Lifelong Student Quotes

I consider myself a student of many religions. The more I learn, the more questions I have. For me, the spiritual quest will be a life-long work in progress.

A lifelong learner is a lifelong winner.

Will this generation be able to turn things around and learn a valuable lesson from all of this? I hope so, but I have my doubts. The damage has been done. And as a lifelong student of history, it's quite evident that human beings don't learn from the mistakes of past generations.

Jesus-shaped spirituality hears Jesus say "believe and repent," but the call that resonates most closely in the heart of a disciple is "follow me." The command to follow requires that we take a daily journey in the company of other students. It demands that we be lifelong learners and that we commit to constant growth in spiritual maturity. Discipleship is a call to me, but it is a journey of "we.

If you fail an examination, it means you have not yet master the subject. With diligent study and understanding, you will succeed in passing the exams.

If we really want our students to become wild readers, independent of our support and oversight, sometimes the best thing we can do is get out of the way.

With great enthusiasm and determination you will master the art in your field.

Read to find life treasures

It is never late to earn a degree, masters or doctorate. Learning has no age limit. All age groups are welcome to the act of learning.

How could we love books more than money? This is the state of book lovers.

Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.

What if our schools could train students to be better lifelong learners and better adapters to change, by enabling them to be better questioners?

Life is a teacher. We are the student.

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

Seekers of wisdom, seekers of life.

The way I see it, school is never out. If you want to put yourself in a position of creating substantial value, you must commit to being a lifelong student.

Be a lifelong student. The more you learn, the more you earn and the more self-confidence you will have.

Something, somewhere, somewhen, must have happened differently... PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn't know what a logarithm was. He's read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who's met him seems to fear, he doesn't want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what's going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain't guessin' where this one's going.

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

For too long some of our schools have taught too many subjects as subsets of dogmatic commitments...Too often, education made our students less flexible- confident to the point of arrogance that they now had all the answers- rather than more flexible- humble in their lifelong openness to new questions and new responses. An important goal of quality education is to equip each generation to participate effectively in what has been called 'the great conversation' of our times. This means, on one hand, being unafraid of controversy. But, on the other hand, it also means being sensitive to the values and outlooks of others.

Without apology, the Christian leader is a devoted student and a lifelong learner.

To study foreign affairs without putting ourselves into others' shoes is to deal in illusion and to prepare students for a lifelong misunderstanding of our place in the world.

You are learning to be an expert.

...lifelong benefits [to students who learn to think for themselves] include a healthy skepticism towards political slogans and a healthy desire to check out the facts before repeating rhetoric on other issues.

Students need to make their own choices about reading material and writing topics.

The more you learn, the more you know, you don’t know enough.

Graduate study is an intensive education. You have to be diligent and determined from the beginning to the very end.

Curiosity is the art of creativity.

Pursuit of desires, divine passions.

We reduce the effectiveness of reading interventions when we don't provide our lowest-performing students reading time and encouragement. Developing readers need more reading, not less.

She had never heard the word 'intellectual' used as a noun before she went to Barnard, and she took it to heart. It was a brave noun, a proud noun, a noun suggesting lifelong dedication to lofty things and a cool disdain for the commonplace. An intellectual might lose her virginity to a soldier in the park, but she could learn to look back on it with wry, amused detachment. An intellectual might have a mother who showed her underpants when drunk, but she wouldn't let it bother her. And Emily Grimes might not be an intellectual yet, but if she took copious notes in even the dullest of her classes, and if she read every night until her eyes ached, it was only a question of time.

By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.

Their real strength was their ears: Theseus and Hercules were lifelong learners and equal-opportunity students, always seeking advice and just as happy to get it from women. That was the mark of a hero and the signature of pankration: total power and knowledge.

Although I enjoy digging through the library to help students find books, my aim is to help them develop self-confidence in choosing books for themselves.

Any training is initially difficult, but with persistence practice, we can master the art.

Believe in yourself, you can do great things!

The pleasure of reading is the greatest solitude.

College is about exposing students to many things and creating an aphrodisiac atmosphere so that they might fall in lifelong love with a few.

We must keep on learning for self-development.

When students learn to wrestle with questions about purpose, audience, and genre, they develop a conceptual view of writing that has lifelong usefulness in any communicative context.

In high schools it seems that half of teachers lecture most or all of the time.* Lectures are not always the best method of learning, and they are not enough to develop students into lifelong learners. If you spend all of your school years being fed information and are never given the opportunity to question it, you won’t develop the tools for rethinking that you need in life.

