Micro Teaching Quotes

Love in NOT blind. It teaches you to be blind and overlook your partner's mistakes and shortcomings.

If nothing else, school teaches that there is an answer to every question; only in the real world do young people discover that many aspects of life are uncertain, mysterious, and even unknowable. If you have a chance to play in nature, if you are sprayed by a beetle, if the color of a butterfly's wing comes off on your fingers, if you watch a caterpillar spin its cocoon-- you come away with a sense of mystery and uncertainty. The more you watch, the more mysterious the natural world becomes, and the more you realize how little you know. Along with its beauty, you may also come to experience its fecundity, its wastefulness, aggressiveness, ruthlessness, parasitism, and its violence. These qualities are not well-conveyed in textbooks.

Hierarchical power structures are falling –replaced by unilateral workplaces and online niche micro-businesses. Technological advances, combined with growing public awareness, will ensure power that has been withheld will be shared as a universal human right. And instead of seeing divinity as something external, more of us are becoming aware of the eternal consciousness within, and awakening our consciousness by practicing energy raising, healing, and manifestation techniques.

Many of the one-liners teach volumes. Some summarize excellence in an entire field in one sentence. As Josh Waitzkin (page 577), chess prodigy and the inspiration behind Searching for Bobby Fischer, might put it, these bite-sized learnings are a way to “learn the macro from the micro.” The process of piecing them together was revelatory. If I thought I saw “the Matrix” before, I was mistaken, or I was only seeing 10% of it. Still, even that 10%—“ islands” of notes on individual mentors—had already changed my life and helped me 10x my results. But after revisiting more than a hundred minds as part of the same fabric, things got very interesting very quickly. For the movie nerds among you, it was like the end of The Sixth Sense or The Usual Suspects: “The red door knob! The fucking Kobayashi coffee cup! How did I not notice that?! It was right in front of me the whole time!” To help you see the same, I’ve done my best to weave patterns together throughout the book, noting where guests have complementary habits, beliefs, and recommendations. The completed jigsaw puzzle is much greater than the sum of its parts.

Home Economics & Civics What ever happened to the two courses that were cornerstone programs of public education? For one, convenience foods made learning how to cook seem irrelevant. Home Economics was also gender driven and seemed to stratify women, even though most well paid chefs are men. Also, being considered a dead-end high school program, in a world that promotes continuing education, it has waned in popularity. With both partners in a marriage working, out of necessity or choice, career-minded couples would rather go to a restaurant or simply micro-burn a frozen pre-prepared food packet. Almost anybody that enjoys the preparation of food can make a career of it by going to a specialty school such as the Culinary Institute of America along the Hudson River in Hyde Park, New York. Also, many colleges now have programs that are directed to those that are interested in cooking as a career. However, what about those that are looking to other career paths but still have a need to effectively run a household? Who among us is still concerned with this mundane but necessary avocation that so many of us are involved with? Public Schools should be aware that the basic requirements to being successful in life include how to balance and budget a checking and a savings account. We should all be able to prepare a wholesome, nutritious and delicious meal, make a bed and clean up behind one’s self, not to mention taking care of children that may become a part of the family structure. Now, note that this has absolutely nothing to do with politics and is something that members of all parties can use. Civics is different and is deeply involved in politics and how our government works. However, it doesn’t pick sides…. What it does do is teach young people the basics of our democracy. Teaching how our Country developed out of the fires of a revolution, fought out of necessity because of the imposing tyranny of the British Crown is central. How our “Founding Fathers” formed this union with checks and balances, allowing us to live free, is imperative. Unfortunately not enough young people are sufficiently aware of the sacrifices made, so that we can all live free. During the 1930’s, most people understood and believed it was important that we live in and preserve our democracy. People then understood what Patrick Henry meant when in 1776 he proclaimed “Give me liberty or give me death.” During the 1940’s, we fought a great war against Fascist dictatorships. A total of sixty million people were killed during that war, which amounted to 3% of everyone on the planet. If someone tells us that there is not enough money in the budget, or that Civic courses are not necessary or important, they are effectively undermining our Democracy. Having been born during the great Depression of the 1930’s, and having lived and lost family during World War II, I understand the importance of having Civics taught in our schools. Our country and our way of life are all too valuable to be squandered because of ignorance. Over 90 million eligible voters didn’t vote in the 2016 presidential election. This means that 40% of our fellow citizens failed to exercise their right to vote! Perhaps they didn’t understand their duty or how vital their vote is. Perhaps it’s time to reinvigorate what it means to be a patriotic citizen. It’s definitely time to reinstitute some of the basic courses that teach our children how our American way of life works. Or do we have to relive history again?

Micro-learning or bite-sized courses are an emerging trend in the online education industry. Adapting to the shortening attention span of today’s audience, services try to wedge between busy schedules and teach people something new, even though it’s not always about academic disciplines or college-level knowledge.

