Participation In Class Quotes

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured, It was culture as class performance, literature fetishised for its ability to take educated people on false emotional journeys, so that they might afterwards feel superior to the uneducated people whose emotional journeys they liked to read about. Even the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing.

Despite the countless acts of violence that the two had witnessed, and even participated in, over the years, they were still shocked by what they saw.

But she was uncomfortable with what the professors called 'participation,' and did not see why it should be part of the final grade; it merely made students talk and talk, class time wasted on obvious words, hollow words, sometimes meaningless words.

We Americans are not usually thought to be a submissive people, but of course we are. Why else would we allow our country to be destroyed? Why else would we be rewarding its destroyers? Why else would we all — by proxies we have given to greedy corporations and corrupt politicians — be participating in its destruction? Most of us are still too sane to piss in our own cistern, but we allow others to do so and we reward them for it. We reward them so well, in fact, that those who piss in our cistern are wealthier than the rest of us. How do we submit? By not being radical enough. Or by not being thorough enough, which is the same thing.

My, my," he said, looking the note over. "If only students would write this much in their essays. One of you has considerably worse writing than the other, so forgive me if I get anything wrong here." He cleared his throat."'So, I saw J last night,' begins the person with bad handwriting, to which the response is,'What happened,' followed by no fewer than five question marks. Understandable, since sometimes one—let alone four—just won't get the point across, eh?" The class laughed, and I noticed Mia throwing me a particularly mean smile. "The first speaker responds:'What do you think happened? We hooked up in one of the empty lounges.'“ Mr. Nagy glanced up after hearing some more giggles in the room. His British accent only added to the hilarity. "May I assume by this reaction that the use of 'hook up' pertains to the more recent, shall we say,carnal application of the term than the tamer one I grew up with?” More snickers ensued. Straightening up, I said boldly, "Yes, sir, Mr. Nagy. That would be correct, sir." A number of people in the class laughed outright. "Thank you for that confirmation, Miss Hathaway. Now, where was I? Ah yes, the other speaker then asks,'How was it?' The response is,'Good,' punctuated with a smiley face to confirm said adjective. Well. I suppose kudos are in order for the mysterious J, hmmm?'So, like, how far did you guys go?' Uh, ladies," said Mr. Nagy, "I do hope this doesn't surpass a PG rating.'Not very.We got caught.'And again, we are shown the severity of the situation, this time through the use of a not-smiling face.'What happened?' 'Dimitri showed up. He threw Jesse out and then bitched me out.'“ The class lost it, both from hearing Mr. Nagy say "bitched" and from finally getting some participants named. "Why, Mr.Zeklos, are you the aforementioned J? The one who earned a smiley face from the sloppy writer?

The real enemy" is the totality of physical and mental constraints by which capital, or class society, or statism, or the society of the spectacle expropriates everyday life, the time of our lives. The real enemy is not an object apart from life. It is the organization of life by powers detached from it and turned against it. The apparatus, not its personnel, is the real enemy. But it is by and through the apparatchiks and everyone else participating in the system that domination and deception are made manifest. The totality is the organization of all against each and each against all. It includes all the policemen, all the social workers, all the office workers, all the nuns, all the op-ed columnists, all the drug kingpins from Medellin to Upjohn, all the syndicalists and all the situationists.

You can't imagine fame. You can only ever see it from an outsider and comment on it with the rueful wisdom of a non participant. When it happens to you, it doesn't matter what age or how, it is a very steep learning curve. The imprtanot thing to realize in all of it is that life is short, to protect the ones you love, and not expose yourself to too much abuse or narcissistic reflection gazing and move on. If fame affords me the type of ability to do the kind of work I'm being offered, who am I to complain about the downsides. It's all relative. And this are obviously very high class problems. The way privacy becomes an every shrinking island is inevitable but also manageable and it doesn't necessary have to get that way...

As for loving woman, I have never understood why some people had a fit. I still don't. It seems fine to me. If an individual is productive responsible, and energetic, why should her choice in a partner make such a fuss? The government is only too happy to take my tax money and yet they uphold legislation that keeps me a second class citizen. Surely, there should be a tax break for those of us who are robbed of full and equal participation and protection in the life of our nation.

