Pace Education Quotes

Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life. One of the great triumphs of learning (and of teaching) is to get things organised in your head in a way that permits you to know more than you "ought" to. And this takes reflection, brooding about what it is that you know. The enemy of reflection is the breakneck pace - the thousand pictures.

Of course, IQ is not the same as being educated. IQ measures the ability to learn, comprehend, and problem solve. Education is the process of acquiring knowledge. These are two separate things, although not entirely unrelated. For example, a person with a superior IQ learns at a faster pace, thus can acquire knowledge faster. However, a person with a superior education can easily outsmart someone with a genius IQ who’s lacking knowledge.

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.

From elementary school up to college I was never interested in things I was forced to study. I told myself it was something that had to be done, I only began to enjoy studying after I got through the educational system and became a so-called member of society. If something interested me, and I could study it at my own pace and approach it the way I liked, I was pretty efficient at acquiring knowledge and skills.

Antidemocracy, executive predominance, and elite rule are basic elements of inverted totalitarianism. Antidemocracy does not take the form of overt attacks upon the idea of government by the people. Instead, politically it means encouraging what I have earlier dubbed “civic demobilization,” conditioning an electorate to being aroused for a brief spell, controlling its attention span, and then encouraging distraction or apathy. The intense pace of work and the extended working day, combined with job insecurity, is a formula for political demobilization, for privatizing the citizenry. It works indirectly. Citizens are encouraged to distrust their government and politicians; to concentrate upon their own interests; to begrudge their taxes; and to exchange active involvement for symbolic gratifications of patriotism, collective self-righteousness, and military prowess. Above all, depoliticization is promoted through society’s being enveloped in an atmosphere of collective fear and of individual powerlessness: fear of terrorists, loss of jobs, the uncertainties of pension plans, soaring health costs, and rising educational expenses.

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

In the hectic pace of the world today, there is no time for meditation, or for deep thought. A prisoner has time that he can put to good use. I’d put prison second to college as the best place for a man to go if he needs to do some thinking. If he’s motivated, in prison he can change his life.

But I’m not going to get there unless I stick to my pace. Which currently means, drumroll, two hundred push-ups before dinner.

Why has it been accepted as gospel for so long that homework is necessary? The answer, I think, lies not in the perceive virtues of homework but rather in the clear deficiencies of what happens in the classroom. Homework becomes necessary because not enough learning happens during the school day... The broadcast, one-pace-fits-all lecture... turns out to be a highly inefficient way to teach and learn.

By the time they're in college, it's gone too far. They've had twelve years without disciplined learning and they don't know how to apply themselves. They haven't learned to study or to pace their work so that projects get completed on time. They fall asleep in lectures because they expect to be entertained not educated.

Suddenly Yudhisthira saw a yaksha approaching him. The being sat in front of him and began firing questions rapidly at him. What is bigger than the Earth? the yaksha asked. "A mother" replied Yudhisthira. What is taller than the sky? "A father" What is faster than the wind? "The mind , of course". Yudhisthira smiled. What grows faster than hay? "Worry" What is the greatest dharma in the world? queried the yaksha "Compassion and conscience" With who is friendship never-ending? "With good people" responded Yudhisthira patiently. What is the secret to never feeling unhappy? "If one can control his or her mind, then that person will never feel sad" The yaksha increase his pace now. What is the greatest kind of wealth. "Education" What is the greatest kind of profit? "Health" What is the greatest kind of happiness? "Contentment" said Yudhisthira, ever prompt with his replies. What is man's worst enemy? "Anger" What disease will never have a cure? "Greed is incurable" The yaksha smiled again. A last question my friend. What is life's biggest irony? "It is the desire to live eternally. Every day, we encounter people dying but we always think that death will never come to us.

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.

We put our children through their paces in school not so that they will learn something, or master something, or meet any standards. No. We give them tools so that they can experience the joy, the passion, of creating. All we are doing is saying, “Here, if you know this, there is more you can make; there is another path you can map; there is another song you can compose.” School—from pre-K to postdoc programs—exists so that we can all build more from within ourselves and with our colleagues.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

The ideal education is tailored to each.

A society where everybody is paddling the same boat at a decent pace will move quicker and more effortlessly than one with a few speedsters and many laggards.

The ambiguity shrouding this whole crisis makes it all the more difficult for the mind to adjust to, runners can only pace themselves if they know how far the finish line is and yet in this race our finish line is just a prediction, an educated guess.

Reading Virginia Woolf will change your life, may even save it. If you want to make sense of modern life, the works of Virginia Woolf remain essential reading. More than fifty years since her death, accounts of her life still set the pace for modern modes of living. Plunge (and this Introduction is intended to help you take the plunge) into Woolf ’s works – at any point – whether in her novels, her short stories, her essays, her polemical pamphlets, or her published letters, diaries, memoirs and journals – and you will be transported by her elegant, startling, buoyant sentences to a world where everything in modern life (cinema, sexuality, shopping, education, feminism, politics, war and so on) is explored and questioned and refashioned.

