Maker Education Quotes

Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring

Over the last forty years, many educators, decision-makers, and even some parents have come to regard the arts as peripheral, and let’s face it, frivolous—especially the visual arts, with their connotation of ”the starving artist” and the mistaken concept of necessary talent

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

You have a picture of life within you, a faith, a challenge, and you were ready for deeds and sufferings and sacrifices, and then you became aware by degrees that the world asked no deeds and no sacrifices of you whatever, and that life is no poem of heroism with heroic parts to play and so on, but a comfortable room where people are quite content with eating and drinking, coffee and knitting, cards and wireless. And whoever wants more and has got it in him--the heroic and the beautiful, and the reverence for the great poets or for the saints--is a fool and a Don Quixote. Good. And it has been just the same for me, my friend. I was a gifted girl. I was meant to live up to a high standard, to expect much of myself and do great things. I could have played a great part. I could have been the wife of a king, the beloved of a revolutionary, the sister of a genius, the mother of a martyr. And life has allowed me just this, to be a courtesan of fairly good taste, and even that has been hard enough. That is how things have gone with me. For a while I was inconsolable and for a long time I put the blame on myself. Life, thought I, must in the end be in the right, and if life scorned my beautiful dreams, so I argued, it was my dreams that were stupid and wrong headed. But that did not help me at all. And as I had good eyes and ears and was a little inquisitive too, I took a good look at this so-called life and at my neighbors and acquaintances, fifty or so of them and their destinies, and then I saw you. And I knew that my dreams had been right a thousand times over, just as yours had been. It was life and reality that were wrong. It was as little right that a woman like me should have no other choice than to grow old in poverty and in a senseless way at a typewriter in the pay of a money-maker, or to marry such a man for his money's sake, or to become some kind of drudge, as for a man like you to be forced in his loneliness and despair to have recourse to a razor. Perhaps the trouble with me was more material and moral and with you more spiritual--but it was the same road. Do you think I can't understand your horror of the fox trot, your dislike of bars and dancing floors, your loathing of jazz and the rest of it? I understand it only too well, and your dislike of politics as well, your despondence over the chatter and irresponsible antics of the parties and the press, your despair over the war, the one that has been and the one that is to be, over all that people nowadays think, read and build, over the music they play, the celebrations they hold, the education they carry on. You are right, Steppenwolf, right a thousand times over, and yet you must go to the wall. You are much too exacting and hungry for this simple, easygoing and easily contented world of today. You have a dimension too many. Whoever wants to live and enjoy his life today must not be like you and me. Whoever wants music instead of noise, joy instead of pleasure, soul instead of gold, creative work instead of business, passion instead of foolery, finds no home in this trivial world of ours--

We are not consumers. For most of humanity’s existence, we were makers, not consumers: we made our clothes, shelter, and education, we hunted and gathered our food. We are not addicts. “I propose that most addictions come from our surrendering our real powers, that is, our powers of creativity.” We are not passive couch potatoes either. “It is not the essence of humans to be passive. We are players. We are actors on many stages…. We are curious, we are yearning to wonder, we are longing to be amazed… to be excited, to be enthusiastic, to be expressive. In short to be alive.” We are also not cogs in a machine. To be so would be to give up our personal freedoms so as to not upset The Machine, whatever that machine is. Creativity keeps us creating the life we wish to live and advancing humanity’s purpose as well.

Her widowed mother owns the shop on rue de Grenelle. Should her mother die, despite her expertise, Pauline Léon will not inherit the shop. She can only do so through a husband. As she has not yet met a suitable spouse, we can only imagine the kind of chocolat he would make if he were a wig maker.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

Here’s how Andreas Schleicher, who directs those PISA tests, puts it: “The best way to find out whether what students have learned at school matters for their life is to actually watch what happens to them after they leave school.

Today even the attitude of the Southern whites toward the blacks is not, as so many assume, in all cases the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the money-makers wish to use him as a laborer, some of the educated see a menace in his upward development, while others—usually the sons of the masters—wish to help him to rise.

all parents were, by the law of nature, "under an obligation to preserve, nourish, and educate the children" they had begotten; not as their own workmanship, but the workmanship of their own maker, the Almighty, to whom they were to be accountable for them.

correlation between the growing lack of respect for ideas and the imagination and the increasing gap between rich and poor in America, reflected not just in the gulf between the salaries of CEOs and their employees but also in the high cost of education, the incredible divide between private and public schools that makes all of the fine speeches by our policy makers— most of whom send their children to private schools anyway, just as they enjoy the benefits and perks of their jobs as servants of the people— all the more insidious and insincere.