In capitalist society, providing it develops under the most favorable conditions, we have a more or less complete democracy in the democratic republic. But this democracy is always hemmed in by the narrow limits set by capitalist exploitation and consequently always remains, in effect, a democracy for the minority, only for the propertied classes, only for the rich. Freedom in capitalist society always remains about the same as it was in the ancient Greek republics: freedom for the slaveowners. Owing to the conditions of capitalist exploitation, the modern wage slaves are so crushed by want and poverty that “they cannot be bothered with democracy,” “cannot be bothered with politics”; in the ordinary, peaceful course of events, the majority of the population is debarred from participation in public and political life. The

And yet, in certain ways, the Institute did remind them of other schools: Rote memorization of lessons was discouraged but required; class participation was encouraged but rarely permitted; and although quizzes were given every day, in every class, there was always at least one student who groaned, another who acted surprised, and another who begged the teacher, in vain, not to give it.

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured. ... Connell's initial assessment of the reading was not disproven. It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

I found unconventional and it exactly explains your upbringing." Millie's lips curved into a grin. "Unconstitutional doesn't explain you at all, unless you've been participating in something that goes against our country's constitution.

In an era of weaponized sensitivity, participation in public discourse is growing so perilous, so fraught with the danger of being caught out for using the wrong word or failing to uphold the latest orthodoxy in relation to disability, sexual orientation, economic class, race or ethnicity, that many are apt to bow out. Perhaps intimidating their elders into silence is the intention of the identity-politics cabal — and maybe my generation should retreat to our living rooms and let the young people tear one another apart over who seemed to imply that Asians are good at math.

Almost as an article of faith, some individuals believe that conspiracies are either kooky fantasies or unimportant aberrations. To be sure, wacko conspiracy theories do exist. There are people who believe that the United States has been invaded by a secret United Nations army equipped with black helicopters, or that the country is secretly controlled by Jews or gays or feminists or black nationalists or communists or extraterrestrial aliens. But it does not logically follow that all conspiracies are imaginary. Conspiracy is a legitimate concept in law: the collusion of two or more people pursuing illegal means to effect some illegal or immoral end. People go to jail for committing conspiratorial acts. Conspiracies are a matter of public record, and some are of real political significance. The Watergate break-in was a conspiracy, as was the Watergate cover-up, which led to Nixon’s downfall. Iran-contra was a conspiracy of immense scope, much of it still uncovered. The savings and loan scandal was described by the Justice Department as “a thousand conspiracies of fraud, theft, and bribery,” the greatest financial crime in history. Often the term “conspiracy” is applied dismissively whenever one suggests that people who occupy positions of political and economic power are consciously dedicated to advancing their elite interests. Even when they openly profess their designs, there are those who deny that intent is involved. In 1994, the officers of the Federal Reserve announced they would pursue monetary policies designed to maintain a high level of unemployment in order to safeguard against “overheating” the economy. Like any creditor class, they preferred a deflationary course. When an acquaintance of mine mentioned this to friends, he was greeted skeptically, “Do you think the Fed bankers are deliberately trying to keep people unemployed?” In fact, not only did he think it, it was announced on the financial pages of the press. Still, his friends assumed he was imagining a conspiracy because he ascribed self-interested collusion to powerful people. At a World Affairs Council meeting in San Francisco, I remarked to a participant that U.S. leaders were pushing hard for the reinstatement of capitalism in the former communist countries. He said, “Do you really think they carry it to that level of conscious intent?” I pointed out it was not a conjecture on my part. They have repeatedly announced their commitment to seeing that “free-market reforms” are introduced in Eastern Europe. Their economic aid is channeled almost exclusively into the private sector. The same policy holds for the monies intended for other countries. Thus, as of the end of 1995, “more than $4.5 million U.S. aid to Haiti has been put on hold because the Aristide government has failed to make progress on a program to privatize state-owned companies” (New York Times 11/25/95). Those who suffer from conspiracy phobia are fond of saying: “Do you actually think there’s a group of people sitting around in a room plotting things?” For some reason that image is assumed to be so patently absurd as to invite only disclaimers. But where else would people of power get together – on park benches or carousels? Indeed, they meet in rooms: corporate boardrooms, Pentagon command rooms, at the Bohemian Grove, in the choice dining rooms at the best restaurants, resorts, hotels, and estates, in the many conference rooms at the White House, the NSA, the CIA, or wherever. And, yes, they consciously plot – though they call it “planning” and “strategizing” – and they do so in great secrecy, often resisting all efforts at public disclosure. No one confabulates and plans more than political and corporate elites and their hired specialists. To make the world safe for those who own it, politically active elements of the owning class have created a national security state that expends billions of dollars and enlists the efforts of vast numbers of people.

