who honks the horn to see if the battery works is informally conducting a true scientific experiment. He is testing a hypothesis by putting the question to nature. The TV scientist who mutters sadly, “The experiment is a failure; we have failed to achieve what we had hoped for,” is suffering mainly from a bad scriptwriter. An experiment is never a failure solely because it fails to achieve predicted results. An experiment is a failure only when it also fails adequately to test the hypothesis in question, when the data it produces don’t prove anything one way or another.

The poor girl liked to be thought clever, but she hated to be thought bookish; she used to read in secret and, though her memory was excellent, to abstain from showy reference. She had a great desire for knowledge, but she really preferred almost any source of information to printed page; she had an immense curiosity about life and was constantly staring and wondering. She carried herself with a great fund of life, and her deepest enjoyment was to feel the continuity between the movements of her own soul and agitations of the world.

Critical thinking using root definitions is a skill set that allows an individual, by themselves, to judge and settle disputes as well as set limits on what is considered to be morally ethical and correct manners of someone who has one’s behavior in society. However, critical thinking is much more than its root definition. Critical thinking is skillfully defining, intellectualizing, analyzing, and evaluating data and information gathered from all sources and producing belief and action in rhetoric that provides clarity and consistency through evidence and reason.

I consider it a shame that most contemporary American writing seems informed more by Hemingway, the hero of adolescent boys of all ages and genders, than by the sui generis genius of letters, Faulkner. A phalanx of books about boredom in the Midwest is lauded (where the Midwest lies is a source of constant puzzlement to me, somewhere near Iowa, I presume), as are books about unexplored angst in New Jersey or couples unable to communicate in Connecticut. It was Camus who asserted that American novelists are the only ones who think they need not be intellectuals. One

Recognising such dimensions implicit to the reading experience can distract from the immediacy of our response; it can substitute literary archaeology for novelistic reality. That is one pole. But the other extreme is equally limiting. By failing to realise the issues involved in communicating with fictional modes that are different to our own, in effect we do not read in the fullest sense. Between intellectual pedantry and cultivated ignorance I would pose a third approach to reading—that of the informed imagination. After occupying this position true evaluation can begin.

An abstruse subject, I should conceive,’ said Mr. Pickwick. ‘Very, Sir,’ responded Pott, looking intensely sage. ‘He CRAMMED for it, to use a technical but expressive term; he read up for the subject, at my desire, in the “Encyclopaedia Britannica.” ’ ‘Indeed!’ said Mr. Pickwick; ‘I was not aware that that valuable work contained any information respecting Chinese metaphysics.’ ‘He read, Sir,’ rejoined Pott, laying his hand on Mr. Pickwick’s knee, and looking round with a smile of intellectual superiority —‘he read for metaphysics under the letter M, and for China under the letter C, and combined his information, Sir!

Every human being asks pertinent questions regarding how to live, what to believe in, and what we aspire to become. Throughout life, we question what desires and principles to value and prioritize – love, friendship, freedom, happiness, creativity, wealth, security. We make difficult decisions based upon what we trust constitutes ethical behavior. We balance out work and play by considering what a person’s time is worth. We encounter both joyful and unpleasant physical experiences. As we age, we modify some of our youthful assumptions and question the existence of a mystical and divine world. We engage in formal and informal educational activities, which edifying foundation support modest or dramatic shifts in our instinctive and learned behavior patterns, and alter our intellectual and emotional perspective. Each person aspires to live honorably and age gracefully despite encountering physical adversity, financial hardships, sickness, or injury.

cademics and intellectuals are culture vultures. In a gathering of today’s elite, it is perfectly acceptable to laugh that you barely passed Physics for Poets and Rocks for Jocks and have remained ignorant of science ever since, despite the obvious importance of scientific literacy to informed choices about personal health and public policy. But saying that you have never heard of James Joyce or that you tried listening to Mozart once but prefer Andrew Lloyd Webber is as shocking as blowing your nose on your sleeve or announcing that you employ children in your sweatshop, despite the obvious unimportance of your tastes in leisure-time activity to just about anything.

This book will take you into a world far more wonderful than the world of work and entertainment. At university I try to make converts by assigning works of literature that shed light on human psychology, history or philosophy. Some students respond by asking me to give them lists of books. Well, here is your list. But I also want to make converts of those who have not yet gone or will never go to university. The educational establishment may ignore you but I will not. I remember my own family and how they educated themselves. Many in my running club have never been to university. Some of them are among the most intelligent and intellectually curious people I know. Some of them are better informed than university students about almost everything, except the narrow knowledge a graduate gets from majoring in physics or commerce or engineering. Some of my running companions know who Hitler was. As for my students, I once set an exam question about tyranny in the twentieth century. Only a few students could volunteer Hitler’s name.