A man only misfortune is to forsake his Maker.

The creature may not haste above the maker; neither may the world hold them at once that shall be created therein.

The greatest innovators and history makers of our world were not great because of the formal school system but because of self-development through the proper investment and conversation of time.

A town with many men who are less educated and as such ignorant of the real solution to the woes of their society has the same problem as a town with many intellectuals and yet with many problems

To take an example, therefore, from a very trifling manufacture, but one in which the division of labour has been very often taken notice of, the trade of a pin-maker: a workman not educated to this business (which the division of labour has rendered a distinct trade), nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire; another straights it; a third cuts it; a fourth points it; a fifth grinds it at the top for receiving the head; to make the head requires two or three distinct operations; to put it on is a peculiar business; to whiten the pins is

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?

There are some animal advocates who say that to maintain that veganism is the moral baseline is objectionable because it is “judgmental,” or constitutes a judgment that veganism is morally preferable to vegetarianism and a condemnation that vegetarians (or other consumers of animal products) are “bad” people. Yes to the first part; no to the second. There is no coherent distinction between flesh and other animal products. They are all the same and we cannot justify consuming any of them. To say that you do not eat flesh but that you eat dairy or eggs or whatever, or that you don’t wear fur but you wear leather or wool, is like saying that you eat the meat from spotted cows but not from brown cows; it makers no sense whatsoever. The supposed “line” between meat and everything else is just a fantasy–an arbitrary distinction that is made to enable some exploitation to be segmented off and regarded as “better” or as morally acceptable. This is not a condemnation of vegetarians who are not vegans; it is, however, a plea to those people to recognize their actions do not conform with a moral principle that they claim to accept and that all animal products are the result of imposing suffering and death on sentient beings. It is not a matter of judging individuals; it is, however, a matter of judging practices and institutions. And that is a necessary component of ethical living.

KNOWN ABILITIES: Empath [DON’T BELIEVE ANYTHING ELSE MY MOM TELLS YOU] RESIDENCE: The Shores of Solace and Candleshade [ANYONE WANNA TRADE LIVES WITH ME?] IMMEDIATE FAMILY: Lord Cassius Sencen (father); Lady Gisela Sencen (mother) [AKA: WORST. PARENTS. EVER!] MATCH STATUS: Unregistered [TRY NOT TO BE TOO HEARTBROKEN, PEOPLE] [THOUGH I GOTTA SAY: I DON’T REALLY GET WHY EVERYONE PAYS SO MUCH ATTENTION TO THIS.] EDUCATION: Current Foxfire prodigy [AND PROUD DETENTION RECORD–HOLDER] NEXUS: No longer required [BECAUSE I’M COOL LIKE THAT] PATHFINDER: Not assigned. Restricted to Leapmasters and home crystals. [HA, THAT’S WHAT YOU THINK!] SPYBALL APPROVAL: None [BUT I HAVE FRIENDS WITH CONNECTIONS, THAT’S ALL I’M SAYING.…] MEMBER OF THE NOBILITY: No [THANK GOODNESS] TITLE: None [UM, HELLO, WHAT ABOUT LORD HUNKYHAIR? THAT’S A THING!] NOBLE ASSIGNMENT: None [MASTER MISCHIEF-MAKER] SIGNIFICANT CONNECTIONS: Fealty-sworn member of the Black Swan; former Wayward at Exillium; son to one of the leaders of the Neverseen [SWORN PROTECTOR OF THE MYSTERIOUS MISS F] ASSIGNED BODYGUARD(S): Ro (ogre) [AND SHE KNOWS, LIKE, 500,000 WAYS TO KILL YOU! SO IT’S REALLY NOT A GOOD IDEA TO MESS WITH US!]

I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime... How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.

Your problem, Nagrant,' he declared, 'is that your education was unconnected with the practical reality of life. You grew up believing that rules are more important than all the facts you could ever uncover, and that the slightest disobedience is deadly.

