Observation Education Quotes

Being a role model is the most powerful form of educating...too often fathers neglect it because they get so caught up in making a living they forget to make a life.

She had observed that the more education they got, the less they could do. Their father had gone to a one-room schoolhouse through the eighth grade and he could do anything.

The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.

A letter is always better than a phone call. People write things in letters they would never say in person. They permit themselves to write down feelings and observations using emotional syntax far more intimate and powerful than speech will allow.

Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.

From now on I hope always to stay alert, to educate myself as best I can. But lacking this, in Future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. We never sit anything out. We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out.

Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. If ever you substitute authority for reason he will cease to reason; he will be a mere plaything of other people's thoughts.

Science is observing truth in the light of head. Religion is observing truth in the light of heart. Humanity is using both the lights. And education is developing that humanity.

Down through the ages and in the whole world, Watt and Newton cannot have been the only ones to notice the steam from a boiling kettle or observe an apple fall. Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, said the headmaster.

Suddenly that worth felt conditional, like it could be taken or squandered. It was not inherent; it was bestowed. What was of worth was not me, but the veneer of constraints and observances that obscured me.

He never reckoned much to schooling and that. He said you could learn most what was worth knowing from keeping your eyes and ears peeled. Best way of learning, he always said, was doing.

What cannot be learnt through education, training, and observation is learnt by experience;and learning through experience is the hardest and the best.For, experience is not inherited; earned.

Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.

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

There’s about as much educational benefit studying dolphins in captivity as there would be studying mankind by only observing prisoners held in solitary.

Sin in the theater, I can observe now, is comparable to education in a university: it is there for those who wish to take advantage of it, but fewer do than you might suspect.

Observe & accept what ever arises & know that everything is as it needs to be.

I don’t argue with fools; I educate.

From good examples we learn how to be. From bad examples we learn how not to be. An observant and willing student can learn from any circumstance.

Our standards of morality are begotten of the past needs of society, but is society to remain always the same? The observance of communal traditions involves a constant sacrifice of the individual to the state. Education, in order to keep up the mighty delusion, encourages a species of ignorance. People are not taught to be really virtuous, but to behave properly. We are wicked because we are frightfully self-conscious. We nurse a conscience because we are afraid to tell the truth to others; we take refuge in pride because we are afraid to tell the truth to ourselves. How can one be serious with the world when the world itself is so ridiculous!

Kids don't watch when they are stimulated and look away when they are bored. They watch when they understand and look away when they are confused. If you are in the business of educational television, this is a critical difference. It means if you want to know whether-and what-kids are learning from a TV show, all you have to do is to notice what they are watching. And if you want to know what kids aren't learning, all you have to do is notice what they aren't watching. Preschoolers are so sophisticated in their viewing behavior that you can determine the stickiness of children's programming by simple observation.

Just observe the nation that is defended by devoted patriots. The patriots fall in bloody battle or in the fight with hunger and want; what does the nation care for that? By the manure of their corpses the nation comes to "its bloom"! The individuals have died "for the great cause of the nation," and the nation sends some words of thanks after them and - has the profit of it. I call that a paying kind of egoism.

Fisher Ames observed of Hamilton that the common people don’t want leaders “whom they see elevated by nature and education so far above their heads.

If you observe a really happy man, you will find him building a boat, writing a symphony, educating his son, growing double dahlias in his garden, or looking for dinosaur eggs in the Gobi desert. He will not be searching for happiness as if it were a collar button that has rolled under a radiator.

She has a fund of good sense and observation which, as a companion, makes her infinitely superior to thousands of those who having only received 'the best education in the world,' know nothing worth attending to.

Entitled ‘My Country and Its Appeal’, she commented on China’s cultural icon Confucius: ‘His grossest mistake was the failure to regard womankind with due respect. We learn from observation that no nation can rise to distinction unless her women are educated and considered as man’s equal morally, socially, and intellectually … China’s progress must come largely through her educated women.

Books are a priceless source of wisdom. But people are the ultimate teachers, and there may be lessons that we can only learn from observing them or being in their presence.

[T]he great end of education . . . is to persuade and to inspire the sincere love of virtue.

You’re peeved a lot” he observed. “Learn from that, big guy,” I educated and twisted right back. He chuckled.

Was there ever a true great love? Anyone who became the object of my obsession and not simply my affections? I honestly don't think so. In part, this was my fault. It was my nature, I suppose. I could not let myself be that unmindful. Isn't that what love is-losing your mind? You don't care what people think. You don't see your beloved's fault, the slight stinginess, the bit of carelessness, the occasional streak of meanness. You don't mind that he's beneath you socially, educationally, financially, and morally-that's the worst I think, deficient morals. I always minded. I was always cautious of what could go wrong, what was already "not ideal". I paid attention to divorce rates. I ask you this: What's the chance of finding a lasting marriage? Twenty percent? Ten? Did I know any woman who escaped having her heart crushed like a recyclable can? Not a one. From what I have observed, when the anesthesia of love wears off, there is always the pain of consequences. You don't have to be stupid to marry the wrong man.

I have gotten a large part of my education from actual contact with things, rather than through the medium of books. I like to touch things and handle them; I like to watch plants grow and observe the behaviour of animals.

The Negro is not the man farthest down. The condition of the coloured farmer in the most backward parts of the Southern States of America, even where he has the least education and the least encouragement, is incomparably better than the condition and opportunities of the agricultural population in Sicily.

Meditation is one of the most serious things; you do it all day, in the office, with the family, when you say to somebody "I love you", when you are considering your children, when you educate them to become soldiers, to kill, to be nationalized, worshipping the flag, educating them to enter into this trap of the modern world; watching all that, realizing your part in it, all that is part of meditation. And when you so meditate you will find in it an extraordinary beauty; you will act rightly at every moment; and if you do not act rightly at a given moment it does not matter, you will pick it up again - you will not waste time in regret. Meditation is part of life, not something different from life.

It is of great consequence to have previously determined the concept that one wants to elucidate through observation before questioning experience about it; for one finds in experience what one needs only if one knows in advance what to look for.

She had managed after he died to get the two of them through college and beyond; but she had observed that the more education they got, the less they could do. Their father had gone to a one-room schoolhouse through the eighth grade and he could do anything.

Training prepares you for a job; an education prepares you for life.

Observing your thoughts, feelings & sensations is the grist of the practice.

