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.

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.

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

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.

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

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.

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.

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

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.

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

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

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

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.

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

Passion + Vision +Skill + Mentoring = Success.

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

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.

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

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

Do all the work you while you still have strength.

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

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

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

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.

Title 'Yikin heykellerimi' ->'Destroy and shatter the statues you have built of me' O nation I am Kemal Mustafa If my thoughts and beliefs are not of this day and age If my wisdom isn't still the most authentic mentor Then let my tongue cleave to the roof of my palate I apoligize Forget everything I said Destroy and shatter the statues you have built of me If freedom isn’t still the supreme value If you’d rather have slaves stay chained Forget everything I said Destroy and shatter the statues you have built of me If you see no sense in living a civilized life If you want to be sent back in time to the middle ages and wish to put a crown on the head of a man who spits into the face of art Forget everything I said Destroy and shatter the statues you have built of me If the pain of war violence was not enough If peace at home, peace in the world has no meaning If to be awarded requires an arms race Forget everything I said Destroy and shatter the statues you have built of me If you miss the fez and the veil and prefer to light the night If you’re still hoping to find healing from a dervish, a sheik or an amulet Forget everything I said Destroy and shatter the statues you have built of me If you say women should not be equal to men and should be covered in black sheets in order to flee from the wrath of bigots If you say you don’t want to see our women and daughters to get an education just because you believe this is their fate Forget everything I said Destroy and shatter the statues you have built of me If freedom and democracy is too much for you to handle If you have a longing for the sultan of the Sultanate and are still not able to determine the significance of being a nation Be servants, stay on the path of religion and wait for şeyhülislam to lay down the law for you Forget everything I said Destroy and shatter the statues you have built of me And LEAVE ME ALONE… -Musafa Kemal Atatürk

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.

Every great soul had great mentors.

Every great soul had a great mentor.

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

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!

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.

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

The different shades of colours present cultural diversity.

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

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.

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.

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.

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...

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

Make wisdom human to the adolescent mind.

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

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

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.

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!

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

Great mentorship is priceless.

Believe in yourself, you can do great things!

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.