The actual consumers of knowledge are the children—who can’t pay, can’t vote, can’t sit on the committees. Their parents care for them, but don’t sit in the classes themselves; they can only hold politicians responsible according to surface images of “tough on education.” Politicians are too busy being re-elected to study all the data themselves; they have to rely on surface images of bureaucrats being busy and commissioning studies—it may not work to help any children, but it works to let politicians appear caring. Bureaucrats don’t expect to use textbooks themselves, so they don’t care if the textbooks are hideous to read, so long as the process by which they are purchased looks good on the surface. The textbook publishers have no motive to produce bad textbooks, but they know that the textbook purchasing committee will be comparing textbooks based on how many different subjects they cover, and that the fourth-grade purchasing committee isn’t coordinated with the third-grade purchasing committee, so they cram as many subjects into one textbook as possible. Teachers won’t get through a fourth of the textbook before the end of the year, and then the next year’s teacher will start over. Teachers might complain, but they aren’t the decision-makers, and ultimately, it’s not their future on the line, which puts sharp bounds on how much effort they’ll spend on unpaid altruism . . .

But architects are not makers of public policy, and while they can design whatever they please, they can build only what a client wants to pay for. It is not the architect’s role to solve the problem of housing the poor. It is the architect’s role to give the poor the very best housing possible when society decides it is ready to address this urgent problem. The same applies for education and health care and every other social need that can be satisfied, in part, by more and better buildings: it is the job of architects to design the best buildings, the most beautiful and civilized and useful ones, but society must be willing to address these problems before the architect can do his or her best work.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

The idea of freedom is complex and it is all-encompassing. It’s the idea that the economy must remain free of government persuasion. It’s the idea that the press must operate without government intrusion. And it’s the idea that the emails and phone records of Americans should remain free from government search and seizure. It’s the idea that parents must be the decision makers in regards to their children's education — not some government bureaucrat. But most importantly, it is the idea that the individual must be free to pursue his or her own happiness free from government dependence and free from government control. Because to be truly free is to be reliant on no one other than the author of our destiny. These are the ideas at the core of the Republican Party, and it is why I am a Republican. So my brothers and sisters of the American community, please join with me today in abandoning the government plantation and the Party of disappointment. So that we may all echo the words of one Republican leader who famously said, "Free at last, free at last, thank God Almighty, we are free at last.

Perhaps you think that better-educated people would do better? Or people who are more interested in the issues? I certainly thought that once, but I was wrong. I have tested audiences from all around the world and from all walks of life: medical students, teachers, university lecturers, eminent scientists, investment bankers, executives in multinational companies, journalists, activists, and even senior political decision makers. These are highly educated people who take an interest in the world. But most of them—a stunning majority of them—get most of the answers wrong. Some of these groups even score worse than the general public; some of the most appalling results came from a group of Nobel laureates and medical researchers. It is not a question of intelligence. Everyone seems to get the world devastatingly wrong. Not only devastatingly wrong, but systematically wrong. By which I mean that these test results are not random. They are worse than random: they are worse than the results I would get if the people answering my questions had no knowledge at all.

To take an example, therefore, from a very trifling manufacture; but one in which the division of labour has been very often taken notice of, the trade of the pin-maker; a workman not educated to this business (which the division of labour has rendered a distinct trade), nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire, another straights it, a third cuts it, a fourth points it, a fifth grinds it at the top for receiving, the head; to make the head requires two or three distinct operations; to put it on is a peculiar business, to whiten the pins is another; it is even a trade by itself to put them into the paper; and the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them. I have seen a small manufactory of this kind where ten men only were employed, and where some of them consequently performed two or three distinct operations. But though they were very poor, and therefore but indifferently accommodated with the necessary machinery, they could, when they exerted themselves, make among them about twelve pounds of pins in a day. There are in a pound upwards of four thousand pins of a middling size. Those ten persons, therefore, could make among them upwards of forty-eight thousand pins in a day. Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day; that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth part of what they are at present capable of performing, in consequence of a proper division and combination of their different operations.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