It’s the difference between utility and virtue. Many policy makers now think of education in functional terms. It’s about learning skills that will help students find employment—such as using a word processor or spreadsheet. Yet what about helping people to figure out the meaning of life? Or become good people? Or make a difference to others? Is education for a stage in life, completed once we find jobs, or should it be a lifelong pursuit?

No matter what your age or your life path, whether making art is your career or your hobby or your dream, it is not too late or too egotistical or too selfish or too silly to work on your creativity. One fifty-year-old student who “always wanted to write” used these tools and emerged as a prize-winning playwright. A judge used these tools to fulfill his lifelong dreams of sculpting. Not all students become full-time artists as a result of the course. In fact, many full-time artists report that they have become more creatively rounded into full-time people.

But calm is precisely what is absent from love’s classroom. There is simply too much on the line. The “student” isn’t merely a passing responsibility; he or she is a lifelong commitment. Failure will ruin existence. No wonder we may be prone to lose control and deliver cack-handed, hasty speeches which bear no faith in the legitimacy or even the nobility of the act of imparting advice. And no wonder, too, if we end up achieving the very opposite of our goals, because increasing levels of humiliation, anger, and threat have seldom hastened anyone’s development. Few of us ever grow more reasonable or more insightful about our own characters for having had our self-esteem taken down a notch, our pride wounded, and our ego subjected to a succession of pointed insults. We simply grow defensive and brittle in the face of suggestions which sound like mean-minded and senseless assaults on our nature rather than caring attempts to address troublesome aspects of our personality. Had

What is the purpose of education? Is it to impart knowledge and facts or is it to nurture curiosity, effortful problem solving, and the capacity for lifelong learning? Educational historians have repeatedly shown that today’s schools were designed during the first half of the twentieth century to meet the demands of the industrial era, not an innovative knowledge economy. “Very few schools teach students how to create knowledge,” says Professor Keith Sawyer of Washington University, a leading education and innovation researcher. “Instead, students are taught that knowledge is static and complete, and they become experts at consuming knowledge rather than producing knowledge.” This is unacceptable. Change

novel The Diamond Age: Or, A Young Lady’s Illustrated Primer, author Neal Stephenson gives readers a glimpse of what AI experts call a “lifelong learning companion”: an agent that tracks learning over the course of one’s lifetime, both insuring a mastery-level education and making exquisitely personalized recommendations about what exactly a student should learn next.

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

Like here it was that I entered that stage when a child overcomes naivite enough to realize an adult's emotional reaction as somethimes freakish for its inconsistencies, so can, on his own reasoning canvas, paint those early pale colors of judgement, resulting from initial moments of ability to critically examine life's perplexities, in tentative little brain-engine stirrings, before they faded to quickly join that train of remembered experience carrying signals indicating existence which itself far outweighs traction effort by thinking's soon slipping drivers to effectively resist any slack-action advantage, for starting so necessitates continual cuts on the hauler - performed as if governed lifelong by the tagwork of a student-green foreman who, crushed under on rushing time always building against his excessive load of emotional contents, is forever a lost ball in the high weeds of personal developments - until, with ever changing emphasis through a whole series of grades of consciousness (leading up from root-beginnings of obscure childish inconscious soul within a world), early lack - for what child sustains logic? - reaches a point of late fossilization, resultant of repeated wrong moves in endless switching of dark significances crammed inside the cranium, where, through such hindering habits, there no longer is the flexibility for thought transfer and unloading of dead freight that a standard gauge would afford and thus, as Faustian Destiny dictates, is an inept mink, limited, being in existence firmly tracked just above the constant "T" biased ballast supporting wherever space yearnings lead the worn rails of civilized comprehension, so henceforth is restricted to mere pickups and setouts of drab distortion, while traveling wearily along its familiar Western Thinking right-of-way. But choo-choo nonsense aside, ...