Thieving was not a sheer absurdity. It was a form of human industry, perverse indeed, but still an industry exercised in an industrious world; it was work undertaken for the same reason as the work in potteries, in coal mines, in fields, in tool-grinding shops. It was labour, whose practical difference from the other forms of labour consisted in the nature of its risk, which did not lie in ankylosis, or lead poisoning, or fire-damp, or gritty dust, but in what may be briefly defined in its own special phraseology as "Seven years' hard". Chief Inspector Heat was, of course, not insensible to the gravity of moral differences. But neither were the thieves he had been looking after. They submitted to the severe sanction of a morality familiar to Chief Inspector Heat with a certain resignation. They were his fellow citizens gone wrong because of imperfect education, Chief Inspector Heat believed; but allowing for that difference, he could understand the mind of a burglar, because, as a matter of fact, the mind and the instincts of a burglar are of the same kind as the mind and the instincts of a police officer. Both recognize the same conventions, and have a working knowledge of each other's methods and of the routine of their respective trades. They understand each other, which is advantageous to both, and establishes a sort of amenity in their relations. Products of the same machine, one classed as useful and the other as noxious, they take the machine for granted in different ways, but with a seriousness essentially the same. The mind of Chief Inspector Heat was inaccessible to ideas of revolt. But his thieves were not rebels. His bodily vigour, his cool, inflexible manner, his courage, and his fairness, had secured for him much respect and some adulation in the sphere of his early successes. He had felt himself revered and admired. And Chief Inspector Heat, arrested within six paces of the anarchist nicknamed the Professor, gave a thought of regret to the world of thieves--sane, without morbid ideals, working by routine, respectful of constituted authorities, free from all taint of hate and despair.

(...) How many ladies have there been, and still are, who deserve place among the learned; and who are more capable of teaching the sciences than those who now fill most of the university chairs? The age we live in has produced as many, as any heretofore (...) And as our sex, when it applies to learning, may be said at least to keep pace with the Men, so are they more to be esteem'd for their learning than the latter: Since they are under a necessity of surmounting the softness they were educated in (...) to which cruel custom seem'd to condemn them; to overcome the external impediments in their way to study; and to conquer the disadvantageous notions, which the vulgar of both sexes entertain of learning in Women. (...) it is self-evident, that many of our sex have far outstript the Men. Why then are we not as fit to learn and teach the sciences, at least to our own sex, as they fancy themselves to be?

This leads to the idea of a race between education and technology: if the supply of skills does not increase at the same pace as the needs of technology, then groups whose training is not sufficiently advanced will earn less and be relegated to devalued lines of work, and inequality with respect to labor will increase. In order to avoid this, the educational system must increase its supply of new types of training and its output of new skills at a sufficiently rapid pace. If equality is to decrease, moreover, the supply of new skills must increase even more rapidly, especially for the least well educated.

..though my grades weren't the kind you have to hide from people, I don't have any memory of being praised for getting a good grade or being the best in anything. I only began to enjoy studying after I got through the educational system and became a so-called member of society. If something interested me, and I could study it at my own pace and approach it the way I liked, I was pretty efficient at acquiring knowledge and skills. The art of translation is a good example. I learned it on my own, the pay-as-you-go method. It takes a lot of time to acquire a skill this way, and you go through a lot of trial and error, but what you learn sticks with you.

The capitalist-imperialist governments, even though they themselves are about to be plundered, will not fight with any conviction against Fascism as such. Our rulers, those of them who understand the issue, would probably prefer to hand over every square inch of the British Empire to Italy, Germany, and Japan than to see Socialism triumphant. It was easy to laugh at Fascism when we imagined that it was based on hysterical nationalism, because it seemed obvious that the Fascist states, each regarding itself as the chosen people and patriotic contra mundum, would clash with one another. But nothing of the kind is happening. Fascism is now an international movement, which means not only that the Fascist nations can combine for the purposes of loot, but that they are groping, perhaps only half consciously as yet, toward a world-system. For the vision of the totalitarian state there is being substituted the vision of the totalitarian world. As I pointed out earlier, the advance of machine-technique must lead ultimately to some form of collectivism, but that form need not necessarily be equalitarian; that is, it need not be Socialism. Pace the economists, it is quite possible to imagine a world-society, economically collectivist–that is, with the profit principle eliminated–but will all political, military, and educational power in the hands of a small caste of rulers and their bravos. That or something like it is the objective of Fascism. And that, of course, is the slave-state, or rather the slave-world; it would probably be a stable form of society, and the chances are, considering the enormous wealth of the world if scientifically exploited, that the slaves would be well-fed and contented.

Our schools teach the opposite: institutionalized education traffics in a kind of homogenized, generic knowledge. Everybody who passes through the American school system learns not to think in power law terms. Every high school course period lasts 45 minutes whatever the subject. Every student proceeds at a similar pace. At college, model students obsessively hedge their futures by assembling a suite of exotic and minor skills. Every university believes in “excellence,” and hundred-page course catalogs arranged alphabetically according to arbitrary departments of knowledge seem designed to reassure you that “it doesn’t matter what you do, as long as you do it well.” That is completely false. It does matter what you do. You should focus relentlessly on something you’re good at doing, but before that you must think hard about whether it will be valuable in the future.

The human mind is a product of nature. Resembling other forms of nature, does it follow an ancient code by adhering to universal rules of structure, time, and rhythm? Does the human mind establish through training and education its own pulse, tempo, pace, and lilt? Does reading allow us to witness the rhythm, beat, and intonation of other people’s minds? Does writing allow us to develop, monitor, and train the pulsating pulse of our own surfing mental cadence? Does reading enable us to see the groundswell of our own life refracted through a prism of other people’s storm of words? Does reading depict the upsurge of images and thoughts of a working mind, which casement frames humankind? Does writing spur us to scrutinize the indistinct pictures taken by the viewfinder submerged in our own minds? Does inspired writing draw out of us what composed material binders the structures of our multi-dimensional mind?