Such is Fascist planning-the planning of those who reject the ideal postulates of Christian civilization and of the older Asiatic civilization which preceded ti and from which it derived-the planning of men whose intentions are avowedly bad. Let us now consider examples of planning by political leaders who accept the ideal postulates, whose intentions are good. The first thing to notice is that none of these men accepts the ideal postulates whole-heartedly. All believe that desirable ends can be achieved by undesirable means. Aiming to reach goals diametrically opposed to those of Fascism, they yet persist in taking the same roads as are taken by the Duces and Fuehrers. They are pacifists, but pacifists who act on the theory that peace can be achieved by means of war; they are reformers and revolutionaries, but reformers who imagine that unfair and arbitrary acts can produce social justice, revolutionaries who persuade themselves that the centralization of power and the enslavement of the masses can result in liberty for all. Revolutionary Russia has the largest army in the world; a secret police, that for ruthless efficiency rivals the German or the Italian; a rigid press censorship; a system of education that, since Stalin "reformed" it, is as authoritarian as Hitler's; an all-embracing system of military training that is applied to women and children as well as men; a dictator as slavishly adored as the man-gods of Rome and Berlin; a bureaucracy, solidly entrenched as the new ruling class and employing the powers of the state to preserve its privileges and protect its vested interests; an oligarchical party which dominates the entire country and within which there is no freedom even for faithful members. (Most ruling castes are democracies so far as their own members are concerned. Not so the Russian Communist Party, in which the Central Executive Committee acting through the Political Department, can override or altogether liquidate any district organization whatsoever.) No opposition is permitted in Russia. But where opposition is made illegal, it automatically goes underground and becomes conspiracy. Hence the treason trials and purges of 1936 and 1937. Large-scale manipulations of the social structure are pushed through against the wishes of the people concerned and with the utmost ruthlessness. (Several million peasants were deliberately starved to death in 1933 by the Soviet planners.) Ruthlessness begets resentment; resentment must be kept down by force. As usual the chief result of violence is the necessity to use more violence. Such then is Soviet planning-well-intentioned, but making use of evil means that are producing results utterly unlike those which the original makers of the revolution intended to produce.

Imaginary Lives Imaginary Lives is a thought experiment I have adapted from two important career-change thinkers, Julia Cameron and John Williams, which aims to take your ideas a stage closer towards specific job options.55 It’s simple but potentially powerful. • Imagine five parallel universes, in each of which you could have a whole year off to pursue absolutely any career you desired. Now think of five different jobs you might want to try out in each of these universes. Be bold in your thinking, have fun with your ideas and your multiple selves. Your five choices might be food photographer, member of parliament, tai chi instructor, social entrepreneur running a youth education project, and wide-achieving Renaissance generalist. One person I know who did this activity – a documentary film maker who was having doubts about her career – listed massage therapist, sculptor, cellist, screen-play writer, and owner of her own bar on a tiny, old-fashioned Canarian island. Now come back down to earth and look hard at your five choices. Write down what it is about them that attracts you. Then look at them again, and think about this question: • How does each career measure up against the two motivations in the previous activity that you chose to prioritize in the future? If you decided, for instance, that you want a combination of making a difference and high status, check whether your five imaginary careers might provide them. The point is to help you think more deeply about exactly what you are looking for in a career, the kind of experiences that you truly desire.

The lack of American equivalents to Descartes, Pascal, or, for that matter, Montaigne, Rabelais, Racine, Montesquieu and Rousseau is not a question of quality, but of whether there are any writers who are necessary to building our spiritual edifice, whom one must have read, or rather lived with, to be called educated, and who are the interpreters and even makers of our national life. One can think of American writers and writings that should be read and frequently are read; but, to the extent that Americans are readers, the whole world is their bookshelf; there has not been the deep necessity to absorb their own country’s writings that citizens of other nations experience. A phenomenon like Wagner’s Gesamtkunstwerk, a high work of art which is intended to be wholly German, of Germans, for Germans and by Germans, and is an expression of collective consciousness, is inconceivable to Americans.

