Mentoring In Education Quotes

Children must be taught how to think, not what to think.

Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.

The mind is not a vessel to be filled, but a fire to be kindled.

I am not a teacher, but an awakener.

Spoon feeding in the long run teaches us nothing but the shape of the spoon.

Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well.

In learning you will teach, and in teaching you will learn.

True education does not consist merely in the acquiring of a few facts of science, history, literature, or art, but in the development of character.

What I've found about it is that there are some folks you can talk to until you're blue in the face--they're never going to get it and they're never going to change. But every once in a while, you'll run into someone who is eager to listen, eager to learn, and willing to try new things. Those are the people we need to reach. We have a responsibility as parents, older people, teachers, people in the neighborhood to recognize that.

Every beginner possesses a great potential to be an expert in his or her chosen field.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

Every great achiever is inspired by a great mentor.

They (teenage boys)don’t really listen to speeches or talks. They absorb incrementally, through hours and hours of observation.

Mine is to chew on the appropriate texts and make them delectable.

The quickest way to create a boy or man who lacks compassion is to judge and shame his feelings.

We must never forget our teachers, our lecturers and our mentors. In their individual capacities have contributed to our academic, professional and personal development.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

Engage, educate, equip, encourage, empower, energize, and elevate. Those are the methods for maximizing the potential of any individual, team, organization, or institution for ultimate success and significance. Those are the methods of a mentor leader.

I was made to feel I could do things. If you get this feeling early and can hold it until you're 15, you tend to never lose it.

Life is hope. Hope is faith. Faith is believe. Believe is possibilities. Possibility is miraculous. Miraculous is divine. Divine is supernatural. Supernatural is spiritual.

Only the foolish would think that wisdom is something to keep locked in a drawer. Only the fearful would feel empowerment is something best kept to oneself, or the few, and not shared with all.

He was always so zealous and honorable in fulfilling his compact with me, that he made me zealous and honorable in fulfilling mine with him. If he had shown indifference as a master, I have no doubt I should have returned the compliment as a pupil. He gave me no such excuse, and each of us did the other justice.

Quoting an experienced school counselor: "You can't change a bully into a flower child, but you can change him into a knight.

I never heard that it had been anybody’s business to find out what his natural bent was, or where his failings lay, or to adapt any kind of knowledge to him. He had been adapted to the verses and had learnt the art of making them to such perfection. I did doubt whether Richard would not have profited by some one studying him a little, instead of his studying them quite so much.

The best help we can offer the youth of today is to prepare them for tomorrow.

Mentoring is the cultivation of young adults, the tender caring for and nurturing of them so that they will grow, flourish, and be fruitful.

Boys often need us to give them more time than girls need, and they often need us to connect their feelings to objects in the outside world.

Adolescent youths cry out for us to help them contextualize their life experiences.

The most reliable predictor of whether students liked a course, it turned out, was their answer to the question ‘‘Did the professor respect you?

How you coach them is how they're going to play.

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

An employee made a mistake that cost the company $10 million, he walked into the office of Tom Watson, the C.E.O., expecting to get fired. “Fire you?” Mr. Watson asked. “I just spent $10 million educating you.

Passion + Vision +Skill + Mentoring = Success.

Encouragement is a fire of flame. It refreshes the soul and revives the spirit.

Focus on your destination but enjoy every sacred moments of the journey

Boys need to learn the value of spiritual solitude. For the soul to grow, it needs those moments of no-stimulation, of wakeful peace. Because we adults don't usually practice enough solitude—because we are always 'doing' things—we often neglect to teach our boys to find solitude

We have to make these young people (of the Depression) feel that they are necessary. (They should be given) "certain things for which youth craves – the chance for self-sacrifice for an ideal.

Generally educational bodies do not exist to bring out your innate brilliance but to monger your wayward nature into a unit of manageable energy that will not be too disruptive to the social systems that benefit the powerful.

This is the pedagogical paradox. The person and the teacher is required precisely because the knowledge itself is nontransferable from teacher to student.

Isn’t the point of education to teach students how to think, not what to think?

Turn a major mistake into a master mentor, learn from it.

Having a coach or mentor is nothing more than sharing life’s experiences, no amount of education can substitute true life experience

If you ask an Irishman for directions, he might be quick to answer, Well if I were going there, I would not start here.

Do all the work you while you still have strength.

Every individual must be given the opportunity to unearth his/her highest potential.

Mentoring is an archetypal activity that has timeless elements which can connect us to the universal ground where nature renews itself and culture becomes reimagined. Youth and elder meet where the pressure of the future meets the presence of the past. Old and young are opposites that secretly identify with each other; for neither fits well into the mainstream of life.

Boys must find ways to compete and see themselves as performing well. If they do not, if society does not provide them with these opportunities, they'll compete against society itself, abusing their community and themselves.

Some women think being arrogant, selfish, bitter and looking down on others are qualities of being an Independent, strong, powerful and successful business women. No matter how high you are in life. Never look down on others and never forget humanity.

Deal mildly with his youth; for young hot colts, being rag's, do rage the more.

The best parenting strives to educate children in how to live -- enthusiastically, compassionately, without greed, striving for a better world.

What experience cannot teach you now, mentors and books can foretell! To take the lead in whatever you do, be willing to learn and educate yourself regularly!

The different shades of colours present cultural diversity.

Every great soul had a great mentor.

Kids don't always stop to judge or analyze a new experience unless the adults around them react strongly. Otherwise, they just take in the experience and move on to the next one.

Reject anything advice, which does not lead to your personal progress.

Every great soul had great mentors.

Keep on exploring. Keep on evolving. Keep on experimenting.

Rather than literally burning the midnight oil, which he judged to be unhealthy, John Adams advised his son to make the most of college by developing an inquisitive outlook that would prompt him to get to know the most exceptional scholars and question them closely. "Ask them about their tutors, manner of teaching. Observe what books lie on their tables. Fall into questions of literature, science, or what you will.

Working outward in concentric circles from the single mother's situation, we can easily draw a picture of what a 'good' mother-son relationship needs in order to flourish. In its ideal form, mom would be experiencing physical, material, social, and emotional support from four interdependent sources: an intimate partner who is also attached to the child; a select group of close friends and family; a wider community that supports mom's values and goals; and a maternity-flexible workplace.

Frequently I go to conferences and listen to speakers decry the absent father as somehow a new phenomenon. Though their recriminations against absent or emotionally distant fathers are generally meant to help society, at the same time they are built on a lie that evolution disproves generation after generation. Fathers have often gone to war, or the long hunt on the savannah, or to work in another village or city. But only in the last decade or so have manhood and fathering been trashed completely.

A boy, if he's lucky, discovers his limitations across a leisurely passage of years, with a self-awareness arriving slowly. That way, at least he has plenty of time to heroically imagine himself first. Most boys unfold in this natural, measured way, growing up with at least one adult on the scene who can convincingly fake being all-powerful, omniscient, and unfailingly protective for a kid's first decade or so, providing an invaluable canopy of reachable stars and monsters that are comfortably make-believe.

We are, in large part, a culture that expects its boys to initiate themselves into manhood. But holistic or even minimal initiation into manhood through relatively unguided self-experimentation is rare. Boys cannot become whole men without men and women making them into men.

The first teachers I met in life were: my mother, hardship, and death. The first mentors I met in life were: friends, family, and mentors. The first lecturers I met in life were: intuition, experience, and conscience. The first professors I met in life were: nature, books, and truth. The first educators I met in life were: the past, the present, and the future. The first scholars I met in life were: the mind, the heart, and the soul. The first masters I met in life were: knowledge, wisdom, and understanding.

As our lives speed up more and more, so do our children's. We forget and thus they forget that there is nothing more important than the present moment. We forget and thus they forget to relax, to find spiritual solitude, to let go of the past, to quiet ambition, to fully enjoy the eating of a strawberry, the scent of a rose, the touch of a hand on a cheek...

To educate is to aid in learning; to mentor is to guide through a journey, unlocking the doors to academic success.

I was born at a crossroads: a crossroads in history, a crossroads in culture, and a geographical crossroads in North Houston County in East Texas.

Young people will always need mentors to guide and support them.

I did not know of any single soul who succeed in life without a mentorship.

Make wisdom human to the adolescent mind.

Great mentorship is priceless.

We can all rise to a higher divine-self with encouragement.

All students may not remember the teachings of their teachers, but they all remember the teachers.

With great inspiration, every man can reach their highest potential.

Jefferson attributes to a college professor and mentor his lifelong habit of questioning conventional wisdom.

Successful people don’t use the obstacles of time, education, and money as excuses...they use them as leverage to get help.⁣⁣ ⁣⁣

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

Believe in yourself, you can do great things!

I admire successful men and women who endured and overcome unusual circumstances to fulfill their dreams.

Working together for a great mission is very fulfilling!