I always carried lawbooks in my car. Sometimes, when a policeman was harassing a citizen, I would stand off a little and read the relevant portions of the penal code in a loud voice to all within hearing distance. In doing this, we were helping to educate those who gathered to observe these incidents. If the policeman arrested the citizen and took him to the station, we would follow and immediately post bail. Many community people could not believe at first that we had only their interest at heart. Nobody had ever given them any support or assistance when the police harassed them, but here we were, proud Black men, armed with guns and a knowledge of the law. Many citizens came right out of jail and into the Party, and the statistics of murder and brutality by policemen in our communities fell sharply.

As Susan Sontag observes in her study of photography, “Reality has come to seem more and more like what we are shown by cameras.” Bourgeois families in the eighteenth and nineteenth centuries, Sontag points out, posed for portraits in order to proclaim the family’s status, whereas today the family album of photographs verifies the individual’s existence: the camera helps to weaken the older idea of development as moral education and to promote a more passive idea according to which development consists of passing through the stages of life at the right time and in the right order.

Over the years the Indian leadership, and the educated Indian, have deliberately projected and embellished an image about Indians that they know to be untrue, and have wilfully encouraged the well-meaning but credulous foreign observer to accept it. What is worse, they have fallen in love with this image, and can no longer accept that it is untrue.

The way our group or class does things tends to determine the proper objects of attention, and thus to prescribe the directions and limits of observation and memory. What is strange or foreign (that is to say outside the activities of the groups) tends to be morally forbidden and intellectually suspect.

Property taxes' rank right up there with 'income taxes' in terms of immorality and destructiveness. Where 'income taxes' are simply slavery using different words, 'property taxes' are just a Mafia turf racket using different words. For the former, if you earn a living on the gang's turf, they extort you. For the latter, if you own property in their territory, they extort you. The fact that most people still imagine both to be legitimate and acceptable shows just how powerful authoritarian indoctrination is. Meanwhile, even a brief objective examination of the concepts should make anyone see the lunacy of it. 'Wait, so every time I produce anything or trade with anyone, I have to give a cut to the local crime lord??' 'Wait, so I have to keep paying every year, for the privilege of keeping the property I already finished paying for??' And not only do most people not make such obvious observations, but if they hear someone else pointing out such things, the well-trained Stockholm Syndrome slaves usually make arguments condoning their own victimization. Thus is the power of the mind control that comes from repeated exposure to BS political mythology and propaganda.

On me personally what has been the most important was to understand the value of time -- and this is something that has come from observing him, learning his story and that time compounds. What you do when you are young (and as you use time over your life) can have an exponential effect so that if you are thoughtful about it, you can really have powerful results later, if you want to. Also, that is a reason to be hopeful, because compounding is something that happens pretty quickly. If you are 50 or 60, it is not too late. He said to me one time, if there is something you really want to do, don't put it off until you are 70 years old. ... Do it now. Don't worry about how much it costs or things like that, because you are going to enjoy it now. You don't even know what your health will be like then. On the other hand, if you are investing in your education and you are learning, you should do that as early as you possibly can, because then it will have time to compound over the longest period. And that the things you do learn and invest in should be knowledge that is cumulative, so that the knowledge builds on itself. So instead of learning something that might become obsolete tomorrow, like some particular type of software [that no one even uses two years later], choose things that will make you smarter in 10 or 20 years. That lesson is something I use all the time now.

Persons without education certainly do not want [lack] either acuteness or strength of mind in what concerns themselves, or in things immediately within their observation; but they have no power of abstraction--they see their objects always near, never in the horizon.

It is far more difficult to observe correctly than most men imagine; to behold is not necessarily to observe, and the power of comparing and combining is only to be obtained by education. It is much to be regretted that habits of exact observation are not cultivated in our schools; to this deficiency may be traced much of the fallacious reasoning, the false philosophy which prevails.

Thus if we know a child has had sufficient opportunity to observe and acquire a behavioral sequence, and we know he is physically capable of performing the act but does not do so, then it is reasonable to assume that it is motivation which is lacking. The appropriate countermeasure then involves increasing the subjective value of the desired act relative to any competing response tendencies he might have, rather than having the model senselessly repeat an already redundant sequence of behavior.

It is the mark of a tyrant, indeed an underhand deception, to treat people at large the way that animal trainers customarily treat a wild beast; for their prime concern is to observe what pacifies it or what arouses it, and they provoke or soothe it to suit their own convenience.

Education comes from living life, following passions, accessing information, observing, reflecting, and being inspired by wise and courageous elders in the community.

Secondly, I continued my education in a more important way, through the observation of everyone around me, because nothing is more important to learn in life than the interaction of a human being with another human being.

From now on I hope always to stay alert, to educate myself as best I can. But, lacking this, in future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. We never sit anything out. We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out. M

While significant strides have been made in the pursuit of life expectancy, healthcare, educational opportunities, and constitutional protections for women, the Supreme Court, in particular, still wrestles with their status, as evidenced by their problems in pursuing equal opportunity in education and employment, reproductive freedom, the military, and violence against women.

People used to think that learning to read evidenced human progress; they still celebrate the decline of illiteracy as a great victory; they condemn countries with a large proportion of illiterates; they think that reading is a road to freedom. All this is debatable, for the important thing is not to be able to read, but to understand what one reads, to reflect on and judge what one reads. Outside of that, reading has no meaning (and even destroys certain automatic qualities of memory and observation). But to talk about critical faculties and discernment is to talk about something far above primary education and to consider a very small minority. The vast majority of people, perhaps 90 percent, know how to read, but do not exercise their intelligence beyond this. They attribute authority and eminent value to the printed word, or, conversely, reject it altogether. As these people do not possess enough knowledge to reflect and discern, they believe—or disbelieve—in toto what they read. And as such people, moreover, will select the easiest, not the hardest, reading matter, they are precisely on the level at which the printed word can seize and convince them without opposition. They are perfectly adapted to propaganda.

The landed classes neglected technical education, taking refuge in classical studies; as late as 1930, for example, long after Ernest Rutherford at Cambridge had discovered the atomic nucleus and begun transmuting elements, the physics laboratory at Oxford had not been wired for electricity. Intellectual neglect technical education to this day. [Describing C.P. Snow's observations on the neglect of technical education.]

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.

Surreal realized Daemon’s madness was confined to emotions, to people, to that single tragedy he couldn’t face. It was as if Titian had never died, as if Surreal hadn’t spent three years whoring in back alleys before Daemon found her again and arranged for a proper education in a Red Moon house. He thought she was still a child, and he continued to fret about Titian’s absence. But when she mentioned a book she was reading, he made a dry observation about her eclectic taste and proceeded to tell her about other books that might be of interest. It was the same with music, with art. They posed no threat to him, had no time frame, weren’t part of the nightmare of Jaenelle bleeding on that Dark Altar.