Howard Wynn did not suffer boredom or mediocrity well. He felt equally dismissive of willful ignorance—his description of the modern press—and smug stupidity, his bon mot for politicians. To his mind, they were a gang of vapid and arrogant thugs all, who greedily snatched their information from one another like disappearing crumbs as society spiraled merrily toward hell. With the current crop of pundits, bureaucrats, and hired guns in charge, America was destined to repeat the cycles of intellectual torpor that toppled Rome and Greece and Mali and the Incas and every empire that stumbled into short-lived, debauched existence. Show man ignoble work and easy sex, and there went civilization.

Google, as the supplier of the Web’s principal navigational tools, also shapes our relationship with the content that it serves up so efficiently and in such profusion. The intellectual technologies it has pioneered promote the speedy, superficial skimming of information and discourage any deep, prolonged engagement with a single argument, idea, or narrative.

The function of education is to create human beings who are integrated and, therefore, intelligent. We may take degrees and be mechanically efficient without being intelligent. Intelligence is not mere information; it is not derived from books, nor does it consist of clever self-defensive responses and aggressive assertions. One who has not studied may be more intelligent than the learned. We have made examinations and degrees the criterion of intelligence and have developed cunning minds that avoid vital human issues. Intelligence is the capacity to perceive the essential, the what is; and to awaken this capacity, in oneself and in others, is education. Education should help us to discover lasting values so that we do not merely cling to formulas or repeat slogans; it should help us to break down our national and social barriers, instead of emphasizing them, for they breed antagonism between man and man. Unfortunately, the present system of education is making us subservient, mechanical, and deeply thoughtless; though it awakens us intellectually, inwardly it leaves us incomplete, stultified, and uncreative.

While there are certainly informational spillovers as ideas move from person to person, it is hard to see why in most instances they are not priced. Although it is possible to imagine examples such as the wheelbarrow where an idea cannot be used without revealing the secret, relatively few ideas are of this type. For copyrightable creations such as books, music, plays, movies and art, unpriced spillovers obviously play little role. A book, a CD or a work of art must be purchased before it can be used, and the creator is free to make use of his creation in the privacy of his home without revealing the secret to the public at large. Similarly with movies or plays. In all cases, the creation must effectively be purchased before the “secret” is revealed.

The mantle of intellectual meaninglessness shrouds every aspect of our common life. Events, things, and “information” flood over us, overwhelming us, disorienting us with threats and possibilities we for the most part have no idea what to do about. Commercials, catch words, political slogans, and high-flying intellectual rumors clutter our mental and spiritual space. Our minds and bodies pick them up like a dark suit picks up lint. They decorate us. We willingly emblazon messages on our shirts, caps—even the seat of our pants. Sometime back we had a national campaign against highway billboards. But the billboards were nothing compared to what we now post all over our bodies. We are immersed in birth-to-death and wall-to-wall “noise”—silent and not so silent.

Many of us get anxious in test-taking situations regardless of our intelligence, preparation, or familiarity with the material. One of the reasons test anxiety is so common is that it is relatively easy to trigger. Even one episode of heightened anxiety is sufficient for us to feel intensely anxious when facing a similar situation in the future. Test anxiety is especially problematic because it causes massive disruptions to our concentration, our focus, and our ability to think clearly, all of which have a huge impact on our performance. As a rule, anxiety tends to be extremely greedy when it comes to our concentration and attention. The visceral discomfort it creates can be so distracting, and the intellectual resources it hogs so critical, that we might struggle to comprehend the nuances of questions, retrieve the relevant information from our memory, formulate answers coherently, or choose the best option from a multiple-choice list. As an illustration of how dramatic its effects are, anxiety can cause us to score fifteen points lower than we would otherwise on a basic IQ test—a hugely significant margin that can drop a score from the Superior to the Average range.

But he had expressed to Mme. du Chatelet the hope that a way out might lie in applying philosophy to history, and endeavoring to trace, beneath the flux of political events, the history of the human mind. 'Only philosophers should write history,' he said. 'In all nations, history is disfigured by fable, till at last philosophy comes to enlighten man; and when it does finally arrive in the midst of darkness, it finds the human mind so blinded centuries of error, that it can hardly undeceive it; it finds ceremonies, facts and monuments, heaped up to prove lies.' 'History,' he concludes, 'is after all nothing but a pack of tricks which we play upon the dead;' we transform the past to suit our wishes for the future, and in the upshot 'history proves that anything can be proved by history.