The culture in which you parent, mentor, or educate boys exhorts them to be individualistic and group-oriented at once, but does not give them a tribal structure in which to accomplish both in balance. It used to be that the tribe formed a boy's character while the peer group existed primarily to test and befriend that character. Nowadays, boys' characters are often formed in the peer group. Mentors and intimate role models rarely exist to show the growing boy in any long-term and consistent way how both to serve a group and flourish as an independent self.

The insights given by a great professor are a privilege to receive. To be a teacher, by contrast, calls for more ingenuity and patience; it is the canny art of coaxing insights out of the students themselves.

Sometimes I think Earth has got to be the insane asylum of the universe. . . and I'm here by computer error. At sixty-eight, I hope I've gained some wisdom in the past fourteen lustrums and it’s obligatory to speak plain and true about the conclusions I've come to; now that I have been educated to believe by such mentors as Wells, Stapledon, Heinlein, van Vogt, Clarke, Pohl, (S. Fowler) Wright, Orwell, Taine, Temple, Gernsback, Campbell and other seminal influences in scientifiction, I regret the lack of any female writers but only Radclyffe Hall opened my eyes outside sci-fi. I was a secular humanist before I knew the term. I have not believed in God since childhood's end. I believe a belief in any deity is adolescent, shameful and dangerous. How would you feel, surrounded by billions of human beings taking Santa Claus, the Easter Bunny, the tooth fairy and the stork seriously, and capable of shaming, maiming or murdering in their name? I am embarrassed to live in a world retaining any faith in church, prayer or a celestial creator. I do not believe in Heaven, Hell or a Hereafter; in angels, demons, ghosts, goblins, the Devil, vampires, ghouls, zombies, witches, warlocks, UFOs or other delusions; and in very few mundane individuals--politicians, lawyers, judges, priests, militarists, censors and just plain people. I respect the individual's right to abortion, suicide and euthanasia. I support birth control. I wish to Good that society were rid of smoking, drinking and drugs. My hope for humanity - and I think sensible science fiction has a beneficial influence in this direction - is that one day everyone born will be whole in body and brain, will live a long life free from physical and emotional pain, will participate in a fulfilling way in their contribution to existence, will enjoy true love and friendship, will pity us 20th century barbarians who lived and died in an atrocious, anachronistic atmosphere of arson, rape, robbery, kidnapping, child abuse, insanity, murder, terrorism, war, smog, pollution, starvation and the other negative “norms” of our current civilization. I have devoted my life to amassing over a quarter million pieces of sf and fantasy as a present to posterity and I hope to be remembered as an altruist who would have been an accepted citizen of Utopia.

This one thing is great mentoring. Great mentors understand what the students are seeking, what they deeply and completely want, and how they can get it. Great mentors understand this even when the students don’t.

Jesus had no money, but was the richest of all time; had no education, but was the smartest of all time; had no titles, but was the noblest of all time; had no pedigree, but was the finest of all time; and had no power, but was the strongest of all time. He had no wife, but was the meekest husband of all time; had no children, but was the gentlest father of all time; had no teacher, but was the humblest pupil of all time; had no schooling, but was the wisest teacher of all time; and had no temple, but was the godliest rabbi of all time. He had no sword, but was the bravest warrior of all time; had no boat, but was the shrewdest fisherman of all time; had no winery, but was the aptest winemaker of all time; had no mentor, but was the nicest counselor of all time; and had no pen, but was the greatest author of all time. He had no seminary, but was the sharpest theologian of all time; had no university, but was the brightest professor of all time; had no degree, but was the ablest doctor of all time; had no wealth, but was the biggest philanthropist of all time; and had no stage, but was the grandest entertainer of all time.

The secret of the Finland phenomenon, Wagner discovered, was a platform it built by elevating the education level of its teachers. Finland’s public school system was experiencing the same thing that made Harvard University’s curriculum and network the envy of the academic world: it hired only teachers with incredible qualifications and it had them mentor students closely. Thus, students who went to school at Harvard—or in Finland—started out a rung above their peers.

The educational lineage is remarkable. Socrates was mentor and inspiration to Plato. Plato was mentor to Aristotle, and Aristotle went on to be the tutor of Alexander the Great. For a professed ignoramus, Socrates certainly cast a long shadow.

In what is known as the 70/20/10 learning concept, Robert Eichinger and Michael Lombardo, in collaboration with Morgan McCall of the Center for Creative Leadership, explain that 70 percent of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving; 20 percent of the time development comes from other people through informal or formal feedback, mentoring, or coaching; and 10 percent of learning and development comes from formal training.

We listened, as all boys in their better moods will listen (ay, and men too for the matter of that), to a man whom we felt to be, with all his heart and soul and strength, striving against whatever was mean and unmanly and unrighteous in our little world. It was not the cold, clear voice of one giving advice and warning from serene heights to those who were struggling and sinning below, but the warm, living voice of one who was fighting for us and by our sides, and calling on us to help him and ourselves and one another.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

I would never believe it of you, my boy, regardless of the schemers your mother and sister turned out to be. You may not be the most clever boy, nor the most prudent, nor the most gentlemanlike, nor..." Edward cleared his throat. "Right! But you have a good heart, and I have every hope that with the proper education and mentoring you will be credit to the family yet.

But Andy van Dam, my “Dutch uncle” and mentor at Brown, advised me, “Get yourself a PhD. Be a professor.” “Why should I do that?” I asked him. And he said: “Because you’re such a good salesman, and if you go work for a company, they’re going to use you as a salesman. If you’re going to be a salesman, you might as well be selling something worthwhile, like education.” I am

MENTORING Finally, since I am defining coaching, I should perhaps mention mentoring, another word that has crept into business parlance. The word originates from Greek mythology, in which it is reported that Odysseus, when setting out for Troy, entrusted his house and the education of his son Telemachus to his friend, Mentor. “Tell him all you know,” Odysseus said, and thus unwittingly set some limits to mentoring.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

The clever seek comfort, the wise seek peace. The clever seek pleasure, the wise seek contentment. The clever seek riches, the wise seek happiness. The clever seek laughter, the wise seek joy. The clever seek company, the wise seek comrades. The clever seek crowds, the wise seek friends. The clever seek approval, the wise seek respect. The clever seek fame, the wise seek reverence. The clever seek acquaintances, the wise seek allies. The clever seek accomplices, the wise seek helpers. The clever seek associates, the wise seek partners. The clever seek connections, the wise seek mentors. The clever seek accolades, the wise seek excellence. The clever seek recognition, the wise seek awards. The clever seek prominence, the wise seek followers. The clever seek leadership, the wise seek impact. The clever seek power, the wise seek influence. The clever seek titles, the wise seek respect. The clever seek fame, the wise seek dignity. The clever seek glory, the wise seek integrity. The clever seek wants, the wise seek needs. The clever seek luxury, the wise seek convenience. The clever seek enjoyment, the wise seek fulfillment. The clever seek entertainment, the wise seek rest. The clever seek style, the wise seek grace. The clever seek brains, the wise seek heart. The clever seek appearance, the wise seek etiquette. The clever seek beauty, the wise seek honesty. The clever seek opinions, the wise seek facts. The clever seek truth, the wise seek knowledge. The clever seek ideas, the wise seek wisdom. The clever seek adventure, the wise seek discovery. The clever seek questions, the wise seek answers. The clever seek problems, the wise seek solutions. The clever seek amusement, the wise seek books. The clever seek an education, the wise seek enlightenment.

Thought Leadership “The new economics for industry, government, education” Book by W. Edwards Deming “In God we trust. All others must bring data.” William Edwards Deming, Statistician, Professor and Author #smitanairjain #leadership #womenintech #thoughtleaders #tedxspeaker #technology #tech #success #strategy #startuplife #startupbusiness #startup #mentor #leaders #itmanagement #itleaders #innovation #informationtechnology #influencers #Influencer #hightech #fintechinfluencer #fintech #entrepreneurship #entrepreneurs #economy #economics #development #businessintelligence #business

People that think are many, people that reason are few. People that theorize are many, people that prove are few. People that speculate are many, people that know are few. People that assume are many, people that verify are few. People that hear are many, people that listen are few. People that preach are many, people that practice are few. People that see are many, people that observe are few. People that recall are many, people that comprehend are few. People that question are many, people that answer are few. People that entertain are many, people that educate are few. People that misguide are many, people that enlighten are few. People that lecture are many, people that demonstrate are few. People that start are many, people that finish are few. People that quit are many, people that persevere are few. People that fall are many, people that rise are few. People that compete are many, people that win are few. People that criticize are many, people that inspire are few. People that blame are many, people that pardon are few. People that condemn are many, people that console are few. People that undermine are many, people that strengthen are few. People that take are many, people that give are few. People that teach are many, people that mentor are few. People that harm are many, people that heal are few. People that doubt are many, people that believe are few. People that wish are many, people that strive are few. People that plan are many, people that prevail are few. People that lose are many, people that gain are few. People that fail are many, people that succeed are few. People that imitate are many, people that originate are few. People that innovate are many, people that invent are few. People that conceive are many, people that realize are few. People that dream are many, people that achieve are few. People that divide are many, people that unify are few. People that follow are many, people that lead are few. People that command are many, people that influence are few. People that control are many, people that guide are few. People that feel are many, people that empathize are few. People that yearn are many, people that fulfill are few. People that trust are many, people that are devoted are few. People that age are many, people that mature are few. People that rage are many, people that forgive are few. People that despair are many, people that hope are few. People that fear are many, people that love are few. People that curse are many, people that bless are few.