Malthus's school was in the centre of the town of Adrianople, and was not one of those monkish schools where education is miserably limited to the bread and water of the Holy Scriptures. Bread is good and water is good, but the bodily malnutrition that may be observed in prisoners or poor peasants who are reduced to this diet has its counterpart in the spiritual malnutrition of certain clerics. These can recite the genealogy of King David of the Jews as far back as Deucalion's Flood, and behind the Flood to Adam, without a mistake, or can repeat whole chapters of the Epistles of Saint Paul as fluently as if they were poems written in metre; but in all other respects are as ignorant as fish or birds.

When the bones of prehistoric animals began to be discovered and scrutinized in the nineteenth century, there were those who said that the fossils had been placed in the rock by god, in order to test our faith. This cannot be disproved. Nor can my own pet theory that, from the patterns of behavior that are observable, we may infer a design that makes planet earth, all unknown to us, a prison colony and lunatic asylum that is employed as a dumping ground by far-off and superior civilizations. However, I was educated by Sir Karl Popper to believe that a theory that is unfalsifiable is to that extent a weak one.

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.

But many educated Americans who rise to positions of responsibility believe they must operate almost exclusively on the basis of what can be observed and measured because they are educated in a system that mistakenly defines reality that way. And yet, everything human is driven by the invisible powers of the heart.

The great educator Charlotte Mason says that when we put children in direct contact with great ideas and get out of the way, "Teachers shall teach less and scholars shall learn more." Any homeschooling parent who has observed her own children for any length of time will know this to be true. Real learning happens when our children wrestle directly with great ideas- not as a result of our repackaging those great ideas, but when they interact with the ideas themselves.

In Newton's time it was possible for an educated person to have a grasp of the whole of human knowledge, at least in outline. But since then, the pace of the development of science has made this impossible. Because theories are always being changed to account for new observations, they are never properly digested or simplified so that ordinary people can understand them... Further, the rate of progress is so rapid that what one learns at school or university is always a bit out of date.

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the absolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The school boy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle.

I don't know which is worse—to have a bad teacher or no teacher at all. In any case, I believe the teacher's work should be largely negative. He can't put the gift into you, but if he finds it there, he can try to keep it from going in an obviously wrong direction. We can learn how not to write, but this is a discipline that does not simply concern writing itself but concerns the whole intellectual life. A mind cleared of false emotion and false sentiment and egocentricity is going to have at least those roadblocks removed from its path. If you don't think cheaply, then there at least won't be the quality of cheapness in your writing, even though you may not be able to write well. The teacher can try to weed out what is positively bad, and this should be the aim of the whole college. Any discipline can help your writing: logic, mathematics, theology, and of course and particularly drawing. Anything that helps you to see, anything that makes you look. The writer should never be ashamed of staring. There is nothing that doesn't require his attention.

Wisdom is more valuable than knowledge. Truth is more valuable than opinion. Discernment is more valuable than intelligence. Intuition is more valuable than vision. Observation is more valuable than hearing. Experience is more valuable than education. Compassion is more valuable than titles. Character is more valuable than reputation. Integrity is more valuable than intellect. Honor is more valuable than admiration. Patience is more valuable than passion. Joy is more valuable than happiness. Peace is more valuable than riches. Faith is more valuable than religion. Meekness is more valuable than might. Confidence is more valuable than strength. Love is more valuable than desire. Reality is more valuable than fantasy. Fate is more valuable than chance. Eternity is more valuable than time.

Many years later, my friend Cecilie Surasky, then one of the leaders of Jewish Voice for Peace, observed of these kinds of educational methods: “It’s re-traumatization, not remembering. There is a difference.” When she said it, I knew it was true. Remembering puts the shattered pieces of our selves back together again (re-member-ing); it is a quest for wholeness. At its best, it allows us to be changed and transmuted by grief and loss. But re-traumatization is about freezing us in a shattered state; it’s a regime of ritualistic reenactments designed to keep the losses as fresh and painful as possible. Our education did not ask us to probe the parts of ourselves that might be capable of inflicting great harm on others, and to figure out how to resist them. It asked us to be as outraged and indignant at what happened to our ancestors as if it had happened to us—and to stay in that state.

My sister Sarah, with all the advantages of youth, was, strangely enough, less pliable. She did full justice to Pesca's excellent qualities of heart; but she could not accept him implicitly, as my mother accepted him, for my sake. Her insular notions of propriety rose in perpetual revolt against Pesca's constitutional contempt for appearances; and she was always more or less undisguisedly astonished at her mother's familiarity with the eccentric little foreigner. I have observed, not only in my sister's case, but in the instances of others, that we of the young generation are nothing like so hearty and so impulsive as some of our elders. I constantly see old people flushed and excited by the prospect of some anticipated pleasure which altogether fails to ruffle the tranquillity of their serene grandchildren. Are we, I wonder, quite such genuine boys and girls now as our seniors were in their time? Has the great advance in education taken rather too long a stride; and are we in these modern days, just the least trifle in the world too well brought up?

If I understand you rightly, you had formed a surmise of such horror as I have hardly words to-- Dear Miss Morland, consider the dreadful nature of the suspicions you have entertained. What have you been judging from? Remember the country and the age in which we live. Remember that we are English, that we are Christians. Consult your own understanding, your own sense of the probable, your own observation of what is passing around you. Does our education prepare us for such atrocities? Do our laws connive at them? Could they be perpetrated without being known, in a country like this, where social and literary intercourse is on such a footing, where every man is surrounded by a neighbourhood of voluntary spies, and where roads and newspapers lay everything open? Dearest Miss Morland, what ideas have you been admitting?" They had reached the end of the gallery, and with tears of shame she ran off to her own room.

A DIFFERENT KIND OF CHECKLIST If we want our kids to have a shot at making it in the world as eighteen-year-olds, without the umbilical cord of the cell phone being their go-to solution in all manner of things, they’re going to need a set of basic life skills. Based upon my observations as dean, and the advice of parents and educators around the country, here are some examples of practical things they’ll need to know how to do before they go to college—and here are the crutches that are currently hindering them from standing up on their own two feet: 1. An eighteen-year-old must be able to talk to strangers—faculty, deans, advisers, landlords, store clerks, human resource managers, coworkers, bank tellers, health care providers, bus drivers, mechanics—in the real world.