Some gifted people have all five and some less. Every gifted person tends to lead with one. As I read this list for the first time I was struck by the similarities between Dabrowski’s overexcitabilities and the traits of Sensitive Intuitives. Read the list for yourself and see what you identify with: Psychomotor This manifests as a strong pull toward movement. People with this overexcitability tend to talk rapidly and/or move nervously when they become interested or passionate about something. They have a lot of physical energy and may run their hands through their hair, snap their fingers, pace back and forth, or display other signs of physical agitation when concentrating or thinking something out. They come across as physically intense and can move in an impatient, jerky manner when excited. Other people might find them overwhelming and they’re routinely diagnosed as ADHD. Sensual This overexcitability comes in the form of an extreme sensitivity to sounds, smells, bright lights, textures and temperature. Perfume and scented soaps and lotions are bothersome to people with this overexcitability, and they might also have aversive reactions to strong food smells and cleaning products. For me personally, if I’m watching a movie in which a strobe light effect is used, I’m done. I have to shut my eyes or I’ll come down with a headache after only a few seconds. Loud, jarring or intrusive sounds also short circuit my wiring. Intellectual This is an incessant thirst for knowledge. People with this overexcitability can’t ever learn enough. They zoom in on a few topics of interest and drink up every bit of information on those topics they can find. Their only real goal is learning for learning’s sake. They’re not trying to learn something to make money or get any other external reward. They just happened to have discovered the history of the Ming Dynasty or Einstein’s Theory of Relativity and now it’s all they can think about. People with this overexcitability have intellectual interests that are passionate and wide-ranging and they study many areas simultaneously. Imaginative INFJ and INFP writers, this is you. This is ALL you. Making up stories, creating imaginary friends, believing in Santa Claus way past the ordinary age, becoming attached to fairies, elves, monsters and unicorns, these are the trademarks of the gifted child with imaginative overexcitability. These individuals appear dreamy, scattered, lost in their own worlds, and constantly have their heads in the clouds. They also routinely blend fiction with reality. They are practically the definition of the Sensitive Intuitive writer at work. Emotional Gifted individuals with emotional overexcitability are highly empathetic (and empathic, I might add), compassionate, and can become deeply attached to people, animals, and even inanimate objects, in a short period of time. They also have intense emotional reactions to things and might not be able to stomach horror movies or violence on the evening news. They have most likely been told throughout their life that they’re “too sensitive” or that they’re “overreacting” when in truth, they are expressing exactly how they feel to the most accurate degree.

When we think of an institution, we can usually see it as embodied in a building: the Vatican, the Pentagon, the Sorbonne, the Treasury, the Massachusetts Institute of Technology, the Kremlin, the Supreme Court. What we cannot see, until we become close students of the institution, are the ways in which power is maintained and transferred behind the walls and beneath the domes, the invisible understandings which guarantee that it shall reside in certain hands but not in others, that information shall be transmitted to this one but not to that one, the hidden collusions and connections with other institutions of which it is supposedly independent. When we think of the institution of motherhood, no symbolic architecture comes to mind, no visible embodiment of authority, power, or of potential or actual violence. Motherhood calls to mind the home, and we like to believe that the home is a private place. Perhaps we imagine row upon row of backyards, behind suburban or tenement houses, in each of which a woman hangs out the wash, or runs to pick up a tear-streaked two-year-old; or thousands of kitchens, in each of which children are being fed and sent off to school. Or we think of the house of our childhood, the woman who mothered us, or of ourselves. We do not think of the laws which determine how we got to these places, the penalties imposed on those of us who have tried to live our lives according to a different plan, the art which depicts us in an unnatural serenity or resignation, the medical establishment which has robbed so many women of the act of giving birth, the experts—almost all male—who have told us how, as mothers, we should behave and feel. We do not think of the Marxist intellectuals arguing as to whether we produce “surplus value” in a day of washing clothes, cooking food, and caring for children, or the psychoanalysts who are certain that the work of motherhood suits us by nature. We do not think of the power stolen from us and the power withheld from us, in the name of the institution of motherhood.