When the expert is using her practical knowledge, she isn’t thinking more; she is thinking less. She has built up a repertoire of skills through habit and has thereby extended the number of tasks she can perform without conscious awareness. This sort of knowledge is built up through experience, and it is passed along through shared experience. It is passed along by a mentor who lets you come alongside and participate in a thousand situations. This kind of pedagogy is personal, friendly, shared, conversational—more caught than taught. A textbook can teach you the principles of biology, but a mentor shows you how to think like a biologist. This kind of habitual practice rewires who you are inside. “The great thing in all education,” William James wrote, “is to make our nervous system our ally instead of our enemy.

I remember the very day, sometime during the first two weeks of my five-year amorous sojourn in Brutland, when I was made privy to one of the most arcane of their utterings. The time was ripe for that major epiphany, my initiation into the sacred knowledge—or should I say gnosis?—of that all-important, quintessentially Brutish slang term, the word that endless hours of scholastic education by renowned mentors, plus years of scrupulous scrutiny into scrofulous texts, had disappointingly failed to impart to me, leaving me with that deep sense of emptiness begotten by hemimathy; the time was finally ripe for me to be transported by the velvety feel of the unvoiced palato-alveolar fricative, the élan of the unpronounceable and masochistically hedonistic front open-rounded vowel, and, last but not least, the (admittedly short) ejaculatory quality of the voiced velar stop: all three of them combined together to form that miraculous lexical item, the word shag.

prerelease: Snuggie Bobo grew up in the rural Midwest, but soon became enticed with running the streets of the hood. It became an area to be conquered by all means necessary! This, of course, led to a long stay in ‘upstate’ maximum security correctional college nicknamed ‘Gladiator School’. It was the school of hard knocks where men left better criminals than they entered. In the process of trying to omit the truth of the past years’ regrets, Snuggie became educated, going as far as obtaining a PhD with the hopes to rejoin society. Unfortunately, society tends to look down upon street hoods and ex-felons! Now, Snuggie lives in Chicagoland spinning tales based on this lived history to bring the reader into his world. Sean Jr. was one of the people in this world. He was a gay brother, who lost his father to crack. His father was dealing with their family problem. Sean’s mother abused him due to his forbidden illness: lusting for men. Snuggie knew Sean since he was knee-high to a grasshopper and years later took him in. He was his mentor. These are tales out of Sean and Snuggie’s life. © Snuggie Bobo 2023

Terms and sayings like “I’m not racist” and “race neutral” and “post-racial” and “color-blind” and “only one race, the human race” and “only racists speak about race” and “Black people can’t be racist” and “White people are evil” are bound to fail in identifying and eliminating racist power and policy. Stratagems flouting intersectionality are bound to fail the most degraded racial groups. Civilizing programs will fail since all racial groups are already on the same cultural level. Behavioral-enrichment programs, like mentoring and educational programs, can help individuals but are bound to fail racial groups, which are held back by bad policies, not bad behavior. Healing symptoms instead of changing policies is bound to fail in healing society. Challenging the conjoined twins separately is bound to fail to address economic-racial inequity. Gentrifying integration is bound to fail non-White cultures. All of these ideas are bound to fail because they have consistently failed in the past. But for some reason, their failure doesn’t seem to matter: They remain the most popular conceptions and strategies and solutions to combat racism, because they stem from the most popular racial ideologies.

Looking back on all my interviews for this book, how many times in how many different contexts did I hear about the vital importance of having a caring adult or mentor in every young person’s life? How many times did I hear about the value of having a coach—whether you are applying for a job for the first time at Walmart or running Walmart? How many times did I hear people stressing the importance of self-motivation and practice and taking ownership of your own career or education as the real differentiators for success? How interesting was it to learn that the highest-paying jobs in the future will be stempathy jobs—jobs that combine strong science and technology skills with the ability to empathize with another human being? How ironic was it to learn that something as simple as a chicken coop or the basic planting of trees and gardens could be the most important thing we do to stabilize parts of the World of Disorder? Who ever would have thought it would become a national security and personal security imperative for all of us to scale the Golden Rule further and wider than ever? And who can deny that when individuals get so super-empowered and interdependent at the same time, it becomes more vital than ever to be able to look into the face of your neighbor or the stranger or the refugee or the migrant and see in that person a brother or sister? Who can ignore the fact that the key to Tunisia’s success in the Arab Spring was that it had a little bit more “civil society” than any other Arab country—not cell phones or Facebook friends? How many times and in how many different contexts did people mention to me the word “trust” between two human beings as the true enabler of all good things? And whoever thought that the key to building a healthy community would be a dining room table? That’s why I wasn’t surprised that when I asked Surgeon General Murthy what was the biggest disease in America today, without hesitation he answered: “It’s not cancer. It’s not heart disease. It’s isolation. It is the pronounced isolation that so many people are experiencing that is the great pathology of our lives today.” How ironic. We are the most technologically connected generation in human history—and yet more people feel more isolated than ever. This only reinforces Murthy’s earlier point—that the connections that matter most, and are in most short supply today, are the human-to-human ones.

Now it is true that I could have learned without a teacher, but it would have been risky for me, because of my natural clumsiness. The self-taught man seldom knows anything accurately, and he does not know a tenth as much as he could have known if he had worked under teachers; and, besides, he brags, and is the means of fooling other thoughtless people into going and doing as he himself had done. There are those who imagine that the unlucky accidents of life - life's "experiences" - are in some way useful to us. I wish I could find out how. I never knew one of them to happen twice. They always change off and swap around and catch you on your inexperienced side. If personal experience can be worth anything as an education, it wouldn't seem likely that you could trip Methuselah; and yet if that old person could come back here it is more than likely that one of the first things he would do would be to take hold of one of these electric wires and tie himself all up in a knot. Now the surer thing and the wiser thing would be for him to ask somebody whether it was a good thing to take hold of. But that would not suit him; he would be one of the self-taught kind that go by experience; he would want to examine for himself. And he would find, for his instruction, that the coiled patriarch shuns the electric wire; and it would be useful to him, too, and would leave his education in quite a complete and rounded-out condition, till he should come again, some day, and go to bouncing a dynamite-can around to find out what was in it.

In June 1981, a strike shuttered the major leagues for fifty days, the first time in baseball history that players walked out during the season. Determined to make his people earn their keep, George Steinbrenner ordered his major-league coaches into the minors to scout and help mentor the organization’s prospects. Berra drew Nashville, where Merrill was the manager. Merrill was a former minor-league catcher with a degree in physical education from the University of Maine. He began working for the Yankees in 1978 at West Haven, Connecticut, in the Eastern League and moved south when the Yankees took control of the Southern League’s Nashville team in 1980. Suddenly, in mid-1981, the former catcher who had never made it out of Double-A ball had the most famous and decorated Yankees backstop asking him, “What do you want me to do?” Wait a minute, Merrill thought. Yogi Berra is asking me to supervise him? “Do whatever you want,” Merrill said. “No,” Berra said. “Give me something specific.” And that was when Merrill began to understand the existential splendor of Yogi Berra, whom he would come to call Lawrence or Sir Lawrence in comic tribute to his utter lack of pretense and sense of importance. “He rode buses with us all night,” Merrill said. “You think he had to do that? He was incredible.” One day Merrill told him, “Why don’t you hit some rollers to that lefty kid over there at first base?” Berra did as he was told and later remarked to Merrill, “That kid looks pretty good with the glove.” Berra knew a prospect when he saw one. It was Don Mattingly, who at the time was considered expendable by a chronically shortsighted organization always on the prowl for immediate assistance at the major-league level.

I met with a group of a hundred or so fifth graders from a poor neighborhood at a school in Houston, Texas. Most of them were on a track that would never get them to college. So I decided then and there to make a contract with them. I would pay for their four-year college education if they kept a B average and stayed out of trouble. I made it clear that with focus, anyone could be above average, and I would provide mentoring support to them. I had a couple of key criteria: They had to stay out of jail. They couldn't get pregnant before graduating high school. Most importantly, they needed to contribute 20 hours of service per year to some organization in their community. Why did I add this? College is wonderful, but what was even more important to me was to teach them they had something to give, not just something to get in life. I had no idea how I was going to pay for it in the long run, but I was completely committed, and I signed a legally binding contract requiring me to deliver the funds. It's funny how motivating it can be when you have no choice but to move forward. I always say, if you want to take the island, you have to burn your boats! So I signed those contracts. Twenty-three of those kids worked with me from the fifth grade all the way to college. Several went on to graduate school, including law school! I call them my champions. Today they are social workers, business owners, and parents. Just a few years ago, we had a reunion, and I got to hear the magnificent stories of how early-in-life giving to others had become a lifelong pattern. How it caused them to believe they had real worth in life. How it gave them such joy to give, and how many of them now are teaching this to their own children.