I knew one boy who passed through several schools a dunce and a laughing-stock; the National Board and the Intermediate Board had sat in judgment upon him and had damned him as a failure before men and angels. Yet a friend and fellow-worker of mine discovered that he was gifted with a wondrous sympathy for nature, that he loved and understood the ways of plants, that he had a strange minuteness and subtlety of observation—that, in short, he was the sort of boy likely to become an accomplished botanist.

A man is born; his first years go by in obscurity amid the pleasures or hardships of childhood. He grows up; then comes the beginning of manhood; finally society's gates open to welcome him; he comes into contact with his fellows. For the first time he is scrutinized and the seeds of the vices and virtues of his maturity are thought to be observed forming in him. This is, if I am not mistaken, a singular error. Step back in time; look closely at the child in the very arms of his mother; see the external world reflected for the first time in the yet unclear mirror of his understanding; study the first examples which strike his eyes; listen to the first word which arouse with him the slumbering power of thought; watch the first struggles which he has to undergo; only then will you comprehend the source of the prejudices, the habits, and the passions which are to rule his life.

The average person wastes his life. He has a great deal of energy but he wastes it. The life of an average person seems at the end utterly meaningless…without significance. When he looks back…what has he done? MIND The mind creates routine for its own safety and convenience. Tradition becomes our security. But when the mind is secure it is in decay. We all want to be famous people…and the moment we want to be something…we are no longer free. Intelligence is the capacity to perceive the essential…the what is. It is only when the mind is free from the old that it meets everything new…and in that there’s joy. To awaken this capacity in oneself and in others is real education. SOCIETY It is no measure of health to be well adjusted to a profoundly sick society. Nature is busy creating absolutely unique individuals…whereas culture has invented a single mold to which we must conform. A consistent thinker is a thoughtless person because he conforms to a pattern. He repeats phrases and thinks in a groove. What happens to your heart and your mind when you are merely imitative, naturally they wither, do they not? The great enemy of mankind is superstition and belief which is the same thing. When you separate yourself by belief tradition by nationally it breeds violence. Despots are only the spokesmen for the attitude of domination and craving for power which is in the heart of almost everyone. Until the source is cleared there will be confusion and classes…hate and wars. A man who is seeking to understand violence does not belong to any country to any religion to any political party. He is concerned with the understanding of mankind. FEAR You have religion. Yet the constant assertion of belief is an indication of fear. You can only be afraid of what you think you know. One is never afraid of the unknown…one is afraid of the known coming to an end. A man who is not afraid is not aggressive. A man who has no sense of fear of any kind is really a free and peaceful mind. You want to be loved because you do not love…but the moment you really love, it is finished. You are no longer inquiring whether someone loves you or not. MEDITATION The ability to observe without evaluating is the highest form of intelligence. In meditation you will discover the whisperings of your own prejudices…your own noises…the monkey mind. You have to be your own teacher…truth is a pathless land. The beauty of meditation is that you never know where you are…where you are going…what the end is. Down deep we all understand that it is truth that liberates…not your effort to be free. The idea of ourselves…our real selves…is your escape from the fact of what you really are. Here we are talking of something entirely different….not of self improvement…but the cessation of self. ADVICE Take a break with the past and see what happens. Release attachment to outcomes…inside you will feel good no matter what. Eventually you will find that you don’t mind what happens. That is the essence of inner freedom…it is timeless spiritual truth. If you can really understand the problem the answer will come out of it. The answer is not separate from the problem. Suffer and understand…for all of that is part of life. Understanding and detachment…this is the secret. DEATH There is hope in people…not in societies not in systems but only in you and me. The man who lives without conflict…who lives with beauty and love…is not frightened by death…because to love is to die.

Sherlock Holmes closed his eyes and placed his elbows upon the arms of his chair, with his finger-tips together. “The ideal reasoner,” he remarked, “would, when he had once been shown a single fact in all its bearings, deduce from it not only all the chain of events which led up to it but also all the results which would follow from it. As Cuvier could correctly describe a whole animal by the contemplation of a single bone, so the observer who has thoroughly understood one link in a series of incidents should be able to accurately state all the other ones, both before and after. We have not yet grasped the results which the reason alone can attain to. Problems may be solved in the study which have baffled all those who have sought a solution by the aid of their senses. To carry the art, however, to its highest pitch, it is necessary that the reasoner should be able to utilise all the facts which have come to his knowledge; and this in itself implies, as you will readily see, a possession of all knowledge, which, even in these days of free education and encyclopaedias, is a somewhat rare accomplishment. It is not so impossible, however, that a man should possess all knowledge which is likely to be useful to him in his work, and this I have endeavoured in my case to do.

secularism is not neutral, though it often claims to be. In relation to the biblical God, secularists may be skeptics. But in relation to their own god substitutes, they are true believers. To adapt an observation from C. S. Lewis, their skepticism is only on the surface. It is for use on other people’s beliefs. “They are not nearly skeptical enough” about their own beliefs.83 And when they enforce secular views in the realm of law, education, sexuality, and health care, they are imposing their own beliefs on everyone else across an entire society. The consequence of those secular views is inevitably dehumanizing. The reason is that secularism in all its forms is reductionistic. A worldview that does not start with God must start with something less than God—something within creation—which then becomes the category to explain all of reality. Think back to Walker Percy’s metaphor of a box. Empiricism puts everything in the box of the senses. Rationalism puts everything into the box of human reason. Anything that does not fit into the box is denied, denigrated, or declared to be unreal. The diverse and multi-faceted world God created is reduced to a single category.

A few years ago I was standing around the photocopier in Boston University’s Department of Religion when a visiting professor from Austria offered a passing observation about American undergraduates. They are very religious, he told me, but they know next to nothing about religion. Thanks to compulsory religious education (which in Austria begins in elementary schools), European students can name the twelve apostles and the Seven Deadly Sins, but they wouldn’t be caught dead going to church or synagogue themselves. American students are just the opposite. Here faith without understanding is the standard; here religious ignorance is bliss.