To lose my thoughts and beliefs, and to find my soul, I go to both friend and enemy, my teacher, my guide, my home, my escape, my questions and answers, my thirst and my eagerness, my passion, my hunger and craving, my sorrow and happiness, my source and inspiration. I'm speaking of Nature, that gives us literally everything we know. From our knowledge, medicine, food, water, air, clothing and shelter, to its creative and medicinal/restorative ways of making us feel deeply and spiritually connected to life when spending time in nature, and its mezmerizing confrontation with the profound mysteries in life. Bringing us, no matter who we are and where we are from, in contact with the past and future, with the cycles of life, with the tasty and the toxic, the good and the bad, the micro and the macro, the soft and the hard, the ugly and the beautiful, the death and re-birth, the ebbs & the flows, the wholeness and relationship & inter-relatedness of nature and life itself. Its incredible diversity in all her glory that teaches us that we absolutely without a doubt must avoid the forcing/pressure of standardization of protocols/constucts/models in which just one way of living or model of development predominates. I believe our purpose is quiet simple. It is to love. To love oneself and each other, to love all life and to love our Mother Earth for She teaches us, nurtures us, feeds us and shelter us, and for eventually we will turn into Earth. Life is beautiful because it does not last forever.

Those who accept the Nature Cure teachings about the causes of disease, but still have a lingering superstition about the malevolent power of germs, may be further reassured by the fact that a clean skin is probably the most powerful germicide known. Tests made with a variety of “pathogenic micro-organisms“ showed consistently that when these were placed upon the clean skin of a normally healthy person, they rapidly disintegrated. Similar tests on unclean skin and less healthy people showed a marked improvement in the microbes’ chances of survival

The term “microaggressions” refers to a way of thinking about brief and commonplace indignities and slights communicated to people of color (and others). Small acts of aggression are real, so the term could be useful, but because the definition includes accidental and unintentional offenses, the word “aggression” is misleading. Using the lens of microaggressions may amplify the pain experienced and the conflict that ensues. (On the other hand, there is nothing “micro” about intentional acts of aggression and bigotry.) By encouraging students to interpret the actions of others in the least generous way possible, schools that teach students about microaggressions may be encouraging students to engage in emotional reasoning and other distortions while setting themselves up for higher levels of distrust and conflict. Karith Foster offers an example of using empathy to reappraise actions that could be interpreted as microaggressions. When she interpreted those actions as innocent (albeit insensitive) misunderstandings, it led to a better outcome for everyone. The number of efforts to “disinvite” speakers from giving talks on campus has increased in the last few years; such efforts are often justified by the claim that the speaker in question will cause harm to students. But discomfort is not danger. Students, professors, and administrators should understand the concept of antifragility and keep in mind Hanna Holborn Gray’s principle: “Education should not be intended to make people comfortable; it is meant to make them think.

When the Royal College of Art was founded in London in 1837 – as the Government School of Design – its explicit aim was to reduce demand for foreign imports by raising the quality of domestic goods through superior design. The government wanted Britain to be an exporter, not an importer, and believed that well-designed and well-made products sell better everywhere than shoddy ones do. Teaching good design would be ultimately beneficial for the economy. This logic has informed government support for design schools ever since.

When you solve problems for your team instead of with your team, you teach them to stop thinking. Take time to slow down just enough, even during times of crisis, to bring others along and help them rise to the occasion. Don’t be a hero, be a hero farmer.

We frequently encounter managers who’ve made a career of executing well in a culture with well-defined processes but who don’t know what to do with the “idea people” on their teams—so they shut them down. After all, innovation can be a distraction. And they may be proud of their no-failure track record—why take a risk now? If you have a cadre of well-meaning managers who are scared to pull the trigger on a new idea, you’ll need to help them work through their fear and teach them how to manage calculated risk taking.

We don’t think there’s anything wrong with mega or micro, video or cyber, gathered or scattered, house or weekend church. Each of those experiences is fine for those who want what is being delivered. In other words, if someone leads or partakes in any form of church and genuinely feels it is driving them naturally toward the life and mission of God, then for them, that is good news. But for many, it is not, and other options need to be offered. For us, in the brave city camp, we have come to call teaching and gathering settings “tables,” just like every other “table” in the ecosystem. (More on this later.) Teaching and gathering are important concepts and practices, but no more important than any other aspect of life.

Usually, the healer has lived in the same community with the person for decades; he knows a great deal about the person and what might be happening in his or her life. The Navajo view is a macro view, whereas Western medicine often takes a micro view. pg. 187

At a micro and macro level, our universe is interconnected. Nature can teach us many things if we pay attention. Ask a question, look to nature, and let it teach you.

Teaching and learning that are attuned to the spiritual power of habit recognize the cumulative power of little things, the formative power of micro practices. Little things repeated over time in community have a formative effect (why do you think US public schools begin each day with their own version of a creed, the Pledge of Allegiance?). As Winnie the Pooh once said, “Sometimes the smallest things take up the most room in your heart.

Technology does not create learning just as a hammer does not make a house. Technology simplifies or amplifies our learning capacity. A microscope enables us to see the micro world. A telescope helps us see the macro world. It is not the microscope or telescope that sees. The two instruments are just accessories for our eyes. It is we who see through our human capacity of visual perception. Too much obsession with technology is like trying to design a house with a hammer in hand.

They held political discussions with us -- they explained that we were heroes, accomplishing things, on the front line. It was all military language. But what's a bec? A curie? What's a milliroentgen? We ask our commander, he can't answer that, they didn't teach it at the military academy. Milli, micro, it's all Chinese to him. "What do you need to know for? Just do what you're ordered. Here you're soldiers." Yes, soldiers -- but not convicts.