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

out of informal learning communities if they fail to meet our needs; we enjoy no such mobility in our relations to formal education. Affinity spaces are also highly generative environments from which new aesthetic experiments and innovations emerge. A 2005 report on The Future of Independent Media argued that this kind of grassroots creativity was an important engine of cultural transformation: The media landscape will be reshaped by the bottom-up energy of media created by amateurs and hobbyists as a matter of course. This bottom-up energy will generate enormous creativity, but it will also tear apart some of the categories that organize the lives and work of media makers.... A new generation of media-makers and viewers are emerging which could lead to a sea change in how media is made and consumed.12 This report celebrates a world in which everyone has access to the means of creative expression and the networks supporting artistic distribution. The Pew study suggests something more: young people who create and circulate their own media are more likely to respect the intellectual property rights of others because they feel a greater stake in the cultural economy.13 Both reports suggest we are moving away from a world in which some produce and many consume media toward one in which everyone has a

Our education system is like a money plant, which looks beautiful with big green leaves, but fails to produce any fruit or a flower. Undoubtedly, we are a home to the best doctors, scientists, poets, artists, and whatnot. But I feel, we miserably fail to evoke humanism, compassion, and tolerance in students. If we would count all the do’s and don’ts taught to us in our school, surely don’ts would exceed the number of the do's. I was forced to mug up certain things I was not interested in. Now, I understand the importance of questioning. I wish if our schools could teach us the art of questioning instead of just hunting for answers. Various facts are stuffed in delicate minds, but what about teachings on life, tutoring to never give up, and asking for students’ opinions on a subject? Yes, teaching these things would not directly increase the ‘GDP’ by creating human-machines, but would definitely create better minds and wonderful souls. I really wish our syllabus could preach to us the sheer value of knowledge, wisdom, and awareness. I wish our schools could nurture educated intellectuals, rather than literate persons. I wish we could pay more heed to the education ratio instead of just literacy ratio. We need more thinkers and fewer money makers. We are directed towards a goal already chosen for us, but not asked about our big fantasies and little dreams.

To understand Bashō’s place in Japanese poetry, it’s useful to have some sense of the literary culture he entered. The practice of the fine arts had been central to Japanese life from at least the seventh century, and virtually all educated people painted, played musical instruments, and wrote poems. In 17th century Japan, linked-verse writing was as widespread and popular as card games or Scrabble in mid-20th-century America. A certain amount of rice wine was often involved, and so another useful comparison might be made to playing pool or darts at a local bar. The closest analogy, though, can be found in certain areas of online life today. As with Dungeons and Dragons a few years ago, or Worlds of War and Second Life today, linked verse brought its practitioners into an interactive community that was continually and rapidly evolving. Hovering somewhere between art-form and competition, renga writing provided both a party and a playing field in which intelligence, knowledge, and ingenuity might be put to the test. Add to this mix some of street rap’s boundary-pushing language, and, finally, the video images of You-Tube. Now imagine the possibility that a “high art” form of very brief films might emerge from You-Tube, primarily out of one extraordinarily talented young film-maker’s creations and influence. In the realm of 17th-century Japanese haiku, that person was Basho.

First, it is the duty of black men to judge the South discriminatingly. The present generation of Southerners are not responsible for the past, and they should not be blindly hated or blamed for it. Furthermore, to no class is the indiscriminate endorsement of the recent course of the South toward Negroes more nauseating than to the best thought of the South. The South is not “solid’; it is a land in the ferment of social change, wherein forces of all kinds are fighting for supremacy; and to praise the ill the South is today perpetrating is just as wrong as to condemn the good. Discriminating and broad-minded criticism is what the South needs,—needs it for the sake of her own white sons and daughters, and for the insurance of robust, healthy mental and moral development. Today even the attitude of the Southern whites toward the blacks is not, as so many assume, in all cases the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the money-makers wish to use him as a laborer, some of the educated see a menace in his upward development, while others—usually the sons of the masters—wish to help him to rise. National opinion has enabled this last class to maintain the Negro common schools, and to protect the Negro partially in property, life, and limb. Through the pressure of the money-makers, the Negro is in danger of being reduced to semi-slavery, especially in the country districts; the workingmen, and those of the educated who fear the Negro, have united to disfranchise him, and some have urged his deportation; while the passions of the ignorant are easily aroused to lynch and abuse any black man. To praise this intricate whirl of thought and prejudice is nonsense; to inveigh indiscriminately against “the South” is unjust; but to use the same breath in praising Governor Aycock, exposing Senator Morgan, arguing with Mr. Thomas Nelson Page, and denouncing Senator Ben Tillman, is not only sane, but the imperative duty of thinking black men.