Watch a man--say, a politician--being interviewed on television, an you are observing a demonstration of what both he and his interrogators learned in school: all questions have answers, and it is a good thing to give an answer even if there is none to give, even if you don't understand the question, even if the question contains erroneous assumptions, even if you are ignorant of the facts required to answer. Have you ever heard a man being interviewed say, "I don't have the faintest idea," or "I don't know enough even to guess," or "I have been asked that question before, but all my answers to it seem to be wrong?" One does not "blame" men, especially if they are politicians, for providing instant answers to all questions. The public requires that they do, since the public has learned that instant answer giving is the most important sign of an educated man.

you weren’t that unhappy. “Contrast him with the Air Corps man of the same education and longevity,” Stouffer wrote. His chance of getting promoted to officer was greater than 50 percent. “If he had earned a [promotion], so had the majority of his fellows in the branch, and his achievement was less conspicuous than in the MP’s. If he had failed to earn a rating while the majority had succeeded, he had more reason to feel a sense of personal frustration, which could be expressed as criticism of the promotion system.” Stouffer’s point is that we form our impressions not globally, by placing ourselves in the broadest possible context, but locally—by comparing ourselves to people “in the same boat as ourselves.” Our sense of how deprived we are is relative. This is one of those observations that is both obvious and (upon exploration) deeply profound, and it explains all kinds of otherwise puzzling observations. Which do you

Brought up, as Mahomet was, in the house of the guardian of the Caaba, the ceremonies and devotions connected with the sacred edifice may have given an early bias to his mind, and inclined it to those speculations in matters of religion by which it eventually became engrossed. Though his Moslem biographers would fain persuade us his high destiny was clearly foretold in his childhood by signs and prodigies, yet his education appears to have been as much neglected as that of ordinary Arab children ; for we find that he was not taught either to read or write. He was a thoughtful child, however ; quick to observe, prone to meditate on all that he observed, and possessed of an imagination fertile, daring, and expansive. The yearly influx of pilgrims from distant parts made Mecca a receptacle for all kinds of floating knowledge, which he appears to have imbibed with eagerness and retained in a tenacious memory ; and as he increased in years, a more extended sphere of observation was gradually opened to him.

THERE ARE HUGE DIFFERENCES in living standards around the world. Even the poorest citizens of the United States have incomes and access to health care, education, public services, and economic and social opportunities that are far superior to those available to the vast mass of people living in sub-Saharan Africa, South Asia, and Central America. The contrast of South and North Korea, the two Nogaleses, and the United States and Mexico reminds us that these are relatively recent phenomena. Five hundred years ago, Mexico, home to the Aztec state, was certainly richer than the polities to the north, and the United States did not pull ahead of Mexico until the nineteenth century. The gap between the two Nogaleses is even more recent. South and North Korea were economically, as well as socially and culturally, indistinguishable before the country was divided at the 38th parallel after the Second World War. Similarly, most of the huge economic differences we observe around us today emerged over the last two hundred years. Did

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

In brief, the teaching process, as commonly observed, has nothing to do with the investigation and establishment of facts, assuming that actual facts may ever be determined. Its sole purpose is to cram the pupils, as rapidly and as painlessly as possible, with the largest conceivable outfit of current axioms, in all departments of human thought—to make the pupil a good citizen, which is to say, a citizen differing as little as possible, in positive knowledge and habits of mind, from all other citizens. In other words, it is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but this is surely no demerit in a man paid to make asses of his customers.

But a further question arises: Is passion different from reason also, or only a kind of reason; in which latter case, instead of three principles in the soul, there will only be two, the rational and the concupiscent; or rather, as the State was composed of three classes, traders, auxiliaries, counsellors, so may there not be in the individual soul a third element which is passion or spirit, and when not corrupted by bad education is the natural auxiliary of reason? Yes, he said, there must be a third. Yes, I replied, if passion, which has already been shown to be different from desire, turn out also to be different from reason. But that is easily proved:—We may observe even in young children that they are full of spirit almost as soon as they are born, whereas some of them never seem to attain to the use of reason, and most of them late enough. Excellent,

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

that play is trivial. Play is a waste of time. Play is unnecessary. Play is childish. Unfortunately, many of these negative messages come from the very place where imaginative play should be most encouraged, not stifled. The word school is derived from the Greek word schole, meaning “leisure.” Yet our modern school system, born in the Industrial Revolution, has removed the leisure—and much of the pleasure—out of learning. Sir Ken Robinson, who has made the study of creativity in schools his life’s work, has observed that instead of fueling creativity through play, schools can actually kill it: “We have sold ourselves into a fast-food model of education, and it’s impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.… Imagination is the source of every form of human achievement. And it’s the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”2 In this he is correct.

Socrates tried to soothe us, true enough. He said there were only two possibilities. Either the soul is immortal or, after death, things would be again as blank as they were before we were born. This is not absolutely comforting either. Anyway it was natural that theology and philosophy should take the deepest interest in this. They owe it to us not to be boring themselves. On this obligation they don’t always make good. However, Kierkegaard was not a bore. I planned to examine his contribution in my master essay. In his view the primacy of the ethical over the esthetic mode was necessary to restore the balance. But enough of that. In myself I could observe the following sources of tedium: 1) The lack of a personal connection with the external world. Earlier I noted that when I was riding through France in a train last spring I looked out of the window and thought that the veil of Maya was wearing thin. And why was this? I wasn’t seeing what was there but only what everyone sees under a common directive. By this is implied that our worldview has used up nature. The rule of this view is that I, a subject, see the phenomena, the world of objects. They, however, are not necessarily in themselves objects as modern rationality defines objects. For in spirit, says Steiner, a man can step out of himself and let things speak to him about themselves, to speak about what has meaning not for him alone but also for them. Thus the sun the moon the stars will speak to nonastronomers in spite of their ignorance of science. In fact it’s high time that this happened. Ignorance of science should not keep one imprisoned in the lowest and weariest sector of being, prohibited from entering into independent relations with the creation as a whole. The educated speak of the disenchanted (a boring) world. But it is not the world, it is my own head that is disenchanted. The world cannot be disenchanted. 2) For me the self-conscious ego is the seat of boredom. This increasing, swelling, domineering, painful self-consciousness is the only rival of the political and social powers that run my life (business, technological-bureaucratic powers, the state). You have a great organized movement of life, and you have the single self, independently conscious, proud of its detachment and its absolute immunity, its stability and its power to remain unaffected by anything whatsoever — by the sufferings of others or by society or by politics or by external chaos. In a way it doesn’t give a damn. It is asked to give a damn, and we often urge it to give a damn but the curse of noncaring lies upon this painfully free consciousness. It is free from attachment to beliefs and to other souls. Cosmologies, ethical systems? It can run through them by the dozens. For to be fully conscious of oneself as an individual is also to be separated from all else. This is Hamlet’s kingdom of infinite space in a nutshell, of “words, words, words,” of “Denmark’s a prison.