Bearing witness takes the courage to realize the potential of the human spirit. Witnessing requires us to call forth the highest qualities of our species, qualities such as conviction, integrity, empathy, and compassion. It is easier by far to retain the attributes of carnistic culture: apathy, complacency, self-interest, and "blissful" ignorance. I wrote this book––itself an act of witnessing––because I believe that, as humans, we have a fundamental desire to strive to become our best selves. I believe that each and every one of us has the capacity to act as powerful witnesses in a world very much in need. I have had the opportunity to interact with thousands of individuals through my work as a teacher, author, and speaker, and through my personal life. I have witnessed, again and again, the courage and compassion of the so-called average American: previously apathetic students who become impassioned activists; lifelong carnists who weep openly when exposed to images of animal cruelty, never again to eat meat; butchers who suddenly connect meat to its living source and become unable to continue killing animals; and a community of carnists who aid a runaway cow in her flight from slaughter. Ultimately, bearing witness requires the courage to take sides. In the face of mass violence, we will inevitably fall into a role: victim or perpetrator. Judith Herman argues that all bystanders are forced to take a side, by their action or inaction, and that their is no such thing as moral neutrality. Indeed, as Nobel Peace Prize Laureate and Holocaust survivor Elie Wiesel points out, "Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." Witnessing enables us to choose our role rather than having one assigned to us. And although those of us who choose to stand with the victim may suffer, as Herman says, "There can be no greater honor.

Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.

Voegelin displayed all of these qualities because he understood teaching as an existential quest with students that ascends from ideological disorder to wisdom (sophia) and practical judgment (phronesis). Teachers and learners form an existential community because together they turn, and have their souls turned, from becoming to being. For Voegelin, the “art of the periagoge” consists of inculcating the habits necessary for these existential virtues, and the methods used to inculcate them are various because they require the teacher to dig more deeply than reason into the souls of the students. As Voegelin indicates, his lifelong work is the result of the need to show students why the life of reason is indeed the pursuit of truth. His scholarship and teaching has as its core the moral aspiration for existential life in truth.

The New York Times recently reported that the most expensive schools are paradoxically cheaper for low-income students. Take, for example, a student whose parents earn thirty thousand per year—not a lot of money but not poverty level, either. That student would pay ten thousand for one of the less selective branch campuses of the University of Wisconsin but would pay six thousand at the school’s flagship Madison campus. At Harvard, the student would pay only about thirteen hundred despite tuition of over forty thousand. Of course, kids like me don’t know this. My buddy Nate, a lifelong friend and one of the smartest people I know, wanted to go to the University of Chicago as an undergraduate, but he didn’t apply because he knew he couldn’t afford it. It likely would have cost him considerably less than Ohio State, just as Yale cost considerably less for me than any other school.

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

Something, somewhere, somewhen, must have happened differently… PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn’t know what a logarithm was. He’s read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who’s met him seems to fear, he doesn’t want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what’s going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain’t guessin’ where this one’s going.

We must become what we wish to teach. As an aside to parents, teachers, psychotherapists, and managers who may be reading this book to gain insight on how to support the self-esteem of others, I want to say that the place to begin is still with oneself. If one does not understand how the dynamics of self-esteem work internally—if one does not know by direct experience what lowers or raises one’s own self-esteem—one will not have that intimate understanding of the subject necessary to make an optimal contribution to others. Also, the unresolved issues within oneself set the limits of one’s effectiveness in helping others. It may be tempting, but it is self-deceiving to believe that what one says can communicate more powerfully than what one manifests in one’s person. We must become what we wish to teach. There is a story I like to tell psychotherapy students. In India, when a family encounters a problem, they are not likely to consult a psychotherapist (hardly any are available); they consult the local guru. In one village there was a wise man who had helped this family more than once. One day the father and mother came to him, bringing their nine-year-old son, and the father said, “Master, our son is a wonderful boy and we love him very much. But he has a terrible problem, a weakness for sweets that is ruining his teeth and health. We have reasoned with him, argued with him, pleaded with him, chastised him—nothing works. He goes on consuming ungodly quantities of sweets. Can you help us?” To the father’s surprise, the guru answered, “Go away and come back in two weeks.” One does not argue with a guru, so the family obeyed. Two weeks later they faced him again, and the guru said, “Good. Now we can proceed.” The father asked, “Won’t you tell us, please, why you sent us away for two weeks. You have never done that before.” And the guru answered, “I needed the two weeks because I, too, have had a lifelong weakness for sweets. Until I had confronted and resolved that issue within myself, I was not ready to deal with your son.” Not all psychotherapists like this story.