1-Leadership does not mean domination. The world is always well supplied with people who wish to rule and dominate others. The true leader is a different sort; he seeks effective activity which has a truly beneficient purpose. He inspires others to follow in his wake, and holding aloft the torch of wisdom, leads the way for society to realize its genuinely great aspirations”. 2-The progress of science can be said to be harmful to religion only in so far as it is used for evil aims and not because it claims a priority over religion in its revelation to man. It is important that spiritual advancement must keep pace with material advancement”. — 3-Education is a means of sharpening the mind of man both spiritually and intellectually. It is a two-edged sword that can be used either for the progress of mankind or for its destruction. That is why it has been Our constant desire and endeavor to develop our education for the benefit of mankind”. 4-It is no less important that we know whence we came. An awareness of our past is essential to the establishment of our personality and our identity as Africans”. —

The Negro had been deeply disappointed over the slow pace of school desegregation. He knew that in 1954 the highest court in the land had handed down a decree calling for desegregation of schools "with all deliberate speed." He knew that this edict from the Supreme Court had been heeded with all deliberate delay. At the beginning of 1963, nine years after this historic decision, approximately 9 percent of southern Negro students were attending integrated schools. If this pace were maintained, it would be the year 2054 before integration in southern schools would be a reality. In its wording the Supreme Court decision had revealed an awareness that attempts would be made to evade its intent. The phrase "all deliberate speed" did not mean that another century should be allowed to unfold before we released Negro children from the narrow pigeonhole of the segregated schools; it meant that, giving some courtesy and consideration to the need for softening old attitudes and outdated customs, democracy must press ahead, out of the past of ignorance and intolerance, and into the present of educational opportunity and moral freedom.

Antidemocracy, executive predominance, and elite rule are basic elements of inverted totalitarianism. Antidemocracy does not take the form of overt attacks upon the idea of government by the people. Instead, politically it means encouraging what I have earlier dubbed “civic demobilization,” conditioning an electorate to being aroused for a brief spell, controlling its attention span, and then encouraging distraction or apathy. The intense pace of work and the extended working day, combined with job insecurity, is a formula for political demobilization, for privatizing the citizenry. It works indirectly. Citizens are encouraged to distrust their government and politicians; to concentrate upon their own interests; to begrudge their taxes; and to exchange active involvement for symbolic gratifications of patriotism, collective self-righteousness, and military prowess. Above all, depoliticization is promoted through society’s being enveloped in an atmosphere of collective fear and of individual powerlessness: fear of terrorists, loss of jobs, the uncertainties of pension plans, soaring health costs, and rising educational expenses.

Dominant people and groups used power to: • declare what styles of music will and will not be used • determine what historical religious leaders looked like racially • decide which teachings to emphasize, and which to downplay • determine what religious education literature to use • decide which pictures or other art goes on the walls • declare who the spiritual heroes are and why • decide which aspects of history to remember and how to interpret the past • decide who is mature in their faith, and who is not • determine how much race and ethnicity will be talked about • declare that race is not important and will not be discussed • declare that the race of those in leadership does not matter • look at and treat the non-majority groups with paternalism • force others to assimilate or leave the congregation • determine the culture through which the faith will be interpreted • determine the culture through which faith will be practiced • make others feel powerless • remain ignorant about other cultures • determine if change will happen and the pace of change (almost always, slowly) • make people feel small, unimportant, like outsiders • deny having power

I went to the lectern to speak, I could barely contain my emotion. I glanced down at my prepared notes but suddenly had little interest in them. Looking up at the girls, I just began to talk, explaining that though I had come from far away, carrying this strange title of First Lady of the United States, I was more like them than they knew. That I, too, was from a working-class neighborhood, raised by a family of modest means and loving spirit, that I’d realized early on that school was where I could start defining myself—that an education was a thing worth working for, that it would help spring them forward in the world. At this point, I’d been First Lady for just over two months. In different moments, I’d felt overwhelmed by the pace, unworthy of the glamour, anxious about our children, and uncertain of my purpose. There are pieces of public life, of giving up one’s privacy to become a walking, talking symbol of a nation, that can seem specifically designed to strip away part of your identity. But here, finally, speaking to those girls, I felt something completely different and pure—an alignment of my old self with this new role. Are you good enough? Yes, you are, all of you. I told the students of Elizabeth Garrett Anderson that they’d touched my heart. I told them that they were precious, because they truly were.

I only began to enjoy studying after I got through the educational system and became a so-called member of society. If something interested me, and I could study it at my own pace and approach it the way I liked, I was pretty efficient at acquiring knowledge and skills.

demonstrated that, in general, students seem to learn better when information is presented in particular ways and at a certain pace. Proper nutrition does have a measurable impact on memory and learning, and physical activity does enhance learning.

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

This is the new paradigm. Everything is changing! You cannot deny that the world is changing at such a fast pace and that what the children learn this year is already becoming outdated next year. The children who are allowed freedom to pursue their own interests (also known as the “rebels and troublemakers”) are creating the business structures of this new paradigm. You know who I am talking about. Steve Jobs, Richard Branson…

You know, smart and educated aren’t synonymous.

Traveling over the past twenty-five years to more than one hundred countries, I have often asked local leaders, "Where does the church in the West fit in global missions?" Responses have included: "You have the educational resources"; "You are enthusiastic and optimistic"; "We have the people, but you have the money." I suppose I have heard dozens of responses, but I have not yet heard any leader say, "Well, you really set the pace in teaching us how to be servants." We in North America know how to be in control, but do we know how to follow the orders of those who will lead Christendom through this century? We often pray, "0 Lord, use me," but how do we respond when we feel used? If Jesus came not to be served but to serve, will we be willing to follow his example?