When leaders confront you, allow them. When leaders criticize you, permit them. When leaders annoy you, tolerate them. When leaders oppose you, debate them. When leaders provoke you, challenge them. When leaders encourage you, appreciate them. When leaders protect you, value them. When leaders help you, cherish them. When leaders guide you, treasure them. When leaders inspire you, revere them. When leaders fail you, pardon them. When leaders disappoint you, forgive them. When leaders exploit you, defy them. When leaders abandon you, disregard them. When leaders betray you, discipline them. When leaders regard you, acknowledge them. When leaders accommodate you, embrace them. When leaders favor you, esteem them. When leaders bless you, honor them. When leaders reward you, promote them. When your leaders are weak, uphold them. When your leaders are discouraged, comfort them. When your leaders are disappointed, strengthen them. When your leaders are defeated, encourage them. When your leaders are dejected, revitalize them. When your leaders are strong, approve them. When your leaders are brave, applaud them. When your leaders are determined, extol them. When your leaders are persevering, endorse them. When your leaders are fierce, exalt them. When your leaders are abusive, rebuke them. When your leaders are manipulative, chastise them. When your leaders are corrupt, punish them. When your leaders are evil, imprison them. When your leaders are tyrannical, overthrow them. When your leaders are considerate, receive them. When your leaders are compassionate, welcome them. When your leaders are appreciative, love them. When your leaders are generous, praise them. When your leaders are kind, venerate them. When your leaders are clever, keep them. When your leaders are prudent, trust them. When your leaders are shrewd, observe them. When your leaders are wise, believe them. When your leaders are enlightened, follow them. When your leaders are naive, caution them. When your leaders are shallow, teach them. When your leaders are unschooled, educate them. When your leaders are stupid, impeach them. When your leaders are foolish, depose them. When your leaders are able, empower them. When your leaders are open, engage them. When your leaders are honest, support them. When your leaders are impartial, respect them. When your leaders are noble, serve them. When your leaders are incompetent, train them. When your leaders are unqualified, develop them. When your leaders are dishonest, admonish them. When your leaders are partial, demote them. When your leaders are useless, remove them.

Indeed ethnography and theory resemble nothing so much as the two arcs of a hyperbola, which cast their beams in opposite directions, lighting up the surfaces, respectively, of mind and world. They are back to back, and darkness reigns between them. But what if each arc were to reverse its orientation, so as to embrace the other in an encompassing, brightly illuminated ellipse? We would then have neither ethnography nor theory, nor even a compound of both. What we would have is an undivided, interstitial field of anthropology. If ethnographic theory is the hyperbola, anthropology is the ellipse. For ethnography, when it turns, is no longer ethnography but the educational correspondences of real life. And theory, when it turns, is no longer theory, but an imagination nourished by its observational engagements with the world. The rupture between reality and imagination—the one annexed to fact, the other to theory—has been the source of much havoc in the history of consciousness. It needs to be repaired. It is surely the task of anthropology, before all else, to repair it. In calling a halt to the proliferation of ethnography, I am not asking for more theory. My plea is for a return to anthropology.

To these statements, Socrates, no one can offer a reply; but when you talk in this way, a strange feeling passes over the minds of your hearers: They fancy that they are led astray a little at each step in the argument, owing to their own want of skill in asking and answering questions; these littles accumulate, and at the end of the discussion they are found to have sustained a mighty overthrow and all their former notions appear to be turned upside down. And as unskilful players of draughts are at last shut up by their more skilful adversaries and have no piece to move, so they too find themselves shut up at last; for they have nothing to say in this new game of which words are the counters; and yet all the time they are in the right. The observation is suggested to me by what is now occurring. For any one of us might say, that although in words he is not able to meet you at each step of the argument, he sees as a fact that the votaries of philosophy, when they carry on the study, not only in youth as a part of education, but as the pursuit of their maturer years, most of them become strange monsters, not to say utter rogues, and that those who may be considered the best of them are made useless to the world by the very study which you extol.

Hitherto, Jack had been too busy working up his crew to pay much attention to the education of his midshipmen, but he had looked at yesterday's slips and they, with a very suspicious unanimity, had shown the Sophie in 39°2I'N, which was fair enough, but also in a longitude that she could only have reached by cleaving the mountain-range behind Valencia to a depth of thirty-seven miles. 'What do you mean by sending me this nonsense?' he asked them. It was not really an answerable question; nor were many of the others that he propounded, and they did not, in fact, attempt to answer them; but they agreed that they were not there to amuse themselves, nor for their manly beauty, but rather to learn their professions; that their journals (which they fetched) were neither accurate, full, nor up to date, and that the ship's cat would have written them better; that they would for the future pay the greatest attention to Mr Marshall's observation and reckoning; that they would prick the chart daily with him; and that no man was fit to pass for a lieutenant, let alone bear any command ('May God forgive me,' said Jack, in an internal aside) who could not instantly tell the position of his ship to within a minute – nay, to within thirty seconds. Furthermore, they would show up their journals every Sunday, cleanly and legibly written.

In Anton Chekhov’s play the Three Sisters, sister Masha refuses ‘to live and not know why the cranes fly, why children are born, why the stars are in the sky. Either you know and you’re alive or it’s all nonsense, all dust in the wind.’ Why? Why? The striving to know is what frees us from the bonds of self, said Einstein. It’s the striving to know, rather than our knowledge-which is always tentative and partial- that is important. Instead of putting computers in our elementary schools, we should take the children out into nature, away from those virtual worlds in which they spend unconscionable hours, and let them see an eclipsed Moon rising in the east, a pink pearl. Let them stand in a morning dawn and watch a slip of a comet fling its trail around the Sun…Let the children know. Let them know that nothing, nothing will find in the virtual world of e-games, television, or the Internet matters half as much as a glitter of strs on an inky sky, drawing our attention into the incomprehensible mystery of why the universe is here at all, and why we are here to observe it. The winter Milky Way rises in the east, one trillion individually invisible points of light, one trillion revelations of the Ultimate Mystery, conferring on the watcher a dignity, a blessedness, that confounds the dull humdrum of the commonplace and opens a window to infinity.

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.

For generations the official U.S. policy had been to support these regimes against any threat from their own citizens, who were branded automatically as Communists. When necessary, U.S. troops had been deployed in Latin America for decades to defend our military allies, many of whom were graduates of the U.S. Military Academy, spoke English, and sent their children to be educated in our country. They were often involved in lucrative trade agreements involving pineapples, bananas, bauxite, copper and iron ore, and other valuable commodities. When I became president, military juntas ruled in Argentina, Bolivia, Brazil, Chile, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Nicaragua, Panama, Paraguay, Peru, and Uruguay. I decided to support peaceful moves toward freedom and democracy throughout the hemisphere. In addition, our government used its influence through public statements and our votes in financial institutions to put special pressure on the regimes that were most abusive to their own people, including Chile, Argentina, Paraguay, Nicaragua, and El Salvador. On visits to the region Rosalynn and I met with religious and other leaders who were seeking political change through peaceful means, and we refused requests from dictators to defend their regimes from armed revolutionaries, most of whom were poor, indigenous Indians or descendants of former African slaves. Within ten years all the Latin American countries I named here had become democracies, and The Carter Center had observed early elections in Panama, Nicaragua, Peru, Haiti, and Paraguay.