The fascist leaders were outsiders of a new type. New people had forced their way into national leadership before. There had long been hard-bitten soldiers who fought better than aristocratic officers and became indispensable to kings. A later form of political recruitment came from young men of modest background who made good when electoral politics broadened in the late nineteenth century. One thinks of the aforementioned French politician Léon Gambetta, the grocer’s son, or the beer wholesaler’s son Gustav Stresemann, who became the preeminent statesman of Weimar Germany. A third kind of successful outsider in modern times has been clever mechanics in new industries (consider those entrepreneurial bicycle makers Henry Ford, William Morris, and the Wrights). But many of the fascist leaders were marginal in a new way. They did not resemble the interlopers of earlier eras: the soldiers of fortune, the first upwardly mobile parliamentary politicians, or the clever mechanics. Some were bohemians, lumpen-intellectuals, dilettantes, experts in nothing except the manipulation of crowds and the fanning of resentments: Hitler, the failed art student; Mussolini, a schoolteacher by trade but mostly a restless revolutionary, expelled for subversion from Switzerland and the Trentino; Joseph Goebbels, the jobless college graduate with literary ambitions; Hermann Goering, the drifting World War I fighter ace; Heinrich Himmler, the agronomy student who failed at selling fertilizer and raising chickens. Yet the early fascist cadres were far too diverse in social origins and education to fit the common label of marginal outsiders. Alongside street-brawlers with criminal records like Amerigo Dumini or Martin Bormann one could find a professor of philosophy like Giovanni Gentile or even, briefly, a musician like Arturo Toscanini. What united them was, after all, values rather than a social profile: scorn for tired bourgeois politics, opposition to the Left, fervent nationalism, a tolerance for violence when needed.

In collaborative professionalism, we want deeper collaboration in stronger relationships of trust, support, and solidarity. We also want more professionalism involving good data and good judgment, more candid and respectful professional dialogue, more thoughtful feedback, more collective responsibility for each other’s results, and more courageous engagement with bolder visions of education that will help young people become change makers in their own and other people’s lives.

(KJV) King James Translation Important Facts An advantage of owning or reading a (KJV) King James Translation or Authorized Version, whether they are the older 1611 version or newer non-1611 version is that they are usually more accurate compared to many other bibles. They rank highly when translated from the original Hebrew, Aramaic and Greek manuscripts. However all bible translations have many faults with the translation as does the King James Version which is not perfect by any means It’s a difficult task to master translation of hundreds of scrolls and manuscripts and compile them into a single book. With that being said, when choosing a bible you will usually have to choose between the lesser of the two evils, and it is always advised to have at least three translations if not more when you want to get a more accurate idea of what the writer is saying. One major disadvantage that the King James Bible (KJV) has is that the translators have replaced the holy names of The Almighty Creator and His Son, as many other translators have also done with other bible translations. This is never a good thing to do. To replace a proper noun or name, especially when it happens to be the name of our Heavenly Father or His Son our Messiah is a serious thing to consider changing. The bible clearly states in many verses to make His name “known” and proclaim it. It does not say to “change it” or to proclaim a different name. Our Opinion about Name Changes The reasons of why the translators chose to make these name changes is “not” something that we at Heavenly Publishers want to focus on. Instead, we prefer to educate readers of this fact, especially those that were not already aware of it and make suggestions as to how to fix this. Many translations around these days have this same issue and even other serious changes on top of this one. We would also like to encourage all readers to consider restoring the holy names of our Savior and Heavenly Father back into the bible and back into our reading and vocabulary. The example of how our Savior taught us to pray by starting out in prayer by acknowledging and revering the holy name of “Our Father” is something we should remember. The prayer starts out with the words, Our Father who art in Heaven, “Hallowed be Thy Name” and is a great example of how important and holy His name is. This word “hallow” means to render sacred and consider holy. So my question to you is can you imagine doing something like changing our Father’s holy name to something else? Never should this be done, but the translators of many bible versions have done this. The KJV is only one example of this spiritually criminal act. The people that have done this for whatever agendas they had will be held accountable and judged accordingly one day by their maker as He sees fit. It’s not our job to judge but to make others aware of this and hopefully reverse this wrongdoing.