As Sergey has commented: “I do think I benefited from the Montessori education, which in some ways gives the students a lot more freedoms to do things at their own pace.” Marissa Mayer, at the time a Google vice president of product management and now CEO of Yahoo, told Steven Levy in his book In the Plex: “You can’t understand Google… unless you know that both Larry and Sergey were Montessori kids.”22 This teaching environment is tailored to a child’s learning needs and personality, and children are encouraged to question everything, act of their own volition, and create.

Childhood years are vital to our total existence. Overloading the child with too much memory oriented learning and formal writing can cripple a child’s sense of wonder. There should be creativity, a ‘Free Progress’ – each child developing and flowering in an absolutely spontaneous, inwardly centered and self directed process. A school makes a break through if it creates a learning environment but it is a parent to make an active choice for kids and to nurture their talents. It is in their hands to recognize their potentialities and offer them an Alternative Education, a commitment, hard work, responsibility, learning the basic skills of reading and writing at own pace with creativity and open minds in open surroundings in tune to environment, blooming naturally!

So he set into motion a revolution in education: creative students would be singled out and allowed to pursue their dreams at their own pace.

Skinner’s teaching machine might look terribly out-of-date, but I’d argue that this is the history that still shapes so much of what we see today. Self-paced learning, gamification, an emphasis on real-time or near-real-time corrections. No doubt, ed-tech today draws quite heavily on Skinner’s ideas because Skinner (and his fellow education psychologist Edward Thorndike) has been so influential in how we view teaching and learning and how we view schooling. So much B. F. Skinner. So little Seymour Papert. So little Alan Kay. I'd argue too that this isn’t just about education technology. There’s so much Skinner and so little Kay in “mainstream” technology too. Think Zynga, for example.

In the twentieth century the pace quickened. The GI Bill (officially the Servicemen’s Readjustment Act of 1944) encouraged veterans to continue their education by giving them money for tuition and living expenses, and helped to drive up college graduation rates among American males from 100,000 per year in 1940 to 300,000 in 1950. Amid

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

Francine’s pace always picked up as she approached Reuben, her arms outstretched for a hug. When they were in a room together, she never strayed far from his ample side, unabashedly besotted. Reuben was Francine’s crown jewel, her black South African management guru who was living proof of empowerment. And, boy, was Reuben empowered. As one of a handful of black South Africans with the combined education, experience, skills and charm to consult to international organizations and donors, he was an anti-apartheid millionaire. Reuben had four cars, each a German luxury brand, and four houses scattered around Johannesburg: one for himself, one for his mother, the others for choice. He’d been on management courses in Boston, co-written articles about South African NGOs for university publications, and claimed to savor a nice glass of Cabernet at the end of a long week.

Changes in stocks set the pace of the dynamics of systems. Industrialization cannot proceed faster than the rate at which factories and machines can be constructed and the rate at which human beings can be educated to run and maintain them. Forests can’t grow overnight. Once contaminants have accumulated in groundwater, they can be washed out only at the rate of groundwater turnover, which may take decades or even centuries.

In order to avoid this, the educational system must increase its supply of new types of training and its output of new skills at a sufficiently rapid pace.

Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

Even better, you can still do a lot of learning while on the road now that you have access to self-paced videos and exercises. The same flexibility would apply to teachers. Because of the multiteacher environment, teachers could stagger vacations during the year. No one would be asked to give up a restorative break or time for travel, but these would happen without the need of shutting down the entire system.

Education makes man different and superior to other creatures. Education recognizes and helps build personality. In the age of competition, it keeps pace with the times and teaches us to keep the body and mind healthy. Life controlled by education is the beauty of human life. Planet Vidya

What’s this?” and “What’s that?” But many educators and learning experts contend that our current system of education does not encourage, teach, or in some cases even tolerate questioning. Harvard’s Tony Wagner says, “Somehow, we’ve defined the goal of schooling as enabling you to have more ‘right answers’ than the person next to you. And we penalize incorrect answers. And we do this at a pace—especially now, in this highly focused test-prep universe—where we don’t have time for extraneous questions.

But alas, we are doomed to find ourselves being held back by the new original sin of which we are perpetually guilty: our inevitable all-too human failure to keep pace with the exponentially increasing drumbeat of production. Such weak and evil creatures we are if we cannot keep up, if we prove insufficiently elastic. By way of a compensatory gesture, perhaps we allow ourselves to be "bright-sided," as in Barbara Ehrenreich's sarcastic phrase, and make ourselves believe that these adaptations count as "progress" and are good for us, thereby placing a positive spin upon our feckless twisting in the corporate winds. We can become, as the education bureaucrats say, delightfully plastic "lifelong learners," in other words, infinitely malleable human material continually at the service of elite whim.