In the preface to my first collection of essays, Prepared for the Worst, in 1988, I annexed a thought of Nadine Gordimer’s, to the effect that a serious person should try and write posthumously. By that I took her to mean that one should compose as if the usual constraints — of fashion, commerce, self-censorship, public and perhaps especially intellectual opinion — did not operate. Impossible perhaps to live up to, this admonition and aspiration did possess some muscle, as well as some warning of how it can decay. Then, about a year ago, I was informed by a doctor that I might have as little as another year to live. In consequence, some of my recent articles were written with the full consciousness that they may be my very last. Sobering in one way and exhilarating in another, this practice can obviously never become perfected. But it has given me a more vivid idea of what makes life worth living, and defending.

She had never been terribly easy with reading, but there were books on everything, not merely religion, and she found books on weaving and knitting. It was worth puzzling out the longest words to learn new patterns. She pieced bits together on scraps and sometimes things worked and sometimes they didn’t, but the burn of curiosity to see if the next thing would work, and the next thing, and the next, kept her forging ahead. She could not remember ever feeling such a thing before. There was no call to nuture intellectual curiosity among princesses. She did not even quite know what to call it. It felt like a light shining in her chest and she could see just a little way ahead, and that was enough to keep her going forward. There was no one to tell her what she wanted to know or whether the information even existed. She had no one to share her excitement with, but she did not mind, because it did not occur to her that anyone else might care.

So instead of providing another intellectual answer that would be ignored, David cut right to the heart. He said, “You’re raising all of these objections because you’re sleeping with your girlfriend. Am I right?” All the blood drained from the young man’s face. He was caught. He was rejecting God because he didn’t like God’s morality. And he was disguising it with feigned intellectual objections. This young man wasn’t the first atheist or agnostic to admit that his desire to follow his own agenda was keeping him out of the kingdom. In the first chapter of his letter to the Romans, the apostle Paul revealed this tendency we humans have to “suppress the truth” about God in order to follow our own desires. In other words, unbelief is more motivated by the heart than the head. Some prominent atheists have admitted this. Friedrich Nietzsche, who famously wrote, “God is dead and we have killed him,” also wrote, “If one were to prove this God of the Christians to us, we should be even less able to believe in him.”[24] Obviously Nietzsche’s rejection of God was not intellectual! Professor Thomas Nagel of NYU more recently wrote, “I want atheism to be true and am made uneasy by the fact that some of the most intelligent and well-informed people I know are religious believers. It isn’t just that I don’t believe in God and, naturally, hope that I’m right in my belief. It’s that I hope there is no God! I don’t want there to be a God; I don’t want the universe to be like that. My

You know, of course, that as prophesied by Moroni, there are those whose research relating to Joseph Smith is not for the purpose of gaining added light and knowledge but to undermine his character, magnify his flaws, and if possible destroy his influence. Their work product can sometimes be jarring, and so can issues raised at times by honest historians and researchers with no “axe to grind.” But I would offer you this advice in your own study: Be patient, don’t be superficial, and don’t ignore the Spirit. In counseling patience, I simply mean that while some answers come quickly or with little effort, others are simply not available for the moment because information or evidence is lacking. Don’t suppose, however, that a lack of evidence about something today means that evidence doesn’t exist or that it will not be forthcoming in the future. The absence of evidence is not proof. . . . When I say don’t be superficial, I mean don’t form conclusions based on unexamined assertions or incomplete research, and don’t be influenced by insincere seekers. I would offer you the advice of our Assistant Church Historian, Rick Turley, an intellectually gifted researcher and author whose recent works include the definitive history of the Mountain Meadows Massacre. He says simply, “Don’t study Church history too little.” While some honestly pursue truth and real understanding, others are intent on finding or creating doubts. Their interpretations may come from projecting 21st Century concepts and culture backward onto 19th Century people. If there are differing interpretations possible, they will pick the most negative. They sometimes accuse the Church of hiding something because they only recently found or heard about it—an interesting accusation for a Church that’s publishing 24 volumes of all it can find of Joseph Smith’s papers. They may share their assumptions and speculations with some glee, but either can’t or won’t search further to find contradictory information. . . . A complete understanding can never be attained by scholarly research alone, especially since much of what is needed is either lost or never existed. There is no benefit in imposing artificial limits on ourselves that cut off the light of Christ and the revelations of the Holy Spirit. Remember, “By the power of the Holy Ghost, ye may know the truth of all things.” . . . If you determine to sit still, paralyzed until every question is answered and every whisper of doubt resolved, you will never move because in this life there will always be some issue pending or something yet unexplained.

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

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.