Successful reformation must allow social justice ideology to remain in existence while it is removed from its current position as policy-maker, arbiter of expression and inquiry, and censor. Only by relegating social justice to the position of one among many other belief systems can the university successfully absorb the creed without remaining hostage to it.

Skill, education, money aren't the difference makers, passion is. If you've passion to achieve something, there's nothing that can stop you.

There are other forms of service which equally deserve the job description ‘Christian ministry’. For example, the calling of many girls to be wife, mother and home-maker is in the fullest sense ‘Christian ministry’, since she is serving Christ, her family and the community. So is every form of work — medicine, research, the law, education, social service, central and local government, industry, business and trade — in which the worker sees himself as cooperating with God in the service of man.

Learning doesn’t mean being at school, the real education to improve your skills is possessed at every moment

The riches of the mind are worthier than a lot of educational degrees without humanism

My childhood, my education, my professional experiences, and the people I have met while on my journey met while on my journey creating my books, blogs, articles, and documentary have taught me a great deal about DreamMaking.

It is the business of education to wait upon Pentecost. Unhappily, there is something about educational syllabuses, and especially about examination papers, which seems to be rather out of harmony with Pentecostal manifestations. The Energy of Ideas does not seem to descend into the receptive mind with quite that rush of cloven fire which we ought to expect.

I’ve always found it strange that so many of them meet their Maker in unusual circumstances. Matthew Arnold, for example, died while leaping over a hedge . . .’ ‘I suppose he did,’ Sidney replied. ‘And didn’t the Chinese poet Li Po drown while trying to kiss the reflection of the moon in water?’ ‘Pushkin and Lermontov were both killed in duels . . .’ Sidney began to recall his classical education, ‘Aeschylus was felled by a falling tortoise.’ ‘Euripides was mauled by a pack of wild dogs . . .’ ‘Neither of them strictly poets, of course . . .’ Sidney cautioned. ‘Although if the criteria was broadened to writers in general then we could have a field day,’ Leonard Graham continued. ‘Edgar Allan Poe was found in another person’s clothes.’ ‘And Sherwood Anderson swallowed a toothpick. But we are getting distracted, my good friend.

Joe McCarthy possessed something like a photographic memory—his mind was like a “sponge,” or a “blotter,” his college classmates said—that enabled him to spew forth answers “lightning quick” in cram sessions and on exams. From the beginning of his career, he demonstrated a kind of instinctive political genius that owed nothing to campaign consultants or image makers. He was not interested in ideas, except in appropriating the thoughts or opinions of others if they helped him exploit an issue like Communism. His law degree and native intelligence notwithstanding, he was ill educated, had no sense of history, and was incurious and carelessly ill-informed about the great public questions—again, like Communism—that he addressed with such assurance. He did not read books, with one fascinating exception: Hitler’s Mein Kampf.

Indeed, there are demons that must be cast out by exposure and education, for it is the ignorant and the uninformed who fall prey to the evil trickery and abuse of those who sponsor violence, hatred and every form of extremism. At some point, man’s Maker cries out, “My people perish because of a lack of knowledge.

As students needed new skills for their projects they would learn them from their peers and then in turn pass them on… This process can be thought of as a “just-in-time” educational model, teaching on demand, rather than the more traditional “just-in-case” model that covers a curriculum fixed in advance in the hopes that it will include something that will later be useful.

She was educated, with multiple degrees. She gave up a blossoming career to be a home-maker. But in the society in which she lived, in which a woman's worth was measured in terms of her marital status and the number of children she bore, Sethunya's score was middling to low. Granted, she married young, for love, but she struggled to conceive. In the end she had only one child, where four would have been more respectable. She

It's time the world knew what was really discovered at Delphi." says Dr Moses Frank, in The Elena Text. But who is Moses Frank and what was he referring to? The Elena Text is a controversial and provocative thriller set in the world of antiquities and archaeology, based around the untold story of what was really discovered at Delphi in Greece - but has remained a closely-guarded secret since the 1930s. In Moses Frank we have a character who single-handedly defines the extremities of recent times, the stateless survivor, against all the odds, the refugee turned millionaire, the entrepreneur who creates his own rules, a charming and educated artist with a first class degree from the university of life, a thinker but an unashamed money-maker and pleasure-seeker. Moses Frank is a man who can be forgiven almost anything because he is so hugely admired as a dealer, a canny sleuth who has tracked down the world’s greatest missing antiquities. But despite all his gifts and talents, Moses Frank is also a man bristling with self-doubt - searching endlessly for the finest examples of human art, the sensual peaks of female beauty and some thin slivers of meaning in his terribly successful life. I believe Frank is a rich, unpredictable and multi-facetted lead character who will continue to fascinate readers in volumes 2 and 3 of THE MOSES FRANK TRILOGY.