Mandal vs Mandir The V.P. Singh government was the biggest casualty of this confrontation. Within the BJP and its mentor, the RSS, the debate on whether or not to oppose V.P. Singh and OBC reservations reached a high pitch. Inder Malhotra | 981 words It was a blunder on V.P. Singh’s part to announce his acceptance of the Mandal Commission’s report recommending 27 per cent reservations in government jobs for what are called Other Backward Classes but are, in fact, specified castes — economically well-off, politically powerful but socially and educationally backward — in such hot haste. He knew that the issue was highly controversial, deeply emotive and potentially explosive, which it proved to be instantly. But his top priority was to outsmart his former deputy and present adversary, Devi Lal. He even annoyed those whose support “from outside” was sustaining him in power. BJP leaders were peeved that they were informed of what was afoot practically at the last minute in a terse telephone call. What annoyed them even more was that the prime minister’s decision would divide Hindu society. The BJP’s ranks demanded that the plug be pulled on V.P. Singh but the top leadership advised restraint, because it was also important to keep the Congress out of power. The party leadership was aware of the electoral clout of the OBCs, who added up to 52 per cent of the population. As for Rajiv Gandhi, he was totally and vehemently opposed to the Mandal Commission and its report. He eloquently condemned V.P. Singh’s decision when it was eventually discussed in Parliament. This can be better understood in the perspective of the Mandal Commission’s history. Having acquired wealth during the Green Revolution and political power through elections, the OBCs realised that they had little share in the country’s administrative apparatus, especially in the higher rungs of the bureaucracy. So they started clamouring for reservations in government jobs. Throughout the Congress rule until 1977, this demand fell on deaf ears. It was the Janata government, headed by Morarji Desai, that appointed the Mandal Commission in 1978. Ironically, by the time the commission submitted its report, the Janata was history and Indira Gandhi was back in power. She quietly consigned the document to the deep freeze. In Rajiv’s time, one of his cabinet ministers, Shiv Shanker, once asked about the Mandal report.

Books are the hidden treasures and mentors of our life.

In the absence of a perfect universal mentor, books and other texts are the best and cheapest stand-ins, always available to those who know where to look. Watching details of an assembly line or a local election unfold isn’t very educational unless you have been led in careful ways to analyze the experience. Reading is the skeleton key for all who lack a personal tutor of quality.

As an educator, advisor, or mentor, my job is to guide, prod, push, pull, support, leverage, and expose, but it is not my place to judge.

Role Modeling and Meaningful Mentors Given the importance of socialization in leadership education and the power of analogue to organize people's approaches, one important facet of training the next generation of impact investors is to celebrate role models. Historically business schools have exposed students to leading businesspeople who have exemplified a model life in which their business success was followed by a retirement enriched by charity work. Now the increasing popularity on business school campuses of impact investing pioneers is offering an alternative model for students to follow. Schools that recognize the importance of mentoring and role modeling will need to identify additional opportunities to expose students to similarly forward-looking role models. Beyond the charismatic entrepreneurs, role models can also come from the leaders of networks, standard-setting bodies and other industry-builders who will increasingly represent high-leverage leadership in the impact investing industry's next phase.

Trent Lovette is a well-qualified educator who has personally mentored several superintendents and principals throughout his career.

Kurt Fischer, my mentor and colleague at Harvard, where he is the director of Harvard University’s Mind, Brain, and Education program, goes so far as to say that today’s schools essentially fail about 80 percent of students. Sure, kids get through. Yet simply surviving is not a high enough bar for our educational system—not by a long shot. Worse still, our schools are often downright damaging in the long term for children who by temperament are prone to question authority—the kinds of kids who can’t help but think differently, who like to take risks, and who represent America’s best hope to innovate its way to a better future. Unfortunately, instead of focusing on changing an obviously broken educational context, we have to date largely put the blame on our hardworking teachers—and perhaps even more so on our children, millions of whom are themselves treated as broken because our system cannot deal with natural learning variability.

No matter what his or her age, when a child has a serious and productive interest in something, do anything possible to feed it. Be the perfect enabler. Drive anywhere. Fly anywhere. Rearrange schedules. Get or otherwise provide access to the supplies and props (and animals and vehicles and equipment and …). Find the experts, communities, even mentors. (Eventually you’ll want to find people who can provide real and credible feedback.) Just as importantly, protect the child from the trivial work inevitably and often mindlessly and reflexively foisted on him or her by others. A year absolutely dedicated to a single area of deep passion is better than the potpourri of modern curricula.

This may be the fundamental problem with caring a lot about what others think: It can put you on the established path—the my-isn’t-that-impressive path—and keep you there for a long time. Maybe it stops you from swerving, from ever even considering a swerve, because what you risk losing in terms of other people’s high regard can feel too costly. Maybe you spend three years in Massachusetts, studying constitutional law and discussing the relative merits of exclusionary vertical agreements in antitrust cases. For some, this might be truly interesting, but for you it is not. Maybe during those three years you make friends you’ll love and respect forever, people who seem genuinely called to the bloodless intricacies of the law, but you yourself are not called. Your passion stays low, yet under no circumstance will you underperform. You live, as you always have, by the code of effort/result, and with it you keep achieving until you think you know the answers to all the questions—including the most important one. Am I good enough? Yes, in fact I am. What happens next is that the rewards get real. You reach for the next rung of the ladder, and this time it’s a job with a salary in the Chicago offices of a high-end law firm called Sidley & Austin. You’re back where you started, in the city where you were born, only now you go to work on the forty-seventh floor in a downtown building with a wide plaza and a sculpture out front. You used to pass by it as a South Side kid riding the bus to high school, peering mutely out the window at the people who strode like titans to their jobs. Now you’re one of them. You’ve worked yourself out of that bus and across the plaza and onto an upward-moving elevator so silent it seems to glide. You’ve joined the tribe. At the age of twenty-five, you have an assistant. You make more money than your parents ever have. Your co-workers are polite, educated, and mostly white. You wear an Armani suit and sign up for a subscription wine service. You make monthly payments on your law school loans and go to step aerobics after work. Because you can, you buy yourself a Saab. Is there anything to question? It doesn’t seem that way. You’re a lawyer now. You’ve taken everything ever given to you—the love of your parents, the faith of your teachers, the music from Southside and Robbie, the meals from Aunt Sis, the vocabulary words drilled into you by Dandy—and converted it to this. You’ve climbed the mountain. And part of your job, aside from parsing abstract intellectual property issues for big corporations, is to help cultivate the next set of young lawyers being courted by the firm. A senior partner asks if you’ll mentor an incoming summer associate, and the answer is easy: Of course you will. You have yet to understand the altering force of a simple yes. You don’t know that when a memo arrives to confirm the assignment, some deep and unseen fault line in your life has begun to tremble, that some hold is already starting to slip. Next to your name is another name, that of some hotshot law student who’s busy climbing his own ladder. Like you, he’s black and from Harvard. Other than that, you know nothing—just the name, and it’s an odd one. Barack.

no single influence stands out in those early years, but the cumulative education they offered provided a clear foundation for her own writing career. In the absence of traditional schooling or literary mentors in her life, these books were her teachers, showing Wharton how to go about writing good prose.

Dr. Trent Lovette is a retired superintendent, but that doesn't mean he isn't working. He's taken his leadership experience and interpersonal skills to the field of leadership coaching, mentoring, and motivational speaking as John Maxwell and Gallup CliftonStrengths Global coach. Additionally, Dr. Trent Lovette has joined together with a business partner to enter the real estate business with Summit Investment Properties.

LEVEL THREE VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S COMMENTS DITCHING ELVIN HISTORY According to a report from the gnomes, Keefe was found hiding in the Level Four wing during afternoon session. 3 out of 10 Warning issued. It’s the first day of sessions and Keefe is already causing trouble—and he can argue that his photographic memory should exempt him from “boring lectures that repeat what’s in the textbook” all he wants! Elvin History is a vital session, and I would’ve given him a week of detention if I could, but none of the Mentors are prepared to be supervising punishments yet. So, I let Keefe off with a warning (reminding him about expulsion!). I’m sure he’ll give everyone plenty of reasons to assign detention soon. This is going to be a very long year.… —Dame Alina VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S COMMENTS DISRESPECT FOR ACADEMY PROPERTY According to a report from Lady Galvin, Keefe took it upon himself to turn his alchemy table into solid silver. 5 out of 10 One week of detention assigned. Apparently Lady Galvin asked Keefe to impress her, and this is what happened. Clearly this is not what she meant. Though, I suppose it is rather impressive—not that I would give Keefe the satisfaction of knowing that! —Dame Alina VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S COMMENTS DITCHING PHYSICAL EDUCATION According to a report from the gnomes, Keefe was found hiding in his PE locker during session. 3 out of 10 One week of detention assigned. It’s highly likely that Keefe has used this hiding place before, since his absence could easily be overlooked in the chaos of the group session. Clearly procedures need to be implemented to ensure this behavior is prevented. —Dame Alina VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S

Before you invest in a company or a mentor, delve into their educational journey. Seek authenticity, and distinguish between those with genuine life experiences and those who merely package someone else's story as their own. Your investments should echo true wisdom, not just borrowed narratives.