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The schoolboy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle. Fortunately for us, whose minds have been so overwhelmingly sophisticated by literature, what produces all these treatises and poems and scriptures of one sort or another is the struggle of Life to become divinely conscious of itself instead of blindly stumbling hither and thither in the line of least resistance. Hence there is a driving towards truth in all books on matters where the writer, though exceptionally gifted is normally constituted, and has no private axe to grind.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities.

From an interview with Susie Bright: SB: You were recently reviewed by the New York Times. How do you think the mainstream media regards sex museums, schools and cultural centers these days? What's their spin versus your own observations? [Note: Here's the article Susie mentions: http://www.nytimes.com/2005/12/05/nat... ] CQ: Lots of people have seen the little NY Times article, which was about an event we did, the Belle Bizarre Bazaar -- a holiday shopping fair where most of the vendors were sex workers selling sexy stuff. Proceeds went to our Exotic Dancers' Education Project, providing dancers with skills that will help them maximize their potential and choices. This event got into the Times despite the worries of its author, a journalist who'd been posted over by her editor. She thought the Times was way too conservative for the likes of us, which may be true, except they now have so many column inches to fill with distracting stuff that isn't about Judith Miller! The one thing the Times article does not do is present the spectrum of the Center for Sex & Culture's work, especially the academic and serious side of what we do. This, I think, points to the real answer to your question: mainstream media culture remains quite nervous and touchy about sex-related issues, especially those that take sex really seriously. A frivolous take (or a good, juicy, shocking angle) on a sex story works for the mainstream press: a sex-positive and serious take, not so much. When the San Francisco Chronicle did its article about us a year ago, the writer focused just on our porn collection. Now, we very much value that, but we also collect academic journals and sex education materials, and not a word about those! I think this is one really essential linchpin of sex-negative or erotophobic culture, that sex is only allowed to be either light or heavy, and when it's heavy, it's about really heavy issues like abuse. Recently I gave some quotes about something-or-other for a Cosmo story and the editors didn't want to use the term "sexologist" to describe me, saying that it wasn't a real word! You know, stuff like that from the Times would not be all that surprising, but Cosmo is now policing the language? Please!

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today.

The discords of our experience--delight in change, fear of change; the death of the individual and the survival of the species, the pains and pleasures of love, the knowledge of light and dark, the extinction and the perpetuity of empires--these were Spenser's subject; and they could not be treated without this third thing, a kind of time between time and eternity. He does not make it easy to extract philosophical notions from his text; but that he is concerned with the time-defeating aevum and uses it as a concord-fiction, I have no doubt. 'The seeds of knowledge,' as Descartes observed, 'are within us like fire in flint; philosophers educe them by reason, but the poets strike them forth by imagination, and they shine the more clearly.' We leave behind the philosophical statements, with their pursuit of logical consequences and distinctions, for a free, self-delighting inventiveness, a new imagining of the problems. Spenser used something like the Augustinian seminal reasons; he was probably not concerned about later arguments against them, finer discriminations. He does not tackle the questions, in the Garden cantos, of concreation, but carelessly--from a philosophical point of view--gives matter chronological priority. The point that creation necessitates mutability he may have found in Augustine, or merely noticed for himself, without wondering how it could be both that and a consequence of the Fall; it was an essential feature of one's experience of the world, and so were all the arguments, precise or not, about it. Now one of the differences between doing philosophy and writing poetry is that in the former activity you defeat your object if you imitate the confusion inherent in an unsystematic view of your subject, whereas in the second you must in some measure imitate what is extreme and scattering bright, or else lose touch with that feeling of bright confusion. Thus the schoolmen struggled, when they discussed God, for a pure idea of simplicity, which became for them a very complex but still rational issue: for example, an angel is less simple than God but simpler than man, because a species is less simple than pure being but simpler than an individual. But when a poet discusses such matters, as in say 'Air and Angels,' he is making some human point, in fact he is making something which is, rather than discusses, an angel--something simple that grows subtle in the hands of commentators. This is why we cannot say the Garden of Adonis is wrong as the Faculty of Paris could say the Averroists were wrong. And Donne's conclusion is more a joke about women than a truth about angels. Spenser, though his understanding of the expression was doubtless inferior to that of St. Thomas, made in the Garden stanzas something 'more simple' than any section of the Summa. It was also more sensuous and more passionate. Milton used the word in his formula as Aquinas used it of angels; poetry is more simple, and accordingly more difficult to talk about, even though there are in poetry ideas which may be labelled 'philosophical.

According to H.G. Wells, you either adapt or perish, now as ever, is nature’s inexorable imperative. It is not necessary to change, after all survival is not mandatory This generation might seem arrogant to the older generation due to some reasons. The older generation believes an older person or someone of higher authority is always right and being sceptical is an insult, lol Our generation is full of people who are so skeptical, they wanna know why this is this and that is that, they don't just hear and believe, they hear, hear from other sides, look at it critically and express their opinions based on their conviction. This generation is full of people who are somewhat confident cos they study, they observe and due to these, they are equipped with better information and like you know, knowledge is power. You know right from wrong, you know truth from lies. When you are with those in authority and have this knowledge, an ignorant person of higher authority would be scared of you, feel threatened and might resort to maltreating and frustrating you, defaming your character etc The older generation and the younger generation are usually having misunderstanding because the older generation are being deceived by pride, the younger generation due to their advanced education do not wanna give merit to whom it isn't due. While the older generation postulates that respect is not earned but compulsory for them to be accorded, the younger generation believes respect must be earned. lol The older generation rules by fiction but the younger generation lives by facts. The older generation uses age to oppress, the younger generation uses their knowledge to defend. The older generation believes they can never be wrong, the younger generation wants fair hearing, demands for it, if denied, they take it by force due to the confidence they've built around themselves. The older generation is unfair to the younger generation, there was once a time they were listened to without doubts and opposition, this is the time for the younger generation to be listened to due to advancement in education and exposure. The younger generation, due to their quest for higher knowledge through research, etc, they have realized the consequences of being ignorant and with their power of conviction, they are not letting the older generation have their autocratic ways affect them. To the younger generation, one should be able to prove whatever he says, no more latent heresies and this is what the older generation don't wanna hear of. The older generation wants to continue enslaving the younger generation but the younger generation is more equipped than the older generation and as such, not letting that happen. Technology advances every day, the younger generation are ever ready to adapt to the changes but the older generation is not ready for that, they wanna remain stagnant and still have the say of the day. Like George Bernard Shaw once said, the reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore all progress depends on the unreasonable man