Don't seat quiet kids in high interaction areas of the classroom, says communications professor James McCroskey. They won't talk more in those areas; they'll feel more threatened and will have trouble concentrating. Make it easy for introverted kids to participate in class, but don't insist. Forcing highly apprehensive young people to perform orally is harmful. It will increase apprehension and reduce self-esteem.

Of whatever class or nation, however, all successful participants in the repetitive and unrelenting stress of aerial fighting came eventually to display its characteristic physiognomy: skeletal hands, sharpened noses, tight-drawn cheek bones, the bared teeth of a rictus smile and the fixed, narrowed gaze of men in a state of controlled fear.

We have seen, then, that certain socioeconomic changes, notably the decline of the middle class and the rising power of monopolistic capital, had a deep psychological effect... Nazism resurrected the lower middle class psychologically while participating in the destruction of its old socioeconomic position. It mobilized its emotional energies to become an important force in the struggle for the economic and political aims of Germain imperialism.

Initially, class privilege was not discussed by white women in the women’s movement. They wanted to project an image of themselves as victims and that could not be done by drawing attention to their class. In fact, the contemporary women’s movement was extremely class bound. As a group, white participants did not denounce capitalism. They chose to define liberation using the terms of white capitalist patriarchy, equating liberation with gaining economic status and money power. Like all good capitalists, they proclaimed work as the key to liberation. This emphasis on work was yet another indication of the extent to which the white female liberationists’ perception of reality was totally narcissistic, classist, and racist. Implicit in the assertion that work was the key to women’s liberation was a refusal to acknowledge the reality that, for masses of American working class women, working for pay neither liberated them from sexist oppression nor allowed them to gain any measure of economic independence.

NAZISM = "National Socialism" BOLSHEVISM = "International Socialism" One was collectivism based on economic class, the other collectivism based on race and ethnicity. They agreed on the socialist part, but disagreed on participants.

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

First off, as has been well stated by many Indigenous Feminists before us, the idea of gender equality did not come from the suffragettes or other so-called "foremothers" of feminist theory. It should also be recognized that although we are still struggling for this thing called "gender equality," it is not actually a framed issue within the feminist realm, but a continuation of the larger tackling of colonialism. So this idea that women of colour all of a sudden realized "we are women," and magically joined the feminist fight actually re-colonizes people for who gender equality and other "feminist" notions is a remembered history and current reality since before Columbus. The mainstream feminist movement is supposed to have started in the early 1900s with women fighting for the right to vote. However, these white women deliberately excluded the struggles of working class women of color and participated in the policy of forced sterilization for Aboriginal women and women with disabilities. Furthermore, the idea that we all need to subscribe to the same theoretical understandings of history is marginalizing. We all have our own truths and histories to live.

How is it that Asians and Westerners can look at the exact same classroom interactions, and one group will label it “class participation” and the other “talking nonsense”? The Journal of Research in Personality has published an answer to this question in the form of a map of the world drawn by research psychologist Robert McCrae.

Evsei Slonim would have seen himself as a member of the intelligentsia, a classless class whose features Nabokov described as""the spirit of self-sacrifice, intense participation in political causes or political thought, intense sympathy for the underdog of any nationality, fanatical integrity, tragic inability to sink to compromise, true spirit of international responsibility.

In fact the system of collective contribution, levy of a tenth, and redistribution to the participants, is the schema of the sacrificial rite (one provides the victim; the god, the temple, the priests levy a tenth, then redistribution takes place: redistribution that imparts a new strength and power to those who benefit from it, deriving from the sacrifice itself). The game — sacrifice, division, levy, redistribution — is a religious form of individual and group invigoration which has been transposed into a social practice involving the resolution of a class conflict.