How can I—how can any of us—let you go? You are woven through us, from birth to death. You educated me, married us, comforted us. You stood at our mileposts, our weddings, our funerals. You gave us the courage when tragedy struck, and when we howled at God, you stirred the embers of our faith and reminded us, as a respected man once said, that the only whole heart is a broken heart.

IN ADDITION, THROUGHOUT THESE CHAPTERS, I OFFER PRACTICAL insights about genius such as these: IQ, mentors, and Ivy League educations are greatly overrated. No matter how “gifted” your child is, you do him or her no favor by treating him or her like a prodigy. The best way to have a brilliant insight is to engage in creative relaxation: go for a walk, take a shower, or get a good night’s sleep with pen and paper by the bed. To be more productive, adopt a daily ritual for work. To improve your chances of being a genius, move to a metropolis or a university town. To live longer, find your passion. Finally, take heart, because it is never too late to be creative: for every youthful Mozart there is an aged Verdi; for every precocious Picasso, a Grandma Moses.

all you barely see are sparks from those pennies they won't let go of. You must invest in yourself, in education, training, coaching, mentoring, health, and systems and tools, allowing you to Work Smarter, Not Harder. Most the super-extremist hardcore tightwads who I know seem to never be satisfied or happy. They just want more for free. If

Adab carried a weight in the Islamic world similar to that of paideia in the Greco-Roman world. It represented a peak of human achievement, and insisted that this peak could be reached by the privileged few—through education and through following exacting codes of deportment modeled on the behavior of exemplary persons. In the words of my Berkeley colleague Barbara Metcalf, adab was based on “the concept of the well-constructed life.”2 The notion of the “well-constructed life” had come to hold a particular fascination for me when I dealt with the moralists of the Roman Empire and their elite readers. These moralists challenged members of the elites to put their lives in order by self-discipline and by recourse to trusted mentors. I wondered how a similar system of moral grooming worked in another major civilization, that of Islam.

A teacher and parent should always be on the same page. Its like pushing a stalled car, the car needs an extra push, but if the person driving pushes the car back while the person helping is trying to push it forward, the car will not move. Same with a student. If a teacher is trying to educate, the parent at home should be educating the same things.

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.

Teachers become more important once students have the initial exposure to a concept online (either through videos or exercises). Teachers can then carve out face time with individual students who are struggling; they can move away from rote lecturing and into the higher tasks of mentoring, inspiring, and providing perspective.

Being Self Made is a lie if it's crafted as a story sold to people. It is an illusion for those who sincerely believe they are self-made. No one is self-made. You didn't choose the family you were born in, the economic class you were born in, the country you were born in, the era you were born in, the intelligence level you have, the special talent you are born with, the early education you got, the mentoring you received, your level of ambition, your macro-economic environment, being at the right place at the right time or generally having unexpected things turn in your favor. I will argue that even if you say you came from an extremely poor background and have worked extremely hard to achieve your success and you deserve 100 percent credit, even that is a partially false statement, as you have been lucky to see your hard work pay off (in some cases, exponentially)

If you want to reach our students, we must first meet them in their inner world.

Writing can be taught or learned in the vacuum. We must say to students in every area of knowledge: "This is a how other people have written about this subject. Read it; study it; think about it. You can do it too.

I was determined to get them away from the idea that their education is a private experience.

He continued in French "Normally, I do not show customers the workshop, but I detect you are interested in fashion. Are you planning to become a fashion designer someday?" I responded shyly, "Oui, je suis. Yes, I want to grow up to be like you, designing haute couture." This seemed to tickle his interest. "Well, in that case I will make an exception and show you. I like to feel that, in some small capacity, I am educating the next generation of designers. Give me a moment and I will take you upstairs." I was completely enamored when it came time for the tour. I had many questions to ask Mr. Bohan, which he answered to the best of his ability. I was so determined to enroll in a prestigious fashion school, as my mentor recommended.

Mid June 2012 Good morning Andy, I hope today brings you good cheer and bounteous energy. We certainly have been through some tough times since our separation. Back in the late 80s to the mid-90s, I too experienced a negative relationship like you and Toby. My relationship with Kregory, an American from Wisconsin, lasted for nine years. It came to a screeching halt one day in August 1996 when he suddenly disappeared from our apartment and my life. It was the best thing that ever happened to me. The universe had again intervened on my behalf when it was time for a new beginning. I will relate this life’s chapter at a later date. It breaks my heart to learn that you went through a difficult period with Toby. I’m glad those days are behind us. I believe that I emerged from those horrendous experiences to become wiser, stronger and better-equipped for life’s challenges. You, my dearest ‘big brother,’ have always been my guiding light, and I’m positive that you, too, returned unscathed through adversities. I, for one, am grateful for my Bahriji education and treasured E.R.O.S. experiences. Without this priceless enlightenment and knowledge, my life would have turned out differently and would have been difficult to grapple with. Now that we have reconnected, it’s also the beginning to a new friendship. If the universe chooses to bring us together again, time is our guiding star. For now, I’m gratified to be corresponding regularly with my ex-lover, Valet, mentor, and guardian.

Andy remained seated. I chirped, “Sir, please tell me the reason for your visit. My guardian is fully aware of your proposal.” Struck by my candidness, Ozwalt stammered, “Very well, I will tell you the reason I’m here,” he raised his voice in displeasure. “Your counterproposal is deplorable!” My lover remarked aggressively, “What’s deplorable about Young wishing to be kept in the style he is accustomed to?” The Englishman exclaimed, “He’s not even of age to drive, and he wants a Lamborghini or a Ferrari? What is he thinking?!” “You offered him a city car,” my Valet countered. “He has every right to ask for what he desires.” The man repudiated defensively, “I offered him a city car upon his coming of age to drive, not before!” He was seething with anger. “Atop this, he demands a luxury penthouse in Mayfair or Park Lane, not to mention the live-in personal tutor! Is he insane? Most adults wouldn’t be able to afford a luxury flat and experienced educator, let alone an adolescent who is barely out of his teens.” “Sir, if you do not have the financial capabilities to accommodate the boy’s expectations, there are others who are perfectly capable of doing so,” my chaperone asserted. “Andy! Are you telling me that the lad has other well-endowed suitors willing to pay for such frivolousness?” My lover and I sniggered at the Englishman’s comment, but we managed to suppress our mirth. My guardian answered solemnly, “That, Sir, is none of your concern. I presume you’re here to discuss Young’s counterproposal, not the proposals of his other suitors.” He was taken aback by my mentor’s forthrightness. He raised his voice in retaliation. “I’m here to talk to Young. I would like Young to speak for himself.” I spoke unrelentingly, “I have asked Andy to negotiate on my behalf. I have heard everything he has said and challenge none of it. If my terms are not met, I’m afraid our arrangement is over. There is no further need for discussion.” By now, Ozwalt was on fire. He waved his fist at me and shouted, “You rapacious whore! You’re nothing but a self-indulgent sybaritic slut from a third-world country!” Before he could continue lambasting me with further insults, Wilhem entered. “What’s going on here?” my big-brother questioned. Mossey resumed berating my integrity, calling me a barrage of repugnant names while my chaperones carted him off the campus grounds to his waiting chauffeur and Bentley. Groups of students stood gaping at the wild man, speculating about the nature of the ruckus they were witnessing.

Expecting less from your boss can lead to being pleasantly surprised instead of horribly disappointed. Once you stop seeing him or her as an all-knowing supervisor who should be mentoring and supporting you without criticism, you can accept them better for who they are — as fallible, human and petty as everyone else, prone to bad judgment and hamstrung by the limitations of their education, experience and ego.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

Looking back on all my interviews for this book, how many times in how many different contexts did I hear about the vital importance of having a caring adult or mentor in every young person’s life? How many times did I hear about the value of having a coach—whether you are applying for a job for the first time at Walmart or running Walmart? How many times did I hear people stressing the importance of self-motivation and practice and taking ownership of your own career or education as the real differentiators for success? How interesting was it to learn that the highest-paying jobs in the future will be stempathy jobs—jobs that combine strong science and technology skills with the ability to empathize with another human being? How

Too many people suffer from destination disease. They reach a certain level, earn their degrees, buy their dream homes, and then just coast. Studies show 50 percent of high school graduates never read another entire book. One reason may be that they see learning as something you do in school, just something you do for a period of life instead of as a way of life. We all learned when we were in school. Our teachers, coaches, and parents taught us. We were expected to learn when we were school age. But some tend to think that once they finish a certain level of education: “I’m done with school. I’ve finished my training. I’ve got a good job.” Winners never stop learning, and this is the sixth undeniable quality I have observed. God did not create us to reach one level and then stop. Whether you’re nine or ninety years old, you should constantly be learning, improving your skills, and getting better at what you do. You have to take responsibility for your own growth. Growth is not automatic. What steps are you taking to improve? Are you reading books or listening to educational videos or audios? Are you taking any courses on the Internet or going to seminars? Do you have mentors? Are you gleaning information from people who know more than you? Winners don’t coast through life relying on what they have already learned. You have treasure on the inside--gifts, talents, and potential--put in you by the Creator of the universe. But those gifts will not automatically come out. They must be developed. I read that the wealthiest places on earth are not the oil fields of the Middle East or the diamond mines of South Africa. The wealthiest places are the cemeteries. Buried in the ground are businesses that were never formed, books that were never written, songs that were never sung, dreams that never came to life, potential that was never released.