I still have no choice but to bring out Minerva instead.” “But Minerva doesn’t care about men,” young Charlotte said helpfully. “She prefers dirt and rocks.” “It’s called geology,” Minerva said. “It’s a science.” “It’s certain spinsterhood, is what it is! Unnatural girl. Do sit straight in your chair, at least.” Mrs. Highwood sighed and fanned harder. To Susanna, she said, “I despair of her, truly. This is why Diana must get well, you see. Can you imagine Minerva in Society?” Susanna bit back a smile, all too easily imagining the scene. It would probably resemble her own debut. Like Minerva, she had been absorbed in unladylike pursuits, and the object of her female relations’ oft-voiced despair. At balls, she’d been that freckled Amazon in the corner, who would have been all too happy to blend into the wallpaper, if only her hair color would have allowed it. As for the gentlemen she’d met…not a one of them had managed to sweep her off her feet. To be fair, none of them had tried very hard. She shrugged off the awkward memories. That time was behind her now. Mrs. Highwood’s gaze fell on a book at the corner of the table. “I am gratified to see you keep Mrs. Worthington close at hand.” “Oh yes,” Susanna replied, reaching for the blue, leatherbound tome. “You’ll find copies of Mrs. Worthington’s Wisdom scattered everywhere throughout the village. We find it a very useful book.” “Hear that, Minerva? You would do well to learn it by heart.” When Minerva rolled her eyes, Mrs. Highwood said, “Charlotte, open it now. Read aloud the beginning of Chapter Twelve.” Charlotte reached for the book and opened it, then cleared her throat and read aloud in a dramatic voice. “’Chapter Twelve. The perils of excessive education. A young lady’s intellect should be in all ways like her undergarments. Present, pristine, and imperceptible to the casual observer.’” Mrs. Highwood harrumphed. “Yes. Just so. Hear and believe it, Minerva. Hear and believe every word. As Miss Finch says, you will find that book very useful.” Susanna took a leisurely sip of tea, swallowing with it a bitter lump of indignation. She wasn’t an angry or resentful person, as a matter of course. But once provoked, her passions required formidable effort to conceal. That book provoked her, no end. Mrs. Worthington’s Wisdom for Young Ladies was the bane of sensible girls the world over, crammed with insipid, damaging advice on every page. Susanna could have gleefully crushed its pages to powder with a mortar and pestle, labeled the vial with a skull and crossbones, and placed it on the highest shelf in her stillroom, right beside the dried foxglove leaves and deadly nightshade berries. Instead, she’d made it her mission to remove as many copies as possible from circulation. A sort of quarantine. Former residents of the Queen’s Ruby sent the books from all corners of England. One couldn’t enter a room in Spindle Cove without finding a copy or three of Mrs. Worthington’s Wisdom. And just as Susanna had told Mrs. Highwood, they found the book very useful indeed. It was the perfect size for propping a window open. It also made an excellent doorstop or paperweight. Susanna used her personal copies for pressing herbs. Or occasionally, for target practice. She motioned to Charlotte. “May I?” Taking the volume from the girl’s grip, she raised the book high. Then, with a brisk thwack, she used it to crush a bothersome gnat. With a calm smile, she placed the book on a side table. “Very useful indeed.

The essence of Roosevelt’s leadership, I soon became convinced, lay in his enterprising use of the “bully pulpit,” a phrase he himself coined to describe the national platform the presidency provides to shape public sentiment and mobilize action. Early in Roosevelt’s tenure, Lyman Abbott, editor of The Outlook, joined a small group of friends in the president’s library to offer advice and criticism on a draft of his upcoming message to Congress. “He had just finished a paragraph of a distinctly ethical character,” Abbott recalled, “when he suddenly stopped, swung round in his swivel chair, and said, ‘I suppose my critics will call that preaching, but I have got such a bully pulpit.’ ” From this bully pulpit, Roosevelt would focus the charge of a national movement to apply an ethical framework, through government action, to the untrammeled growth of modern America. Roosevelt understood from the outset that this task hinged upon the need to develop powerfully reciprocal relationships with members of the national press. He called them by their first names, invited them to meals, took questions during his midday shave, welcomed their company at day’s end while he signed correspondence, and designated, for the first time, a special room for them in the West Wing. He brought them aboard his private railroad car during his regular swings around the country. At every village station, he reached the hearts of the gathered crowds with homespun language, aphorisms, and direct moral appeals. Accompanying reporters then extended the reach of Roosevelt’s words in national publications. Such extraordinary rapport with the press did not stem from calculation alone. Long before and after he was president, Roosevelt was an author and historian. From an early age, he read as he breathed. He knew and revered writers, and his relationship with journalists was authentically collegial. In a sense, he was one of them. While exploring Roosevelt’s relationship with the press, I was especially drawn to the remarkably rich connections he developed with a team of journalists—including Ida Tarbell, Ray Stannard Baker, Lincoln Steffens, and William Allen White—all working at McClure’s magazine, the most influential contemporary progressive publication. The restless enthusiasm and manic energy of their publisher and editor, S. S. McClure, infused the magazine with “a spark of genius,” even as he suffered from periodic nervous breakdowns. “The story is the thing,” Sam McClure responded when asked to account for the methodology behind his publication. He wanted his writers to begin their research without preconceived notions, to carry their readers through their own process of discovery. As they educated themselves about the social and economic inequities rampant in the wake of teeming industrialization, so they educated the entire country. Together, these investigative journalists, who would later appropriate Roosevelt’s derogatory term “muckraker” as “a badge of honor,” produced a series of exposés that uncovered the invisible web of corruption linking politics to business. McClure’s formula—giving his writers the time and resources they needed to produce extended, intensively researched articles—was soon adopted by rival magazines, creating what many considered a golden age of journalism. Collectively, this generation of gifted writers ushered in a new mode of investigative reporting that provided the necessary conditions to make a genuine bully pulpit of the American presidency. “It is hardly an exaggeration to say that the progressive mind was characteristically a journalistic mind,” the historian Richard Hofstadter observed, “and that its characteristic contribution was that of the socially responsible reporter-reformer.