From the Bridge” The Importance of History Not all that many years ago the Importance of history would have been a “no brainer!” People understood that there was very little new under the sun, and history was a good barometer to the future. “Those that fail to heed history are doomed to repeat it, “was an adage frequently heard. It gave us a perspective by which to stabilize our bearings and allowed us to find one of the few ways by which we could understand who we are. The myth that George Washington, not being able to lie, admitted to chopping down his father’s favorite cherry tree helped us create a moral compass. Abraham Lincoln’s moniker “Honest Abe,” took root when he worked as a young store clerk in New Salem, IL. The name stuck before he became a lawyer or a politician. His writings show that he valued honesty and in 1859 when he ran for the presidency the nickname became his campaign slogan. However, apparently ”Honest Abe” did lie about whether he was negotiating with the South to end the war and also knowingly concealed some of the most lethal weapons ever devised during the Civil War." These however, were very minor infractions when compared to what we are now expected to believe from our politicians. Since World War II the pace of life has moved faster than ever and may actually have overrun our ability to understand the significance and value of our own honesty. We no longer turn to our past for guidance regarding the future; rather we look into our future in terms of what we want and how we will get it. We have developed to the point that we are much smarter than our ancestors and no longer need their morality and guidance. What we don’t know we frequently fabricate and in most cases, no one picks up on it and if they do, it really doesn’t seem to matter. In short the past has become outdated, obsolete and therefore has become largely irrelevant to us. Being less informed about our past is not the result of a lack of information or education, but of ambivalence and indifference. Perhaps history belongs to the ages but not to us. To a great extent we as a people really do not believe that history matters very much, if at all. My quote “History is not owned solely by historians. It is part of everyone’s heritage,” was written for the opening page of my award winning book “The Exciting Story of Cuba.” Not only is it the anchor holding our Ship of State firmly secure, it is the root of our very being. Yes, history is important. In centuries past this statement would have been self-evident. Our predecessors devoted much time and effort in teaching their children history and it helped provide the foundation to understanding who they were. It provided them a reference whereby they could set their own life’s goals. However society has, to a great extent, turned its back on the past. We now live in an era where the present is most important and our future is being built on shifting sand. We, as a people are presently engaged in a struggle for economic survival and choose to think of ourselves in terms of where wind and tide is taking us, rather than where we came from. We can no longer identify with our ancestors, thus they are no longer relevant. Their lives were so different from our own that they no longer can shed any light on our experience or existence. Therefore, in the minds of many of us, the past no longer has the value it once had nor do we give it the credence it deserves. As in war, the truth is the first victim; however this casualty threatens the very fabric of our being. When fact and fiction are interchanged to satisfy the moment, the bedrock of history in undermined. When we depend on the truth to structure our future, it is vital that it be based on truthful history and the honesty of those who write it. It is a crime without penalty when our politicians tell us lies. In fact they are often shamefully rewarded; encouraging them to become even more blatant in the lies they tell.

We should remember that with such preparatory reading, a good pace to maintain is to try and finish a book every week or two. This may seem intimidating at first, and if it were considered a hobby, it would be overwhelming. But the task is the education of your children, which is not a hobby but a vocation. The word vocation comes from the Latin verb voco, which means “I call.” A person’s vocation is his calling; a parent’s vocation is to learn in order to teach.

All socioeconomic activity in cities involves the interaction between people. Employment, wealth creation, innovation and ideas, the spread of infectious diseases, health care, crime, policing, education, entertainment, and indeed, all of the pursuits that characterize modern Homo sapiens and are emblematic of urban life are sustained and generated by the continual exchange of information, goods, and money between people. The job of the city is to facilitate and enhance this process by providing the appropriate infrastructure such as parks, restaurants, cafés, sports stadiums, cinemas, theaters, public squares, plazas, office buildings, and meeting halls to encourage and increase social connectivity.

Throughout history, the role of education has been to prepare children for adulthood. Today our world is changing so rapidly that it’s difficult to know what it will be like even a decade from now. While we cannot predict the features of the world our children will inherit, we do know that the pace of change will most likely continue to accelerate (Thomas & Brown, 2011).

Spruance was trying to educate himself. A man with no carrier experience, he had only a week to learn the trade before facing the greatest master of them all, Isoroku Yamamoto. In his quest for knowledge he picked the brains of his staff at coffee or anyplace else. A great walker, he also collared them one by one and paced the flight deck with them. Searching questions probed what they did, how they did it, how each job fitted into the whole. He walked their legs off, but with his great ability to absorb detail, he was learning all the time.

The problem is that as the pace of change accelerates all around us, the ability to learn new things may be the most important skill of all.

What that extra time does is allow for a more relaxed atmosphere,” Corcoran said, after the class was over. “I find that the problem with math education is the sink-or-swim approach. Everything is rapid fire, and the kids who get it first are the ones who are rewarded. So there comes to be a feeling that there are people who can do math and there are people who aren’t math people. I think that extended amount of time gives you the chance as a teacher to explain things, and more time for the kids to sit and digest everything that’s going on—to review, to do things at a much slower pace. It seems counterintuitive but we do things at a slower pace and as a result we get through a lot more. There’s a lot more retention, better understanding of the material. It lets me be a little bit more relaxed. We have time to have games. Kids can ask any questions they want, and if I’m explaining something, I don’t feel pressed for time. I can go back over material and not feel time pressure.” The extra time gave Corcoran the chance to make mathematics meaningful: to let his students see the clear relationship between effort and reward.