Society has the choice of whether to fight our natural and inherited abilities or channel them effectively. When we use the common sense of nature in our upbringing of boys, we work with boys not against them, and give them the love, structure, discipline, and wisdom they, as boys, need. When we accomplish this, we don’t create more random violence, we ensure less of it; we don’t make boys into men who victimize women, we ensure less victimization of women. In our lives as parents, mentors, and educators, we stop feeling as if we’re fighting against boys and masculinity; we start realizing how to work with boys and maleness. Consequently, our homes, schools, streets, and bedrooms start looking very different.

As an Asian American woman within black radical circles, Grace surely was anomalous, but this raised no significant concerns or barriers to her participation in various black organizations, struggles, and movements. While she never attempted to conceal her ethnic identity, Grace developed a political identity as a black movement activist—that is, an activist based in a black community and operating within black movements. Living with Jimmy in a black community in the 1950s and immersing herself in the social and political worlds of black Detroit, she solidified this political identity through her activism. By the early 1960s she was firmly situated within a network of activists building organizations, staging protests, and engaging in a range of grassroots political initiatives. By mid-decade, when the Black Power movement emerged, Grace was a fixture within black radical politics in Detroit and widely known in movement circles nationally. Together, Jimmy and Grace helped to build a vibrant local black protest community in Detroit, the city that served not only as their home and political base, but also as a catalyst for new ideas about social change. They formulated their theories through grassroots activism in the context of—and at times directly in response to—the tremendous urban transformation experienced by the Motor City during the decades following World War II. Alongside their local efforts, the couple forged an ever-widening network of activists, artists, and intellectuals across the country, engaging multiple spaces of black activist politics. A diverse group of younger black activists from Detroit and across the country visited their eastside Detroit home—“ the Boggses’ University,” as one of them labeled it. 2 Each received theoretical training, political education, and a sense of historical continuity between past and future struggles. Through their extraordinary partnership James and Grace Lee Boggs built several organizations, undertook innumerable local activist initiatives, produced an array of theoretical and political writings, and mentored a generation of activists.

There are many who occasionally attend church and who are trying experimentally to be Christians, yet are unable to identify well or define accurately the central truths of Christian teaching. The knowledge they have of the Christian tradition may have come chiefly through hymns. Their strong and sincere feelings are not matched with serious biblical or historical reflection on those feelings. Religious feelings are, indeed, crucial to the deeper learning of Christian truth, but they easily become superficial and narcissistic if the mind of Christ is not a mentor to natural religious impulse. The loss of center in Christian education is arguably due to a serious default of pastoral leadership; when the teaching elder does not teach, the effect is felt throughout the entire Christian congregation.

My grandson, Rizq, is of age, which is celebrated in Muslim tradition by his circumcision. The day of his surgery I will be throwing him a Rite of Passage celebration party. I wish for you to provide him with some male sensual and sexual education. "Would you be willing to take on this task of being his mentors? I have asked Gaston and Jacques to educate him in heterosexual lovemaking." Andy looked at me for a response. I nodded so he replied, "We will assist this young man to the best of our ability. Thank you for trusting in us to take on this mentorship role. We are most grateful and honored." "Well, that is wonderful. I’d like Rizq to have a few sexual experiences before his circumcision, and then again after he has healed from his surgery. That way he will better understand the different sensations, before and after circumcision,” he replied.

What was my reaction when I was suddenly assigned a good-looking and understanding ‘big brother’? During my early days at the boarding school, did I open up immediately to my ‘big brother’ Nikee or to other ‘big brothers’ in my House? I was like a fish swimming happily in water. I took to my ‘big brother’ Nikee like I had discovered gold in a hidden treasure trove. All the ‘big brothers’ had undergone special educational training before being assigned to a ‘little brother’. They were trained in the art of listening to the needs of their charges. Even for the BBs that were not E.R.O.S. members, the boarding school had training programs for ‘regular’ students who wanted to mentor the juniors following in their footsteps. All BBs and BSs (in our sister schools) had been through a one-year mentorship training program before becoming BBs and BSs. Therefore, whenever I had a problem and I needed advice, I was able to go to any BB of my choosing and confide to him. Most boys tended to disclose their quandaries to their allocated BBs because they seemed to understand us best. The answer to your last question, was I unreserved by nature or was it a learned trait? The answer is both. As much as I am a happy-go-lucky person, I also learned many methods and techniques to come out of my shell. Daltonbury Hall, Bahriji and E.R.O.S. turned me, in part, into the person I am today. This valuable training helped me pursue my dreams through the art of positive human relations. This is one of the main objectives of the Enlightened Royal Oracle Society: to be responsible citizens of the world. Dr. Arius, I’m ready for your next installment of queries. Keep them coming. With love and affection, Young.

To be a successful mentor one must have knowledge and willingness to dedicate a lot of time to mentorship.

A successful mentor is proud of his mentees, knowing that he has given a part of himself in their success.

No matter how skilled a mentor is, it seems that being a mentor once in a few years is just enough when considering PhDs.

It is a great satisfaction for many professors if their mentees choose to remain at the university

Yet change is usually stressful, and after a certain age, most people don’t like to change. When you are 16, your entire life is change, whether you like it or not. Your body is changing, your mind is changing, your relationships are changing—everything is in flux. You are busy inventing yourself. By the time you are 40, you don’t want change. You want stability. But in the twenty-first century, you won’t be able to enjoy that luxury. If you try to hold on to some stable identity, some stable job, some stable worldview, you will be left behind, and the world will fly by you. So people will need to be extremely resilient and emotionally balanced to sail through this never-ending storm, and to deal with very high levels of stress. The problem is that it is very hard to teach emotional intelligence and resilience. It is not something you can learn by reading a book or listening to a lecture. The current educational model, devised during the 19th century Industrial Revolution, is bankrupt. But so far we haven’t created a viable alternative. So don’t trust the adults too much. In the past, it was a safe bet to trust adults, because they knew the world quite well, and the world changed slowly. But the 21st century is going to be different. Whatever the adults have learned about economics, politics, or relationships may be outdated. Similarly, don’t trust technology too much. You must make technology serve you, instead of you serving it. If you aren’t careful, technology will start dictating your aims and enslaving you to its agenda. So you have no choice but to really get to know yourself better. Know who you are and what you really want from life. This is, of course, the oldest advice in the book: know thyself. But this advice has never been more urgent than in the 21st century. Because now you have competition. Google, Facebook, Amazon, and the government are all relying on big data and machine learning to get to know you better and better. We are not living in the era of hacking computers—we are living in the era of hacking humans. Once the corporations and governments know you better than you know yourself, they could control and manipulate you and you won’t even realize it. So if you want to stay in the game, you have to run faster than Google. Good luck!

For all students, a network of career exploration opportunities, sponsors, and mentors is a critical accompaniment to coursework.

disparity between Louie and Woody is most pronounced. In Woody Allen comedies, the Woody protagonist or surrogate takes it upon himself to tutor the young women in his wayward orbit and furnish their cultural education, telling them which books to read (in Annie Hall’s bookstore scene, Allen’s Alvy wants Annie to occupy her mind with Death and Western Thought and The Denial of Death—“You know, instead of that cat book”), which classic films to imbibe at the revival houses back when Manhattan still had a rich cluster of them. In Crimes and Misdemeanors, it’s a 14-year-old female niece who dresses like a junior-miss version of Annie Hall whom Woody’s Clifford squires to afternoon showings at the finer flea pits, advising her to play deaf for the remaining years of her formal schooling. “Don’t listen to what your teachers tell ya, you know. Don’t pay attention. Just, just see what they look like, and that’s how you’ll know what life is really gonna be like.” A more dubious nugget of avuncular wisdom would be hard to imagine, and it isn’t just the Woody stand-in who does the uncle-daddy-mentor-knows-best bit for the benefit of receptive minds in ripe containers. In Hannah and Her Sisters, Max von Sydow’s dour painter-philosophe Frederick is the Old World “mansplainer” of all time, holding court in a SoHo loft which he shares with his lover, Lee, played by Barbara Hershey, whose sweaters abound with abundance. When Lee groans with enough-already exasperation when Frederick begins droning on about an Auschwitz documentary—“You missed a very dull TV show on Auschwitz.