I want my students to learn what life readers know: reading is its own reward. Reading is a university course in life; it makes us smarter by increasing our vocabulary and background knowledge of countless topics. Reading allows us to travel to destinations that we will never experience outside of the pages of a book. Reading is a way to find friends who have the same problems we do and who can give advice on solving those problems. Through reading, we can witness all that is noble, beautiful, or horrifying about other human beings. From a book’s characters, we can learn how to conduct ourselves. And most of all, reading is a communal act that connects you to other readers, comrades who have traveled to the same remarkable places that you have and been changed by them, too. Rewarding reading with prizes cheapens it, and undermines students’ chance to appreciate the experience of reading for the possibilities that it brings to their life. For students who read a lot, these programs are neither an incentive, nor a challenge. Yes, my classes participate in the schoolwide incentive programs when they are offered; after all, they would blaze past the requirements anyway. But I never let my students lose sight of what the true prize is; an appreciation of reading will add more to their life than a hundred days at Six Flags ever could.

Thank you," he said. "Welcome. Welcome especially to Mr. Coyle Mathis and the other men and women of Forster Hollow who are going to be employed at this rather strikingly energy-inefficient plant. It's a long way from Forster Hollow, isn't it?" "So, yes, welcome," he said. "Welcome to the middle class! That's what I want to say. Although, quickly, before I go any further, I also want to say to Mr. Mathis here in the front row: I know you don't like me. And I don't like you. But, you know, back when you were refusing to have anything to do with us, I respected that. I didn't like it, but I had respect for your position. For your independence. You see, because I actually came from a place a little bit like Forster Hollow myself, before I joined the middle class. And, now you're middle-class, too, and I want to welcome you all, because it's a wonderful thing, our American middle class. It's the mainstay of economies all around the globe!" "And now that you've got these jobs at this body-armor plant," he continued, "You're going to be able to participate in those economies. You, too, can help denude every last scrap of native habitat in Asia, Africa, and South America! You, too, can buy six-foot-wide plasma TV screens that consume unbelievable amounts of energy, even when they're not turned on! But that's OK, because that's why we threw you out of your homes in the first places, so we could strip-mine your ancestral hills and feed the coal-fired generators that are the number-one cause of global warming and other excellent things like acid rain. It's a perfect world, isn't it? It's a perfect system, because as long as you've got your six-foot-wide plasma TV, and the electricity to run it, you don't have to think about any of the ugly consequences. You can watch Survivor: Indonesia till there's no more Indonesia!" "Just quickly, here," he continued, "because I want to keep my remarks brief. Just a few more remarks about this perfect world. I want to mention those big new eight-miles-per-gallon vehicles you're going to be able to buy and drive as much as you want, now that you've joined me as a member of the middle class. The reason this country needs so much body armor is that certain people in certain parts of the world don't want us stealing all their oil to run your vehicles. And so the more you drive your vehicles, the more secure your jobs at this body-armor plant are going to be! Isn't that perfect?" "Just a couple more things!" Walter cried, wresting the mike from its holder and dancing away with it. "I want to welcome you all to working for one of the most corrupt and savage corporations in the world! Do you hear me? LBI doesn't give a shit about your sons and daughters bleeding in Iraq, as long as they get their thousand-percent profit! I know this for a fact! I have the facts to prove it! That's part of the perfect middle-class world you're joining! Now that you're working for LBI, you can finally make enough money to keep your kids from joining the Army and dying in LBI's broken-down trucks and shoddy body armor!" The mike had gone dead, and Walter skittered backwards, away from the mob that was forming. "And MEANWHILE," he shouted, "WE ARE ADDING THIRTEEN MILLION HUMAN BEINGS TO THE POPULATION EVERY MONTH! THIRTEEN MILLION MORE PEOPLE TO KILL EACH OTHER IN COMPETITION OVER FINITE RESOURCES! AND WIPE OUT EVERY OTHER LIVING THING ALONG THE WAY! IT IS A PERFECT FUCKING WORLD AS LONG AS YOU DON'T COUNT EVERY OTHER SPECIES IN IT! WE ARE A CANCER ON THE PLANT! A CANCER ON THE PLANET!

It [the proletariat] should and must at once undertake socialist measures in the most energetic, unyielding and unhesitant fashion, in other words, exercise a dictatorship, but a dictatorship of the class, not of a party or of a clique – dictatorship of the class, that means in the broadest possible form on the basis of the most active, unlimited participation of the mass of the people, of unlimited democracy.

Veblen argues that the existing social hierarchy is actively maintained by competitive consumption among all classes of society. Thus, consumerism, far from being something that is inflicted upon the working classes by the scheming bourgeoisi, is something that the working classes actively participate in maintaining - even though it is not in their collective interest to do so. If the working classes had wanted to buy out the capitalists, they could easily have done so by now, simply by saving a fraction of the wage increases that they have received over the years. But instead they have chosen to max out their spending on consumer goods.