Yale law professor Dan Kahan, the lead author on this study, attributes the tight correlation between “worldview” and acceptance of climate science to “cultural cognition,” the process by which all of us—regardless of political leanings—filter new information in ways that will protect our “preferred vision of the good society.” If new information seems to confirm that vision, we welcome it and integrate it easily. If it poses a threat to our belief system, then our brain immediately gets to work producing intellectual antibodies designed to repel the unwelcome invasion.

People in the West need to know that most of the spiritual, intellectual, and cultural products of South Asia are tainted by Brahmanism. What may have offered you liberation and healing also causes caste-oppressed people to suffer. You don't have to give up those practices or concepts, but the call is to be intentional and acknowledge the caste harm. Your faith is bound to the violence it sanctions. For practitioners of Brahminical traditions, this reckoning may be painful. It's hard to admit the gulf between your values and the history of your spiritual practice, but if you do not wish to be complicit in the suffering of others, then you must confront these truths. When we exalt some aspects of spiritual practices, we cannot be fully aware and present. People enter spiritual practices and surrender everything without critical judgment and informed consent. Any faith is a practice of teachings that come from an ego, and those can then be interpreted by bad actors. To my mind, part of being a seeker is to interrogate all teachings and practices, to stay soft and flexible as opposed to rigid and dogmatic, to move slowly enough to be able to see when we're being blinded to the truth.

When we decide what community is worthy of epistemic trust, we are implicitly also deciding what it means to know something. Reflecting on Donald Trump’s historical mishmash of a statement that Andrew Jackson was angry about the Civil War (which began sixteen years after Jackson’s death), George Will dissected the president’s words to underscore the essential character of his thought. It is not that Trump suffers the disability of an untrained mind tied to “stratospheric self-confidence,” Will wrote, or that he is intellectually slothful and misinformed or totally ignorant of ordinary matters of history and of the fact that he has no knowledge of that about which he speaks, or that he is indifferent to being bereft of information. It is not that he is cognitively impaired. “The problem isn’t that he does not know this or that, or that he does not know that he does not know this or that. Rather, the dangerous thing is that he does not know what it is to know something.” This is dangerous in a president, Will observes, for it “leaves him susceptible to being blown about by gusts of factoids that cling like lint to a disorderly mind.”1 And when that mind demands that its reality be accepted as how things are, we are embattled by an assault on our sense of what it means to know something.

For Lewis, people are too easily taken in by the latest cultural and intellectual fashions. Wanting to be “up to date” in their thinking, they uncritically accept the latest ideas they read about in the media. Reading older books, Lewis argues, helps us to realise that “basic assumptions have been quite different in different periods.” We need to remember that the ideas we tend to regard as hopelessly old fashioned and out of date were once seen as cutting edge. What was once new and brilliant becomes old and stale. Perhaps Lewis seems a little too scathing when he declares that “much which seems certain to the uneducated is merely temporary fashion.”[90] Yet his point is fair: much recent thought is fleeting, lacking the staying power to excite and inform later generations. So is Lewis saying that only old ideas are any good, and that new ideas are invariably wrong? No.[91] He is asking us to be critical. New ideas need to be looked at carefully. They may be good; they may be bad. But ideas are not automatically good because they are new. Similarly, many—but not all—old ideas have permanent value. They have proved themselves through the centuries, and will continue to be important in the future. We need to figure out which ideas and values are of lasting importance, and hold fast to them.

Yeah, in my opinion the heart of the problem is Marxism-Leninism itself―the very idea that a "vanguard party" can, or has any right to, or has any capacity to lead the stupid masses towards some future they're too dumb to understand for themselves. I think what it's going to lead them towards is "I rule you with a whip." Institutions of domination have a nice way of reproducing themselves―I think that's kind of like an obvious sociological truism. And actually, if you look back, that was in fact Bakunin's prediction half a century before―he said this was exactly what was going to happen. I mean, Bakunin was talking about the people around Marx, this was before Lenin was born, but his prediction was that the nature of the intelligentsia as a formation in modern industrial society is that they are going to try to become the social managers. Now, they're not going to become the social managers because they own capital, and they're not going to become the social managers because they've got a lot of guns. They are going to become the social managers because they can control, organize, and direct what's called "knowledge"―they have the skills to process information, and to mobilize support for decision-making, and so on and so forth. And Bakunin predicted that these people would fall into two categories. On the one hand, there would be the "left" intellectuals, who would try to rise to power on the backs of mass popular movements, and if they could gain power, they would then beat the people into submission and try to control them. On the other hand, if they found that they couldn't get power that way themselves, they would become the servants of what we would nowadays call "state-capitalism," though Bakunin didn't use the term. And either of these two categories of intellectuals, he said, would be "beating the people with the people's stick"―that is, they'd be presenting themselves as representatives of the people, so they'd be holding the people's stick, but they would be beating the people with it.