David versus Goliath Asymmetry lies at the heart of network-based competition. The larger or smaller network will be at different stages of the Cold Start framework and, as such, will gravitate toward a different set of levers. The giant is often fighting gravitational pull as its network grows and saturates the market. To combat these negative forces, it must add new use cases, introduce the product to new audiences, all while making sure it’s generating a profit. The upstart, on the other hand, is trying to solve the Cold Start Problem, and often starts with a niche. A new startup has the luxury of placing less emphasis on profitability and might instead focus on top-line growth, subsidizing the market to grow its network. When they encounter each other in the market, it becomes natural that their competitive moves reflect their different goals and resources. Startups have fewer resources—capital, employees, distribution—but have important advantages in the context of building new networks: speed and a lack of sacred cows. A new startup looking to compete against Zoom might try a more specific use case, like events, and if that doesn’t work, they can quickly pivot and try something else, like corporate education classes. Startups like YouTube, Twitch, Twitter, and many other products have similar stories, and went through an incubation phase as the product was refined and an initial network was built. Trying and failing many times is part of the startup journey—it only takes the discovery of one atomic network to get into the market. With that, a startup is often able to start the next leg of the journey, often with more investment and resources to support them. Contrast that to a larger company, which has obvious advantages in resources, manpower, and existing product lines. But there are real disadvantages, too: it’s much harder to solve the Cold Start Problem with a slower pace of execution, risk aversion, and a “strategy tax” that requires new products to align to the existing business. Something seems to happen when companies grow to tens of thousands of employees—they inevitably create rigorous processes for everything, including planning cycles, performance reviews, and so on. This helps teams focus, but it also creates a harder environment for entrepreneurial risk-taking. I saw this firsthand at Uber, whose entrepreneurial culture shifted in its later years toward profitability and coordinating the efforts of tens of thousands. This made it much harder to start new initiatives—for better and worse. When David and Goliath meet in the market—and often it’s one Goliath and many investor-funded Davids at once—the resulting moves and countermoves are fascinating. Now that I have laid down some of the theoretical foundation for how competition fits into Cold Start Theory, let me describe and unpack some of the most powerful moves in the network-versus-network playbook.

Page 67: For jobs that require a college degree, race differences in cognitive ability in the workplace should be minimized by the process of obtaining that college degree. But it hasn’t worked that way since at least the 1970s. Colleges have been complicit in transmitting the mean IQ differences by race in the general population not only through the college pipeline but through the graduate-education pipeline as well.” Page 76: The mean IQs of Africans and Latins increase with each higher category, just as the European means do, but the size of the difference generally keeps pace. In the case of the European–African difference, the size of the difference tends to increase along with IQ, from 1.01 SDs for occupations with European mean IQs under 100 to 1.20 SDs for European mean IQs of 110 or higher.

Because I was educated in the idea that fear or anxiety was something you didn’t share with those nearest and dearest to you. As my dad used to tell me: Never let anyone know if you’re about to shit in your pants.

It was,” the man said. “But when I returned from re-education, I discovered that my supply of copper wires was gone. During the Great Leap Forward, people broke down my door and carried away all the metal. You remember the slogan, ‘Struggle to produce 10.7 million tonnes of steel.’ When Chairman Mao instructed the villages to industrialize, my neighbours discovered all my bits and pieces, even my voltage meter, my collection of batteries, pinhole cameras and metal coils, not to mention my cooking pots and metal spoons, and fed them to the smelter that you’ll see if you walk fifty paces to the east of here. They managed to produce a surprising quantity of steel but, sadly, none of it was useable.” He shrugged and one of the electric lights fizzled, dimmed and then gleamed brightly again. “Upon my release, my neighbours all came and said, ‘Isn’t it a shame, Teacher Edison, you weren’t here to help us fulfill our steel quota?’ And then I was glad that I hadn’t been present to hand over all my spatulas and wires, as well as my mother’s wedding ring and the German stein my father brought from Düsseldorf many years ago, as well as my bicycle. Sometimes it is better not to say goodbye.

While we load the van Grandma paces, cussing. She says Dad hasn’t learned a damned thing.

a young American with a moderate level of education expects to change jobs at least eleven times during his or her working life – and the pace and frequency of change are almost certain to go on growing before the working life of the present generation is over.

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

In other words, the learner plays a more active role in learning in an emotionally and socially supported environment, creating knowledge, while the teacher’s role is somewhat passive, guiding learners in the knowledge creation process. In pedagogy, this scenario is referred to as a dialectic teaching-learning process. As we can see, the dialectic approach has a deeper and critical focus to learning, while the didactic approach is more likely to produce a surface approach to learning. In the dialectic approach, the delivery is so paced and toned that the learners are in a more emotionally and socially comfortable position to engage in reflective observation and abstract conceptualisation stages of the Kolb’s cycle. We can also see student-centred learning from another important point of view: it is possible that individual students get more attention from the teacher to possibly get individual feedback and individual issues addressed for more purposeful learning and development. Also, the teacher gets to know students individually based on the discussions they engage in, thus getting to know their personality traits, as widely referred to by psychologists, so that appropriate personalised feedback can be provided. This learner-centred approach accommodates for a more authentic learning experience for each student, and at the same time, it caters for a more authentic evaluation of individual students.

this book explores and identifies these undercurrents: the forces that have governed the development process. It demonstrates how these forces operated relentlessly, if invisibly, throughout the course of human history, and its long economic ice age, gathering pace until, at last, technological advancements in the course of the Industrial Revolution accelerated beyond a tipping point, where rudimentary education became essential for the ability of individuals to adapt to the changing technological environment. Fertility rates started to decline and the growth in living standards was liberated from the counterbalancing effects of population growth, ushering in long-term prosperity

He has a country house in Surrey, a daughter to educate and launch into Society, a wife to keep. He has kept pace for twenty years with an American millionaire, underwriting his own expeditions. What if he has gone to the well once too often?

We Believe WE BELIEVE that childhood is a time to foster wonder, creativity, and discovery through play and exploration. WE BELIEVE that children learn because they want to, not because they’re forced to. And WE BELIEVE in letting them learn at their own pace. WE BELIEVE in giving children an abundance of opportunities, time, and access to beauty—like art, music, literature, nature, and their own imaginations. WE BELIEVE this path isn’t just for childhood but for a lifetime of pursuing their own interests, responding to life and not bells, and building a life based on purpose, not perfection. We are the misfits, the renegades, the square pegs in round holes. But we are not alone. We have each other. And we are in this TOGETHER.