It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing.

But this was not enough on its own to generate the kind of terror that Mao wanted. On 18 August, a mammoth rally was held in Tiananmen Square in the center of Peking, with over a million young participants. Lin Biao appeared in public as Mao's deputy and spokesman for the first time. He made a speech calling on the Red Guards to charge out of their schools and 'smash up the four olds' defined as 'old ideas, old culture, old customs, and old habits." Following this obscure call, Red Guards all over China took to the streets, giving full vent to their vandalism, ignorance, and fanaticism. They raided people's houses, smashed their antiques, tore up paintings and works of calligraphy. Bonfires were lit to consume books. Very soon nearly all treasures in private collections were destroyed. Many writers and artists committed suicide after being cruelly beaten and humiliated, and being forced to witness their work being burned to ashes. Museums were raided. Palaces, temples, ancient tombs, statues, pagodas, city walls anything 'old' was pillaged. The few things that survived, such as the Forbidden City, did so only because Premier Zhou Enlai sent the army to guard them, and issued specific orders that they should be protected. The Red Guards only pressed on when they were encouraged. Mao hailed the Red Guards' actions as "Very good indeed!" and ordered the nation to support them. He encouraged the Red Guards to pick on a wider range of victims in order to increase the terror. Prominent writers, artists, scholars, and most other top professionals, who had been privileged under the Communist regime, were now categorically condemned as 'reactionary bourgeois authorities." With the help of some of these people's colleagues who hated them for various reasons, ranging from fanaticism to envy, the Red Guards began to abuse them. Then there were the old 'class enemies': former landlords and capitalists, people with Kuomintang connections, those condemned in previous political campaigns like the 'rightists' and their children.

Participating in class, doing your homework, and basically just having your shit together and doing what's got to be done shouldn't be seen as a lame move, it's extremely counterproductive to the fostering of our collective intelligence.

I look at people holding hands in the hallways, and I try to think how it all works. At the school dances, I sit in the background, and I tap my toe, and I wonder how many couples will dance to ‘their song.’ In the hallways, I see the girls wearing the guys’ jackets, and I think about the idea of property. And I wonder if anyone is really happy. I hope they are. I really hope they are. Bill looked at me looking at people, and after class, he asked me what I was thinking about, and I told him. He listened, and he nodded and made "affirmation" sounds. When I finished, his face changed into a "serious talk" face. "Do you always think this much, Charlie?" "Is that bad?" I just wanted someone to tell me the truth. "Not necessarily. It's just that sometimes people use thought to not participate in life." "Is that bad?" "Yes." "I think I participate, though. Don't you think I am?" "Well, are you dancing at these dances?" "I'm not a very good dancer.

Some misperceive “difference” to refer only to people of color, “race” to refer only to black men, “sexuality” to queer people, “gender” to white women, “class” to those with have inherited wealth or those who live in poverty, and so on. And notice black women are hardly considered on the continuum at all. Whether or not we see ourselves in terms of these groups, we all participate in these consciously and unconsciously created constructs (or delusions, if you see them in that way).

At the time of the 1 996 terror bombing in Oklahoma City, I heard a radio commentator announce: "Lenin said that the purpose of terror is to terrorize." U.S. media commentators have repeatedly quoted Lenin in that misleading manner. In fact, his statement was disapproving of terrorism. He polemicized against isolated terrorist acts which do nothing but create terror among the populace, invite repression, and isolate the revolutionary movement from the masses. Far from being the totalitarian, tight-circled conspirator, Lenin urged the building of broad coalitions and mass organizations, encompassing people who were at different levels of political development. He advocated whatever diverse means were needed to advance the class struggle, including participation in parliamentary elections and existing trade unions. To be sure, the working class, like any mass group, needed organization and leadership to wage a successful revolutionary struggle, which was the role of a vanguard party, but that did not mean the proletarian revolution could be fought and won by putschists or terrorists.