My claims are not meant to be persuasive, but are used to make intangibility, concrete. I do not make claim for causing acts of God, I simply illustrate the coincidence and proximity of time between my words and acts of God and the exact date and time of said claims can never be changed because this data was recorded by International Press Releases. Being a scientist automatically makes me a reliable, objective and intellectual source but what gives me more credibility than the average scientist, is the fact that these claims are completely independent from myself for the fact they were recorded by an unbiased and independent third-party (i.e., The Library of Congress and PRLog.org). Therefore, there is no possible debate regarding the validity of this information, unless of course the debate is over whether the world is flat or round.

Engagement, and its relationship to the accumulation and processing of information, is a little-studied phenomenon, representing as it does, individual skills rather than those that can be measured in a group of people. Currently, our understanding and measurement of human intellectual capacity is oriented toward group skills and toward activities that can be elicited on command, regardless of the state of engagement. Indeed, being able to engage one's focus on the questions of the examiner, rather than on one's own interest, is the primary measure of test-taking ability, and test-taking ability is the primary measure of intelligence. When we find that animals do not do well when compared to people in this way, we must not assume that we have really measured their intellect. Perhaps we have measured only our own limited ability to engage them.

According to Yale’s Cultural Cognition Project, for example, one’s “cultural worldview”—that would be political leanings or ideological outlook to the rest of us—explains “individuals’ beliefs about global warming more powerfully than any other individual characteristic.”16 More powerfully, that is, than age, ethnicity, education, or party affiliation. The Yale researchers explain that people with strong “egalitarian” and “communitarian” worldviews (marked by an inclination toward collective action and social justice, concern about inequality, and suspicion of corporate power) overwhelmingly accept the scientific consensus on climate change. Conversely, those with strong “hierarchical” and “individualistic” worldviews (marked by opposition to government assistance for the poor and minorities, strong support for industry, and a belief that we all pretty much get what we deserve) overwhelmingly reject the scientific consensus.17 The evidence is striking. Among the segment of the U.S. population that displays the strongest “hierarchical” views, only 11 percent rate climate change as a “high risk,” compared with 69 percent of the segment displaying the strongest “egalitarian” views.18 Yale law professor Dan Kahan, the lead author on this study, attributes the tight correlation between “worldview” and acceptance of climate science to “cultural cognition,” the process by which all of us—regardless of political leanings—filter new information in ways that will protect our “preferred vision of the good society.” If new information seems to confirm that vision, we welcome it and integrate it easily. If it poses a threat to our belief system, then our brain immediately gets to work producing intellectual antibodies designed to repel the unwelcome invasion.19 As Kahan explained in Nature, “People find it disconcerting to believe that behavior that they find noble is nevertheless detrimental to society, and behavior that they find base is beneficial to it. Because accepting such a claim could drive a wedge between them and their peers, they have a strong emotional predisposition to reject it.” In other words, it is always easier to deny reality than to allow our worldview to be shattered, a fact that was as true of die-hard Stalinists at the height of the purges as it is of libertarian climate change deniers today. Furthermore, leftists are equally capable of denying inconvenient scientific evidence. If conservatives are inherent system justifiers, and therefore bridle before facts that call the dominant economic system into question, then most leftists are inherent system questioners, and therefore prone to skepticism about facts that come from corporations and government. This can lapse into the kind of fact resistance we see among those who are convinced that multinational drug companies have covered up the link between childhood vaccines and autism. No matter what evidence is marshaled to disprove their theories, it doesn’t matter to these crusaders—it’s just the system covering up for itself.20 This kind of defensive reasoning helps explain the rise of emotional intensity that surrounds the climate issue today. As

[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.