The biology of potential illness arises early in life. The brain’s stress-response mechanisms are programmed by experiences beginning in infancy, and so are the implicit, unconscious memories that govern our attitudes and behaviours toward ourselves, others and the world. Cancer, multiple sclerosis, rheumatoid arthritis and the other conditions we examined are not abrupt new developments in adult life, but culminations of lifelong processes. The human interactions and biological imprinting that shaped these processes took place in periods of our life for which we may have no conscious recall. Emotionally unsatisfying child-parent interaction is a theme running through the one hundred or so detailed interviews I conducted for this book. These patients suffer from a broadly disparate range of illnesses, but the common threads in their stories are early loss or early relationships that were profoundly unfulfilling emotionally. Early childhood emotional deprivation in the histories of adults with serious illness is also verified by an impressive number of investigations reported in the medical and psychological literature. In an Italian study, women with genital cancers were reported to have felt less close to their parents than healthy controls. They were also less demonstrative emotionally. A large European study compared 357 cancer patients with 330 controls. The women with cancer were much less likely than controls to recall their childhood homes with positive feelings. As many as 40 per cent of cancer patients had suffered the death of a parent before the age of seventeen—a ratio of parental loss two and a half times as great as had been suffered by the controls. The thirty-year follow-up of Johns Hopkins medical students was previously quoted. Those graduates whose initial interviews in medical school had revealed lower than normal childhood closeness with their parents were particularly at risk. By midlife they were more likely to commit suicide or develop mental illness, or to suffer from high blood pressure, coronary heart disease or cancer. In a similar study, Harvard undergraduates were interviewed about their perception of parental caring. Thirty-five years later these subjects’ health status was reviewed. By midlife only a quarter of the students who had reported highly positive perceptions of parental caring were sick. By comparison, almost 90 per cent of those who regarded their parental emotional nurturing negatively were ill. “Simple and straightforward ratings of feelings of being loved are significantly related to health status,” the researchers concluded.

It’s a long, slow process. And it has a couple of component pieces. The core attitude that the Christian tradition works with is the piece called ‘surrender’ or ‘kenosis’. Kenosis is the word in Greek which Saint Paul used to depict ‘putting on the mind of Christ’. And it, basically, is pretty close to what the Buddhists mean by non-clinging. Doesn’t hang on, doesn’t insist, doesn’t assert, doesn’t grab, doesn’t brace, doesn’t defend, you know. It’s the mind that [she sighs and relaxes outwards]. We try to put that mind on. In one of those ancient early Christian writings, the Gospel of Thomas, the students asked Jesus, “What are your students like, how would you describe them?” and He said, “They are like small children, playing in a field not their own. When the landlords come and demand, “Give us back our field!” the children return it by stripping themselves and standing naked before them.” So that’s the description from Jesus of this process. So it’s the lifelong practice, the core practice, of learning to recognise when you’ve gotten into one of these postures: tightened, urgent, angry, self-important, and in that moment… Open to Him. So that’s the hang of it, that’s the heart of it combined with a couple of complementary practices which come from the mindfulness sector. The one being – the piece that I learned from the Gurdjieff Work – is to learn how to even notice when you’re getting into these states of constriction, and smaller-self urgency, and automaticity, because we don’t notice that automatically. It’s like you don’t notice the moment you fall asleep at night. So you sink into these lower, unfree, ugly states of being automatically. So you have to learn to even notice when that happens. And the second – Interviewer: There is this point… where you see you could go both ways, you could serve the ego or you can surrender. And you can decide. Cynthia: Yeah. There is definitely that point. What makes it difficult though is that for a long, long time in the practice you can see that point. You can see yourself going over the waterfall, but you don’t have the power to swim away yet. So what you have to do is live in the gap and say, “Oh my God, look at what’s happening to me, I can see that I’m sinking but I don’t have the force to stop.” And it takes a long time until we have the force. And to be able to see that you’re falling into a bad state doesn’t, for a long time, mean you can do anything about it. I think that’s a truism that disappoints many people, so the even more painful penance is you just have to sit there and watch it. Your only real choice is can you just see it, and the horror and remorse and helplessness, or do you just pretend, “Oh well, I’m really right! I’m going to fight for this for all…” Can you just go with the lower state or can you wait in the gap? So for me that’s brought a whole new meaning to that whole British cliché ‘mind the gap’!