HOME-BASED EDUCATION ISN’T ABOUT “DOING school at home.” It’s about freeing our children to learn in their own way, at their own pace, within the most natural conditions.

NIOS OPEN SCHOOLING ADMISSION BENEFITS FOR 10TH & 12TH CLASS IN GURGAON, BASAI, PATAUDI, BHIWADI NIOS (National Institute of Open Schooling) Open School Education offers numerous benefits that contribute to a flexible and inclusive learning environment. Here are 20 key advantages of NIOS Open School Education: Flexibility: NIOS provides a flexible education system that allows learners to study at their own pace and convenience, accommodating individual needs and circumstances. Alternative Learning: It offers an alternative path to education for those who couldn’t complete formal schooling or wish to pursue education alongside other commitments. Accreditation: NIOS is a recognized board of education in India, ensuring that its certificates and diplomas hold equal value as those obtained from other traditional boards. Recognition of Prior Learning: NIOS acknowledges the knowledge and skills gained through life experiences, allowing learners to obtain credits for their existing expertise. Inclusive Education: NIOS embraces inclusivity by providing educational opportunities to differently-abled individuals, dropouts, and those in remote areas, enabling them to access quality education. ADMISSION OPEN FROM 1st ARPIL 2023-24 For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

People develop at different paces at different life stages. Many of us are late bloomers. Bill Gates? Steve Jobs? Ray Kroc? Sim Wong Hoo? These are famous personalities who have made it big in life despite not having a university degree. They made many mistakes but they did not give up. They worked hard. They persevered. Each and every one of us are born with unique strengths and talents. When someone is not good in academic studies, it does not mean that he is also not good in other areas. And so, in my opinion, academic grades are just one way of measuring a person's ability or knowledgeability.

Tell me,” she interrupted. “What do you want in a husband exactly?” Elizza gave the question careful consideration for a few moments before replying. “ A good Muslim man who encourages me to do good—” “Kamal is a hafidh,” her mother cut in. Repeating the phrase for the umpteenth time. “—and allows me to grow at my own pace!” Elizza finished. “Someone who supports my goals as if they were his own. Someone considerate of the needs of others. Educated. Good looking. A six pack would be nice,” she ended with a laugh. Her mother swatted her arm.

I was jogging this morning and I noticed a person about half a km ahead. I could guess he was running a little slower than me and that made me feel good, I said to myself I will try catch up with him. So I started running faster and faster. Every block, I was gaining on him a little bit. After just a few minutes I was only about 100 feet behind him, so I really picked up the pace and pushed myself. I was determined to catch up with him. Finally, I did it! I caught up and passed him. Inwardly I felt very good. "I beat him". Of course, he didn't even know we were racing. After I passed him, I realized I had been so focused on competing against him that ..... I had missed my turn to my house, I had missed the focus on my inner peace, I missed to see the beauty of greenery around, I missed to do my inner soul searching meditation, and in the needless hurry stumbled and slipped twice or thrice and might have hit the sidewalk and broken a limb. It then dawned on me, isn't that what happens in life when we focus on competing with co-workers, neighbours, friends, family, trying to outdo them or trying to prove that we are more successful or more important and in the bargain we miss on our happiness within our own surroundings? We spend our time and energy running after them and we miss out on our own paths to our given destination. The problem with unhealthy competition is that it's a never ending cycle. There will always be somebody ahead of you, someone with a better job, nicer car, more money in the bank, more education, a prettier wife, a more handsome husband, better behaved children, better circumstances and better conditions etc. But one important realisation is that You can be the best that you can be, when you are not competing with anyone. Some people are insecure because they pay too much attention to what others are, where others are going, wearing and driving, what others are talking. Take whatever you have, the height, the weight and personality. Accept it and realize, that you are blessed. Stay focused and live a healthy life. There is no competition in Destiny. Everyone has his own. Comparison AND Competition is the thief of JOY. It kills the Joy of Living your Own Life. Run your own Race that leads to Peaceful, Happy Steady Life.

Education has always been a profit-enabler for individuals and the corporation. Education, both conception and delivery, must evolve quickly and radically to keep pace with digital transition. Education is a part of the digital equation.

In Washburne’s system, by contrast, students, with the help of self-paced exercises, proceed at varying rates toward the same level of mastery. Those who learn more quickly can move ahead or do “enrichment exercises.” Those who learn more slowly are helped along by individual tutoring, or peer assistance, or additional homework.

Studentprogress.org is a multifaceted educational platform providing self-paced learning modules for educators and administrators, focusing on high-quality programming for students with disabilities. It features detailed resources for student progress monitoring, including tools and technical assistance, particularly for elementary grades. Additionally, the site offers extensive test preparation material, including reviews of various prep courses, test dates, study strategies, and general test guides.