The average educated man possesses no real individuality. He is simply a manufactured article bearing the stamp of the maker.

Such processes also take them beyond their own immediate family and friends and engage them in conversations with agency and civic leaders. These experiences show them that their ideas have merit and that they possess the capacity to voice their concerns in ways that are capable of gaining the ear of decision-makers. Alienation is commonly associated with the experience of political disenfranchisement.

for example, asks them to determine how much it costs to run different common household appliances such as a coffee maker or skill saw. Another considers the amount of fuel consumed by different kinds of outboard engines. A third provides information about mixing oil and gas in two-cycle engines and then asks students to determine how much oil per gallon should be used

AUDIENCE ORIENTATION: Social marketers view their audience as decision-makers with choices, rather than students to be educated, or incorrigibles to be regulated. Social Marketing begins with a bottom-up versus a top-down perspective, and therefore rejects the paternalist notion that “experts know what is best and will tell people how to behave for their own good” in favor of an audience-centered approach which seeks to understand what people want and provide them support in acquiring it.

What if, freed from the what-has-always-beens that hold some schools back, and from the standardized testing that has paralyzed our nation’s discourse and practice, a school launches the inventors, artists, and change makers who will act boldly and courageously in the face of a changing world?

Making is a stance that puts the learner at the center of the educational process and creates opportunities that students may never have encountered themselves. Makers are confident, competent, curious citizens in a new world of possibility.

The emergence of the double-click degree holds both promise and peril for colleges and universities. Promise insofar as students, families and policy makers will become increasingly aware of the very tangible value of a degree from an accredited institution of higher learning. Peril in that once the double-click degree becomes common, alternative and emerging credentials have a better chance of competing on a level playing field. Students, families, employers and policy makers may well compare curricula, concepts, skills and competencies, and then opt for the credential with the best return.

Lou Kitchenmaster, a retired teacher from Michigan, wrote an editorial in 2012 that puts the progressive position in perfect perspective: None of us would expect our major auto makers to build a high-quality product given damaged or defective materials; however, too many unfairly expect our public schools to accomplish such, regardless of the inherent condition of the “product” they receive. So he considers poor kids to be “damaged or defective materials

I have graduated to the extent of not asking what is happening in my life because I trust the maker(God).

A leader is accountable for actions of frontline personnel whether they are on scene or not, so it is imperative that leaders train and prepare those on the frontline. Leadership accountability comes from our preparation and the continued education, learning and developing of frontline decision makers.  NOT from standing over them directing them, or written policy and procedures, or checklists on how to perform in a given set of circumstances. A leader does not have to be on every call, it is impossible to be on every call. It is just not necessary if you prepare your frontline people effectively and development is an ongoing process.  Train and Trust FRONTLINE Personnel! They will get it done and done right!

Your Maker has rescued you from the darkest corner of your own heart... What he asks in return is obedience. And the courage to do what is necessary.

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?

We remember Miss Mason because she taught us to regard the children as “perfect but immature”; that their minds were each an indivisible whole, with the dignity of a personality we must not outrage. She saved us from the growing belief that man might be greater than his Maker.

In order for kids to reach their full potential, they must first believe they have potential. They must believe that they matter and that they have the power to choose a beautiful life story. They must feel empowered to discover and use their unique skills, interests, ideas, perspectives and ways of showing up in the world to embody the best possible version of themself and create the best possible life for themself. They must be taught that every great leader, activist and change-maker started as a kid who chose to take action to change the world. It is imperative that teachers, parents, role models and mentors tell and show kids over and over again that they are valuable and important, that they matter, and that have the power to choose. They have the power to choose to embody the best version of themself. They have the power to choose to make life better for the people and world around them. They have the power to choose the legacy they leave behind. Whoever they want to be and however they want to be remembered, they have the power to choose that.