Shanahan (the head coach) doesn't allow failure to take root.

Principle #23 - Poverty is a disease of the mind. There is a very contagious disease in our world today and people don’t even know it exists. Most people don’t even know they have it but it is the number one killer in the world. It’s the number one killer of dreams, potential and therefore lives. This disease is called poverty of the mind. The disease “poverty of the mind” has very little to do with its cousin poverty (not a disease) which says “I don’t have anything now”, but poverty of the mind says, “I don’t want any more out of life, I don’t believe I can have any more in life or I don’t think I deserve any more in life.” This disease effects your: Vision - you don’t see your life changing. Energy - you don’t want to do anything to change your life. Speech - your words are all about what you can’t do or have. Dreams - you don’t have any. Relationships - you only want to be around people who have the disease because they wouldn’t challenge you to do more with your potential. The worse part about this disease is that you pass it on to those that are closest to you like your spouse, children and your friends. There are millions of groups of people in churches, clubs, and companies that have infected one another without anyone being aware. Any time one of the infected members attempts to find a cure for the disease, because they are tired (it takes your energy), the infected members begin to re-infect them again, eliminating their desire to become free. The disease does have cures and here are three of them: Mentorship - obtain a mentor who will stretch you and who cares more about your future than your feelings. Friends - who want more out of life and will push you to want the same. Education - invest in your informal education with books, audios and seminars. Life is so much better without this disease.   Principle #24 - Every decision you make, you should make with your future in mind.

His Majesty has done absolutely nothing but waste his time darling around eating sweets, contributing to the boy's adolescent chubiness, and to the sense of the country's political drift. Rather than being encouraged to govern, the Shah's courtiers preferred to encourage him in his idleness.

It's exciting to work with the kids so devoid of irony, so unguarded. And also terrifying.

There is no force in the life of ancient man, the influence of which so pervades all his activities as does that of the religious faculty. Its fancies explain for him the world about him, its fears are his hourly master, its hopes his constant Mentor, its feasts are his calendar, and its outward usages are to a large extent the education and the motive toward the gradual evolution of art, literature and science.

George Gey paid his way through a biology degree at the University of Pittsburgh by working as a carpenter and mason, and he could make nearly anything for cheap or free. During his second year in medical school, he rigged a microscope with a time-lapse motion picture camera to capture live cells on film. It was a Frankensteinish mishmash of microscope parts, glass, and 16-millimeter camera equipment from who knows where, plus metal scraps, and an old motor from Shapiro’s junkyard. He built it in a hole he’d blasted in the foundation of Hopkins, right below the morgue, its base entirely underground and surrounded by a thick wall of cork to keep it from jiggling when streetcars passed. At night, a Lithuanian lab assistant slept next to the camera on a cot, listening to its constant tick, making sure it stayed stable through the night, waking every hour to refocus it. With that camera, Gey and his mentor, Warren Lewis, filmed the growth of cells, a process so slow - like the growth of a flower - the naked eye couldn’t see it. They played the film at high speed so they could watch cell division on the screen in one smooth motion, like a story unfolding in a flip book.

Ehimlite universities are strong at delivering their commercial mission. They are pretty strong in developing their cognitive mission. But when it comes to the sort of growth Deresiewicz is talking about, everyone is on their own. An admissions officer might bias her criteria slightly away from the Résumé God and toward the quirky kid. A student may privately wrestle with taking a summer camp job instead of an emotionally vacuous but résumé-padding internship. But these struggles are informal, isolated and semi-articulate.

we must come to realize that once we have kids, individualism is impractical and self-defeating.

Mentoring is passion for skills and knowledge-transfer to young people

That esteem for educators appears to be even higher among Generation Next, those born from 1981 to 1988, who are twice as likely as older generations to name a teacher or mentor when asked to list people they admire.

Your mentor may not be the teacher you dreamed of, and that’s the point. This is your education of what is, not what you think should be.

We were motivated by our mentors to go an extra mile.

The child who is a skilled thinker and adept learner can adjust to whatever the future doles out. She can spackle in those holes in her knowledge, and she knows how to acquire skills she needs to do things she wants to do. On the other hand, the child who shoveled down his prepared education but lost his curiosity, whose interests withered away and were replaced by a general malaise and desire to just be left alone — that child has a bagful of knowledge and skills with varying expiration dates and dubious ability or desire to acquire more.

Project-based homeschooling is concerned with the underlying motives, habits, and attitudes of thinking and learning. However you feel about knowledge and skills — whether you’re a Latin-loving classicist or a relaxed unschooler or somewhere in-between — the point of project-based homeschooling is to devote some time to helping your child direct and manage his own learning. This does not have to comprise your entire curriculum. (Though it can.) It does not have to be the primary focus of your learning life. (Though it can be.) But it is essential. It is the part of your child’s education that is focused on that underlying machinery. It is the part of your child’s learning life that is focused on your child’s very specific and unique interests, talents, and passions. It is the part of your child’s learning when he is not only free to explore whatever interests him, but he receives attention, support, and consistent, dependable mentoring to help him succeed.

I can't say I ever remember getting less than a whole child in my 29 years here. They come in whole and I teach 'em that way.

I decided to find a mentor. With his help, I’ve made three vital discoveries on my journey to wealth: Follow in the footsteps of those who are already rich, not those who want to become rich. Is your banker, broker, or advisor rich? If he isn’t, he probably can’t teach you much. Focus on your financial education and try to learn as much as you can. Evaluate every opportunity yourself. Try to understand financial trends—but don’t follow them.

The world has changed and our reason and purpose for education must change. This model ensures students will effectively draw from their various disciplines collectively and apply them to whatever challenges the world throws at them. My goal is for them to become conscious life learners. In addition to your parents and teachers, mentors and coaches will be needed to help you reach your full potential. Your ability to identify and develop your competitive edge may prove to be your greatest asset.

The most constructive approach to critical feedback follows from the concept of leader as teacher. When you need to provide corrective or negative guidance, think not of yourself as a critic—or even a boss—but as a guide, mentor, and teacher. The process of critique should be an educational experience that contributes to the further development of the individual.

Among the categories recommended by teachers, oddly, the most productive was the youngest in the class, yielding almost 20 percent. That category contributed more to the study than did the teachers’ nominations for the brightest. It is not clear why; certainly Terman never considered the possibility the youngest in the class were also the most challenged, which contradicted the educational philosophy of Hall, his mentor. But he admitted puzzlement about the finding. “If one would identify the brightest child in a class of thirty to fifty pupils, it is better to consult the birth records in the class register than to ask the teacher’s opinion.

GIVE RISE TO FAITH Be fearless LEADER and Design your own LIFE." "You are divine creation of God. You crave creativity and intuitive life guided by the best mentors. You choose your inner happiness over external chaos. You choose to thrive in most chaotic life circumstances. God created you to be perfect version of yourself and the creation of affection. God is graceful and merciful. He guides your life path and destiny. You have a mission on this earth to fulfill. You aren't here to just survive and live each and every day as it will be your same day since the day you were born with. You are here to learn, grow, face failures, face successes, face extreme painful situations, face extremely happy situation full of love, light and delight. You are creative and mindful. You can educate yourself and be the best educator and successor. You are the best guide anyone can ever ask for. You can be the leader and counselor to the people who need your help. You can guide the path of people who wanted your guidance. We are courageous in ways we don't recognize we possess. We face the incidents, occurrences, events, affairs, encounters, adventures and circumstances throughout our life. Through knowledge, understanding, wisdom, sophistication and education we gain the experiences and moments of endurance and tolerance. We encounter different life challenges, daily teachings and life lessons as we grow through our life. We undertake the different phases of difficulty, resistance, struggle, victory and competition throughout our life’s journey. As we undertake the different phases of our life’s journey, we choose to behave, respond, acknowledge, appreciate and recognize situations and gain experiences according to our free will, self-determination, independence, liberty and freedom. We have freedom to choose our life experiences either positive or negative. Our success or failure depends on our positive life experiences, negative life experiences or positive and negative life experiences throughout our life. With 365 days daily teachings and life lessons you can sharpen your cognitive behavior, you can learn about how to balance your life experiences and you can gather daily inspirations throughout your life’s journey.