Since my visit to the Hermitage, I had become more aware of the four figures, two women and two men, who stood around the luminous space where the father welcomed his returning son. Their way of looking leaves you wondering how they think or feel about what they are watching. These bystanders, or observers, allow for all sorts of interpretations. As I reflect on my own journey, I become more and more aware of how long I have played the role of observer. For years I had instructed students on the different aspects of the spiritual life, trying to help them see the importance of living it. But had I, myself, really ever dared to step into the center, kneel down, and let myself be held by a forgiving God? The simple fact of being able to express an opinion, to set up an argument, to defend a position, and to clarify a vision has given me, and gives me still, a sense of control. And, generally, I feel much safer in experiencing a sense of control over an undefinable situation than in taking the risk of letting that situation control me. Certainly there were many hours of prayer, many days and months of retreat, and countless conversations with spiritual directors, but I had never fully given up the role of bystander. Even though there has been in me a lifelong desire to be an insider looking out, I nevertheless kept choosing over and over again the position of the outsider looking in. Sometimes this looking-in was a curious looking-in, sometimes a jealous looking-in, sometimes an anxious looking-in, and, once in a while, even a loving looking-in. But giving up the somewhat safe position of the critical observer seemed like a great leap into totally unknown territory. I so much wanted to keep some control over my spiritual journey, to be able to predict at least a part of the outcome, that relinquishing the security of the observer for the vulnerability of the returning son seemed close to impossible. Teaching students, passing on the many explanations given over the centuries to the words and actions of Jesus, and showing them the many spiritual journeys that people have chosen in the past seemed very much like taking the position of one of the four figures surrounding the divine embrace. The two women standing behind the father at different distances the seated man staring into space and looking at no one in particular, and the tall man standing erect and looking critically at the event on the platform in front of him--they all represent different ways of not getting involved. There is indifference, curiosity, daydreaming, and attentive observation; there is staring, gazing, watching, and looking; there is standing in the background, leaning against an arch, sitting with arms crossed, and standing with hands gripping each other. Every one of these inner and outward postures are all too familiar with me. Some are more comfortable than others, but all of them are ways of not getting directly involved," (pp. 12-13).

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

While we need to stay informed about what they read and remain connected to our students, we don't need to participate in every discussion or endorse every book. If students depend on our validation for every book they read, they aren't reading for their own purposes and needs. They are playing the teacher-pleaser game.

Empowered and knowledgeable, wild readers know they can walk into any library or bookstore and find something to read. Our students must develop this confidence and capacity to become wild readers themselves.

I never tell students they cannot read a book they pick up, but I do guide them toward books that I think would be a good fit for them. I think of myself as a reading mentor—a reader who can help them find books they might like.

Students must develop relationships with reading peers and use online, print, and other resources to inform their book choices, or they will not develop the confidence and capacity they need to self-select books successfully.

Bernard Lewis, a lifelong student of Jews and Islam and himself a Jew, reflected on the fourteen centuries of Jewish life under Islamic rule, eight centuries after Maimonides’ damning verdict. Lewis wrote: ‘The Jews were never free from discrimination, but only rarely subject to persecution.’ He noted that the situation of Jews living under Islamic rulers was ‘never as bad as in Christendom at its worst, nor ever as good as in Christendom at its best.’ Lewis observed that ‘there is nothing in Islamic history to parallel the Spanish expulsion and Inquisition, the Russian pogroms, or the Nazi Holocaust.’ But he also commented that, on the other hand, there was nothing in the history of Jews under Islam ‘to compare with the progressive emancipation and acceptance accorded to Jews in the democratic West during the last three centuries.’11

Many policy makers now think of education in functional terms. It’s about learning skills that will help students find employment—such as using a word processor or spreadsheet. Yet what about helping people to figure out the meaning of life? Or become good people? Or make a difference to others? Is education for a stage in life, completed once we find jobs, or should it be a lifelong pursuit?

Ask and wait expectantly for the answer.

Every mistake is a new learning adventure.

What matters is that she becomes an engaged lifelong learner and an adaptable thinker who can thrive in any environment and is comfortable dealing with other cultures.

Day by day, there exists the possibility for the dream to come true.

The term “hacker” originated at the Massachusetts Institute of Technology in the mid-twentieth century. Initially the word “hack” referred to the infamous pranks pulled by students, such as putting a fire truck on top of the MIT dome. As tech journalist Steven Levy writes in Hackers, “To qualify as a hack, the feat must be imbued with innovation, style, and technical virtuosity,” and this ethos carried over to computer hackers in the 1950s and ’60s. At MIT, hackers were respected as hands-on virtuosos—even if they pulled all-nighters, slept through class, and received poor grades. The students who always went to class, never left the library, and got straight As? They were called “tools.

No person can claim to be anything more or anything less than his or her individual assimilation of a lifelong symposium of inimitable physical, mental, emotional, and spiritual occurrences. Simply put, we each place our own individualized stamp upon the meaning of life. How we live, how we struggle, and how we die reflects what life means to each of us. We are all students of life, we are a product of what we pay attention to, what we observe, and experience, and what subjects arrest our minds.

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

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