The brain is not the source of anything. It is the conduit, the biological computer system, which responds to information stimuli and makes it conscious in terms of fivesense perception and behaviour. Different areas of the brain become activated, or ‘light up’, when energetic information is received that relates to their specific role in decoding and communicating information to the holographic conscious mind. The information can come from the heart and the greater Consciousness (what some call the soul), or it can come from direct Archontic possession and the endless Archontic programs such as education, science, medicine, media, politics etc., etc., etc. Once you open yourself to heart intelligence – innate intelligence, universal intelligence – the ‘opposition’ is routed and the heart and brain speak as one . The fact it is such a ‘revelation’ that the brain is changeable and malleable shows how far off the pace mainstream ‘science’ is and has been. The brain is a hologram and its base state is a 100 percent malleable waveform information field. When the field changes, the ‘physical’ brain must change and it is at the waveform and electromagnetic levels that Archontic possession takes place and the heart most powerfully interacts with the brain, although it does so electrically, too. For the most extreme possession to happen the heart’s influence must be seriously curtailed and that is why the Archons target the heart vortex in the way they have structured society and lock people into the emotional chakra in the gut. Positive feelings and perceptions like love and joy (high frequency) come from the heart while negative emotions like fear, anxiety, stress and depression (low frequency) come from the belly. The idea is to block the influence of the heart by giving people so many reasons to feel fear, anxiety, stress and depression. Stress causes heart disease because it stems the flow of energy through the heart chakra and causes it to form a chaotic field that becomes more intense the longer the stress continues. This distortion is transferred through to the holographic heart and there you have the reason why in a fearful and stressed society that heart disease is a mass global killer. What is called ‘heartache’ is when people feel the effect of the distorted heart-field. The effect of severe trauma, like losing a loved one, really can cause people to die of a ‘broken heart’ because of this. Research by the Institute of HeartMath has shown that the heart’s electromagnetic fields change in response to emotions and, given that the heart field can be measured several feet from the body, you can appreciate the fundamental effect – positive or negative – the nature of that field can have on mental, emotional and bodily health. The heart vortex and its massive electromagnetic field is where human perception has been most effectively hijacked and we need to reverse that. Nothing is more important than this for those who truly want to free themselves from Archontic tyranny. If people think they can meet this challenge with anger, hatred or violent revolution they should feel free to waste their time. No shift from gut to heart = global tyranny. Shift from gut to heart = game over. It is possible to override and bypass the brain altogether and in fact this must be done to go beyond ‘time and space’. I have been doing this since my experience in Peru and it gets more powerful and profound the more you do it. This is what Da Vinci, Bruno and the others were doing. Normally information enters what we call the conscious mind through the brain with all the potential interference, blocks and filters caused by belief, emotion and other programming. But if you move your point of attention from the body out into the infinity beyond the Matrix you can make a direct connection between expanded insight and your own conscious awareness.

I tried to write this story with a fast pace, tons of action and emotional drama, while sprinkling in engineering and economic facts here and there to help educate you, the reader, of the inner-workings of what it would actually take to roll out a real-life self-driving network.

The importance of being rich in unsolved problems is not likely to be overestimated. Most well-informed adults who have little "push" are not lazy by nature; they have merely failed to fall in love with worthy aims. That is often partly because education has been allowed to mean to them little more than the collecting of facts. If it had included the collection of interesting and valuable purposes as well, their devotion to proper aims in life might have grown as have their facts; then their energy might have kept pace with their knowledge.

the room. “Now it seems anyone’s son can get an education, and a business, and become rich. The merchant guilds: the Mercers, the Spicers and their like, grow steadily in wealth and influence. Jumped-up, posturing commoners dictating to their natural betters. Their fat and greedy fingers, fumbling at the strings of power. It is almost too much to stand.” He gave a shudder as he paced across the floor.

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To adapt to today's culture of fast-paced change, we need to become connected learners and own new literacies so we can bring student learning into the 21st century.

Malcolm Gladwell book, Outliers. In it, he notes a well-documented Canadian study that shows kids born in January tend to make better grades and score more goals in sports than those born later in the year. The reason, he deduces, is that grade-school kids who were born just after the cut-off date for the school year (January) are always a year older than the kids who were born just before it (December), thus having a full year of mental and physical advantages.   The January kids aren’t naturally brighter and more physically capable than kids born in November and December. They’re just a year older. In elementary school, one year is a lot.   The school system doesn’t see that, so the January kids get labeled as gifted, while the December kids are called slow. Once established, those categories are hard to break out of. The gifted kids get enrolled in advanced classes, increasing the pace of their education and making the gap between them and the December kids bigger.   The physically larger January kids are recruited by better PeeWee teams, then better High Schools and colleges. That’s why, as shown in Gladwell’s book, professional sports leagues – and hockey leagues in particular – have an inordinately high percentage of athletes that were born in the first three months of the year and a much lower percentage of December birthdays.

Silicon Valley has maintained that pace since the 1970s and has been seen as an innovative force in the American economy. Technology has rapidly transformed nearly every industry. While colleges have spent millions to outfit campuses with wireless technology, purchase the latest computing power, and hire IT staff, technology has failed, until now, to improve quality, bring greater efficiency, and lower costs, as the next two chapters will detail.

An endless imposition of mandates, scripted curriculum, and lockstep pacing guides communicates little belief in teacher competence, and an overprescribed curriculum limits teachers’ capacity for growth.

I have no idea what my siblings did when they did school, but when I did it I opened my math book and spent ten minutes turning pages, running my fingers down the center fold. If my finger touched fifty pages, I’d report to Mother that I’d done fifty pages of math. “Amazing!” she’d say. “You see? That pace would never be possible in the public school. You can only do that at home, where you can sit down and really focus, with no distractions.” Mother never delivered lectures or administered exams. She never assigned essays. There was a computer in the basement with a program called Mavis Beacon, which gave lessons on typing.

Rapid learning classes are built upon the premise that learners can efficiently absorb information at an accelerated pace. By incorporating the principles of rapid learning and strategically selecting the best strategies, techniques, and methods, educators can facilitate quicker and more efficient learning outcomes.

Efficient and effective, rapid learning not only addresses learning gaps but also serves as a transformative force in education, helping students succeed at an accelerated pace.