Question 2: How Do You Want to Grow? When you watch how young children soak up information, you realize how deeply wired we are to learn and grow. Personal growth can and should happen throughout life, not just when we’re children. In this section, you’re essentially asking yourself: In order to have the experiences above, how do I have to grow? What sort of man or woman do I need to evolve into? Notice how this question ties to the previous one? Now, consider these four categories from the Twelve Areas of Balance: 5.​YOUR HEALTH AND FITNESS. Describe how you want to feel and look every day. What about five, ten, or twenty years from now? What eating and fitness systems would you like to have? What health or fitness systems would you like to explore, not because you think you ought to but because you’re curious and want to? Are there fitness goals you’d like to achieve purely for the thrill of knowing you accomplished them (whether it’s hiking a mountain, learning to tap dance, or getting in a routine of going to the gym)? 6.​YOUR INTELLECTUAL LIFE. What do you need to learn in order to have the experiences you listed above? What would you love to learn? What books and movies would stretch your mind and tastes? What kinds of art, music, or theater would you like to know more about? Are there languages you want to master? Remember to focus on end goals—choosing learning opportunities where the joy is in the learning itself, and the learning is not merely a means to an end, such as a diploma. 7.​YOUR SKILLS. What skills would help you thrive at your job and would you enjoy mastering? If you’d love to switch gears professionally, what skills would it take to do that? What are some skills you want to learn just for fun? What would make you happy and proud to know how to do? If you could go back to school to learn anything you wanted just for the joy of it, what would that be? 8.​YOUR SPIRITUAL LIFE. Where are you now spiritually, and where would you like to be? Would you like to move deeper into the spiritual practice you already have or try out others? What is your highest aspiration for your spiritual practice? Would you like to learn things like lucid dreaming, deep states of meditation, or ways to overcome fear, worry, or stress?

Revitalized and healthy, I started dreaming new dreams. I saw ways that I could make a significant contribution by sharing what I’ve learned. I decided to refocus my legal practice on counseling and helping start-up companies avoid liability and protect their intellectual property. To share some of what I know, I started a blog, IP Law for Startups, where I teach basic lessons on trade secrets, trademarks, copyrights, and patents and give tips for avoiding the biggest blunders that destroy the value of intellectual assets. Few start-up companies, especially women-owned companies that rarely get venture capital funding, can afford the expensive hourly rates of a large law firm to the get the critical information they need. I feel deeply rewarded when I help a company create a strategy that protects the value of their company and supports their business dreams. Further, I had a dream to help young women see their career possibilities. In partnership with my sister, Julie Simmons, I created lookilulu.com, a website where women share their insights, career paths, and ways they have integrated motherhood with their professional pursuits. When my sister and I were growing up on a farm, we had a hard time seeing that women could have rewarding careers. With Lookilulu® we want to help young women see what we couldn’t see: that dreams are not linear—they take many twists and unexpected turns. As I’ve learned the hard way, dreams change and shift as life happens. I’ve learned the value of continuing to dream new dreams after other dreams are derailed. I’m sure I’ll have many more dreams in my future. I’ve learned to be open to new and unexpected opportunities. By way of postscript, Jill writes, “I didn’t grow up planning to be lawyer. As a girl growing up in a small rural town, I was afraid to dream. I loved science, but rather than pursuing medical school, I opted for low-paying laboratory jobs, planning to quit when I had children. But then I couldn’t have children. As I awakened to the possibility that dreaming was an inalienable right, even for me, I started law school when I was thirty; intellectual property combines my love of law and science.” As a young girl, Jill’s rightsizing involved mustering the courage to expand her dreams, to dream outside of her box. Once she had children, she again transformed her dreams. In many ways her dreams are bigger and aim to help more people than before the twists and turns in her life’s path.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