Aside from FAMILY, there is nothing more important in this world than Self-Education. You too can unmasks the #1 truth about Personal Development; ANYONE can Develop a Genius Mindset and Unleash Their Full Potential and Achieve Unimaginable Success. -J.R. Fitzgerald

How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Scott D. Sampson Home Grown: Adventures in Parenting off the Beaten Path, Unschooling, and Reconnecting with the Natural World by Ben Hewitt Project-Based Homeschooling: Mentoring Self-Directed Learners by Lori Pickert Let’s Play Math: How Families Can Learn Math Together—and Enjoy It by Denise Gaskins The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education by Blake Boles Gifts Differing: Understanding Personality Type by Isabel Briggs Meyers and Peter B. Myers

A simple one-word transformation Now that you see that your work is to make change, and that you can do it by identifying who you want to change, earning enrollment, and educating on the way to that change, let’s transform how you can describe those you’re changing. Perhaps instead of talking about prospects and customers, we could call them your “students” instead. Where are your students? What will they benefit from learning? Are they open to being taught? What will they tell others? This isn’t the student–teacher relationship of testing and compliance. And it’s not the power dynamic of sexism or racism. It’s the student–mentor relationship of enrollment and choice and care. If you had a chance to teach us, what would we learn? If you had a chance to learn, what would you like to be taught?

Unknowing refers to the moments when "diligent catechesis is not required and a "leisurely pause before mystery is."27 Uncaring refers to the detachment of heart and spirit when the mentor gets out of the way and allows the Holy Spirit to do the caring. As Peterson points out, "There are moments when caring is not required, when detachment is appropriate. What the Spirit is doing in other persons far exceeds what we ourselves are doing."28 Such wisdom is certainly hard to acquire through formal education in the Western world. We are taught to know, and we are motivated to care. Such activities animate us and validate us in the work of ministry for others. The wisdom of Peterson's experience is the paradox of knowing and caring enough not to interfere. Ordination or a degree is not a prerequisite for such skills.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

Storytelling is an important cognitive skill that helps us to understand concepts and apply logic. This is why I use "Storytelling" in my classes. You can make a session interesting by telling stories to your students and assisting them in their imagination and learning.

Children are mentoring their parents and older generations to actively begin to make major changes, in evidence of glaring environmental and social issues that previous generations have taken too long to address. They feel the urgency for change because they know the long-term consequences that affect their future. Be curious and listen to their passionate messages and educated calls-to-action. Let yourself be inspired to contribute to change as best you can.

Behavioral-enrichment programs, like mentoring and educational programs, can help individuals but are bound to fail racial groups, which are held back by bad policies, not bad behavior.

In our increasingly fundamentalist country, we have to remember what is fundamental: gravity - what draws us to a place and keeps us there, like love, like kinship. When we commit to a particular place, a certain element of choice is removed. We are free to dig in, and allow ourselves to be mentored by the life around us. We begin to see the world whole instead of fractured. Long-term strategies replace short-term gains. Routine opens the door to creativity. We inform one another and become educated public that responds.

found you on the CRISP website. I was looking for someone at UCSF with an R01 doing research in kidney disease,” I said. CRISP, now called the NIH RePORTER, was the National Institutes of Health’s searchable database of all federally funded biomedical research projects. I knew that the NIH’s R01 grant mechanism, which was awarded to researchers who no longer needed a research mentor, allowed the researcher to apply for smaller research grants to support someone from backgrounds underrepresented in medicine—Blacks, Hispanics, or Native Americans, individuals with a physical or mental disability, or those who grew up in poverty—at every level of education, from a high school student to a college student, a medical student, resident, or fellow.

Further Reading For the Children’s Sake: Foundations of Education for Home and School by Susan Schaeffer Macaulay The Brave Learner: Finding Everyday Magic in Homeschool, Learning, and Life by Julie Bogart The Read-Aloud Family: Making Meaningful and Lasting Connections with Your Kids by Sarah Mackenzie Rethinking School: How to Take Charge of Your Child’s Education by Susan Wise Bauer A Gracious Space: Daily Reflections to Sustain Your Homeschooling Commitment by Julie Bogart Teaching from Rest: A Homeschooler’s Guide to Unshakable Peace by Sarah Mackenzie Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Peter Gray Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Scott D. Sampson Home Grown: Adventures in Parenting off the Beaten Path, Unschooling, and Reconnecting with the Natural World by Ben Hewitt Project-Based Homeschooling: Mentoring Self-Directed Learners by Lori Pickert Let’s Play Math: How Families Can Learn Math Together—and Enjoy It by Denise Gaskins The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education by Blake Boles Gifts Differing: Understanding Personality Type by Isabel Briggs Meyers and Peter B. Myers

The well-intentioned thinking of ignoring racial differences within the classroom or the family home is something that can naturally be what we turn to as educators and parents. Our moral compass and societal upbringing may have reinforced the idea that being “color-blind” and “treating all children the same” are ways of being fair, being consistent, and also honoring the child for who they are, not what they look like. During my practicum in training to become a certified schoolteacher, I distinctly remember my assigned mentor teacher telling me, “I don’t see differences in the classroom.” Although this may seem appropriate to pass onto others or adopt in one’s own philosophy of education, the reality is that by ignoring differences in children, we are erasing the very complexity and nuances that each child brings to the table.

The need to germinate and cultivate our potential in this way is another idea that runs through the humanist tradition. Because of this, education is all-important. As children, we learn from parents and teachers; later we continue to develop through experience and further study. We can still be human without advanced education, of course, but to realize our ren or humanitas to the utmost, mentoring and the broadening of perspectives are invaluable.

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I’m sorry, my dears, that time doesn’t allow me to continue your education. Just remember that your parents—or ‘mentors,’ whoever they’ll be—will try to ‘bring you up right,’ but they’ll have no concept of what that is. They’ll raise you to be functional and to imitate them and indulge in petty little successes. Resist them with all your might. “They won’t ready you for the time when reality rears its head. They’ve worn blinders for so long they’ve become a part of their heads. Maybe that’s what they desired all along—to have their vision restricted, expurgated.

With careful guidance and mentorship, you will reach your highest-self.

Students are taught how to do things, but many are not forced to reflect on why they should do them or what we are here for.

No great thing could ever be achieved without encouragement.

Graduates fared better if, during college, they did any one of these: developed a relationship with a mentor; took on a project that lasted a semester or more; did a job or internship directly connected to their chosen field; or became deeply involved in a campus organization or activity (as opposed to minimally involved in a range of things).

A wise master teaches.

The great mentor is master builder of great students.

It was only after World War II that Stanford began to emerge as a center of technical excellence, owing largely to the campaigns of Frederick Terman, dean of the School of Engineering and architect-of-record of the military-industrial-academic complex that is Silicon Valley. During World War II Terman had been tapped by his own mentor, presidential science advisor Vannevar Bush, to run the secret Radio Research Lab at Harvard and was determined to capture a share of the defense funding the federal government was preparing to redirect toward postwar academic research. Within a decade he had succeeded in turning the governor’s stud farm into the Stanford Industrial Park, instituted a lucrative honors cooperative program that provided a camino real for local companies to put selected employees through a master’s degree program, and overseen major investments in the most promising areas of research. Enrollments rose by 20 percent, and over one-third of entering class of 1957 started in the School of Engineering—more than double the national average.4 As he rose from chairman to dean to provost, Terman was unwavering in his belief that engineering formed the heart of a liberal education and labored to erect his famous “steeples of excellence” with strategic appointments in areas such as semiconductors, microwave electronics, and aeronautics. Design, to the extent that it was a recognized field at all, remained on the margins, the province of an older generation of draftsmen and machine builders who were more at home in the shop than the research laboratory—a situation Terman hoped to remedy with a promising new hire from MIT: “The world has heard very little, if anything, of engineering design at Stanford,” he reported to President Wallace Sterling, “but they will be hearing about it in the future.

Dear Young Black Males… I encourage you to NOT spend your money frivolously. It’s imperative that you save and invest, too! Don’t be so easily flattered by materiel things that hold no value. It’s time to think and plan long-term! Be inspired about building wealth by reading, taking classes, attending seminars, watching YouTube videos, following reputable people online that specialize in investing and finances, getting a mentor, etc. I cannot stress it enough… Utilize your mind, and educate yourself about money! Upgrade your thinking, young Kings! Shoes, clothes, jewelry, cars, and the latest gadgets are of no real value to you. Focus on building assets!

native dwellers … learn through an education of attention. The novice hunter … travels through the country with his mentors, and as he goes, specific features are pointed out to him. Other things he discovers for himself, in the course of further forays, by watching, listening and feeling

The chakra of creating scalable business or growing in once own career is simple yet under rated: 1. Skills and education 2. Experience & subject matter expertise 3. Mentor ship & guidance 4. Use of capital 5. Use of technology 6. Use of marketing 7. Networking & relationship

ExtraOrd is an international organization headquartered in Washington DC . We promote youth academic achievement and life success through education, mentoring, and economic empowerment.

Ask and wait expectantly for the answer.

People aren’t learning social, communication, or relationship skills in the education system. Instead they have to trust the school of hard knocks, their street smarts, a mentor/coach, or a book. Today, almost everyone is struggling and overwhelmed by how to put what they learn into action—how to find and develop new friends, business colleagues, and romantic relationships, and create a meaningful life. Many people are just giving up and feel hopeless and lost, and they disengage from the world around them or self-medicate with drugs, alcohol, prescriptions, etc. In this way, they create a cycle of failure in their relationships and enter new toxic relationships…over and over again.

Failure is a sign post of life, guiding us to the right paths.