The imperialist found it useful to incorporate the credible and seemingly unimpeachable wisdom of science to create a racial classification to be used in the appropriation and organization of lesser cultures. The works of Carolus Linnaeus, Georges Buffon, and Georges Cuvier, organized races in terms of a civilized us and a paradigmatic other. The other was uncivilized, barbaric, and wholly lower than the advanced races of Europe. This paradigm of imaginatively constructing a world predicated upon race was grounded in science, and expressed as philosophical axioms by John Locke and David Hume, offered compelling justification that Europe always ought to rule non-Europeans. This doctrine of cultural superiority had a direct bearing on Zionist practice and vision in Palestine. A civilized man, it was believed, could cultivate the land because it meant something to him; on it, accordingly, he produced useful arts and crafts, he created, he accomplished, he built. For uncivilized people, land was either farmed badly or it was left to rot. This was imperialism as theory and colonialism was the practice of changing the uselessly unoccupied territories of the world into useful new versions of Europe. It was this epistemic framework that shaped and informed Zionist attitudes towards the Arab Palestinian natives. This is the intellectual background that Zionism emerged from. Zionism saw Palestine through the same prism as the European did, as an empty territory paradoxically filled with ignoble or, better yet, dispensable natives. It allied itself, as Chaim Weizmann said, with the imperial powers in carrying out its plans for establishing a Jewish state in Palestine. The so-called natives did not take well to the idea of Jewish colonizers in Palestine. As the Zionist historians, Yehoshua Porath and Neville Mandel, have empirically shown, the ideas of Jewish colonizers in Palestine, this was well before World War I, were always met with resistance, not because the natives thought Jews were evil, but because most natives do not take kindly to having their territory settled by foreigners. Zionism not only accepted the unflattering and generic concepts of European culture, it also banked on the fact that Palestine was actually populated not by an advanced civilization, but by a backward people, over which it ought to be dominated. Zionism, therefore, developed with a unique consciousness of itself, but with little or nothing left over for the unfortunate natives. In fact, I would go so far as to say that if Palestine had been occupied by one of the well-established industrialized nations that ruled the world, then the problem of displacing German, French, or English inhabitants and introducing a new, nationally coherent element into the middle of their homeland would have been in the forefront of the consciousness of even the most ignorant and destitute Zionists. In short, all the constitutive energies of Zionism were premised on the excluded presence, that is, the functional absence of native people in Palestine; institutions were built deliberately shutting out the natives, laws were drafted when Israel came into being that made sure the natives would remain in their non-place, Jews in theirs, and so on. It is no wonder that today the one issue that electrifies Israel as a society is the problem of the Palestinians, whose negation is the consistent thread running through Zionism. And it is this perhaps unfortunate aspect of Zionism that ties it ineluctably to imperialism- at least so far as the Palestinian is concerned. In conclusion, I cannot affirm that Zionism is colonialism, but I can tell you the process by which Zionism flourished; the dialectic under which it became a reality was heavily influenced by the imperialist mindset of Europe. Thank you. -Fictional debate between Edward Said and Abba Eban.

Information or allegations reflecting negatively on individuals or groups seen less sympathetically by the intelligentsia pass rapidly into the public domain with little scrutiny and much publicity. Two of the biggest proven hoaxes of our time have involved allegations of white men gang-raping a black woman-- first the Tawana Brawley hoax of 1987 and later the false rape charges against three Duke University students in 2006. In both cases, editorial indignation rang out across the land, without a speck of evidence to substantiate either of these charges. Moreover, the denunciations were not limited to the particular men accused, but were often extended to society at large, of whom these men were deemed to be symptoms or 'the tip of the iceberg.' In both cases, the charges fit a pre-existing vision, and that apparently made mundane facts unnecessary. Another widely publicized hoax-- one to which the President of the United States added his sub-hoax-- was a 1996 story appearing in USA Today under the headline, 'Arson at Black Churches Echoes Bigotry of the Past.' There was, according to USA Today, 'an epidemic of church burning,' targeting black churches. Like the gang-rape hoaxes, this story spread rapidly through the media. The Chicago Tribune referred to 'an epidemic of criminal and cowardly arson' leaving black churches in ruins. As with the gang-rape hoaxes, comments on the church fire stories went beyond those who were supposed to have set these fires to blame forces at work in society at large. Jesse Jackson was quoted was quoted in the New York Times as calling these arsons part of a 'cultural conspiracy' against blacks, which 'reflected the heightened racial tensions in the south that have been exacerbated by the assault on affirmative action and the populist oratory of Republican politicians like Pat Buchanan.' Time magazine writer Jack White likewise blamed 'the coded phrases' of Republican leaders for 'encouraging the arsonists.' Columnist Barbara Reynolds of USA Today said that the fires were 'an attempt to murder the spirit of black America.' New York Times columnist Bob Herbert said, "The fuel for these fires can be traced to a carefully crafted environment of bigotry and hatred that was developed over the last century.' As with the gang-rape hoaxes, the charges publicized were taken as reflecting on the whole society, not just those supposedly involved in what was widely presumed to be arson, rather than fires that break out for a variety of other reasons. Washington Post columnist Dorothy Gilliam said that society in effect was 'giving these arsonists permission to commit these horrible crimes.' The climax of these comments came when President Bill Clinton, in his weekly radio address, said that these church burnings recalled similar burnings of black churches in Arkansas when he was a boy. There were more that 2,000 media stories done on the subject after the President's address. This story began to unravel when factual research showed that (1) no black churches were burned in Arkansas when Bill Clinton was growing up, (2) there had been no increase in fires at black churches, but an actual decrease over the previous 15 years, (3) the incidence of fires at white churches was similar to the incidence of fires at black churches, and (4) where there was arson, one-third of the suspects were black. However, retractions of the original story-- where there were retractions at all-- typically were given far less prominence than the original banner headlines and heated editorial comments.