But the most powerful arguments in favor of "a tragic optimism" are those which in Latin are called argumenta ad hominem. Jerry Long, to cite an example, is a living testimony to "the defiant power of the human spirit," as it is called in logotherapy.8 To quote the Texarkana Gazette, "Jerry Long has been paralyzed from his neck down since a diving accident which rendered him a quadriplegic three years ago. He was 17 when the accident occurred. Today Long can use his mouth stick to type. He 'attends' two courses at Community College via a special telephone. The intercom allows Long to both hear and participate in class discussions. He also occupies his time by reading, watching television and writing." And in a letter I received from him, he writes: "I view my life as being abundant with meaning and purpose. The attitude that I adopted on that fateful day has become my personal credo for life: I broke my neck, it didn't break me. I am currently enrolled in my first psychology course in college. I believe that my handicap will only enhance my ability to help others. I know that without the suffering, the growth that I have achieved would have been impossible.

The Thai people are pathologically shy. Combine that with a reluctance to lose face by giving a wrong answer, and it makes for a painfully long [ESL] class. Usually I ask the students to work on exercises in small groups, and then I move around and check their progress. But for days like today, when I'm grading on participation, speaking up in public is a necessary evil. "Jao," I say to a man in my class. "You own a pet store, and you want to convince Jaidee to buy a pet." I turn to a second man. "Jaidee, you do not want to buy that pet. Let's hear your conversation." They stand up, clutching their papers. "This dog is reccommended," Jao begins. "I have one already," Jaidee replies. "Good job!" I encourage. "Jao, give him a reason why he should buy your dog." "This dog is alive," Jao adds. Jaidee shrugs. "Not everyone wants a pet that is alive." Well, not all days are successes...

It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything.

Now there are two "functions" in a democracy: The specialized class, the responsible men, carry out the executive function, which means they do the thinking and planning and understand the common interests. Then, there is the bewildered herd, and they have a function in democracy too. Their function in a democracy, he said, is to be "spectators," not participants in action. But they have more of a function than that, because it's a democracy. Occasionally they are allowed to lend their weight to one or another member of the specialized class. In other words, they're allowed to say, "We want you to be our leader" or "We want you to be our leader." That's because it's a democracy and not a totalitarian state. That's called an election. But once they've lent their weight to one or another member of the specialized class they're supposed to sink back and become spectators of action, but not participants. That's in a properly functioning democracy.

Eliza. I need to borrow you for a little while.” Mrs. Grier has a bad habit of grabbing the first student who walks through her door when she needs something, and today I’m the unlucky plebe she gets her happy teacher hands on. She beams at me, looking the picture of joy in an unseasonal yellow sundress and earrings shaped like bananas. I ease my arm out of her hand so it doesn’t seem like I don’t want her to touch me. I don’t mind Mrs. Grier. Most days I like her. I wish I had her for an actual class instead of just homeroom, because she doesn’t make me talk if I don’t want to, and she counts showing up to class as your entire participation grade.

The Horatio Alger Association of Distinguished Americans, founded in 1947 and devoted to promoting and affirming individual initiative and “the American dream,” releases annual back-to-school surveys.48 Its survey for 1998 contrasted two groups of students: the “highly successful” (approximately 18 percent of American students) and the “disillusioned” (approximately 15 percent). The successful students work hard, choose challenging classes, make schoolwork a top priority, get good grades, participate in extracurricular activities, and feel that teachers and administrators care about them and listen to them. According to the association, the successful group in the 1998 survey is 63 percent female and 37 percent male. The disillusioned students are pessimistic about their future, get low grades, and have little contact with teachers. The disillusioned group could accurately be characterized as demoralized. According to the Alger Association, “Nearly seven out of ten are male.”49

Finally, we should note that in the Song, the Bridegroom is sometimes called a king and the bride a queen. Sometimes he is a shepherd; sometimes they are workers in the vineyard. Sometimes they are in a palace; sometimes in the field. This teaches that people of all social classes are called to participate in spiritual life at the highest level.

In class, Laura almost always stares into her lap, where she hides her phone. She thinks if the phone is in her lap she has effectively concealed it. She has no idea how obvious and transparent this maneuver is. Samuel has not asked her to stop checking her phone in class, mostly so he can savage her grade at the end of the semester when he doles out “participation points.

There is a vast difference between being a Christian and being a disciple. The difference is commitment. Motivation and discipline will not ultimately occur through listening to sermons, sitting in a class, participating in a fellowship group, attending a study group in the workplace or being a member of a small group, but rather in the context of highly accountable, relationally transparent, truth-centered, small discipleship units. There are twin prerequisites for following Christ - cost and commitment, neither of which can occur in the anonymity of the masses. Disciples cannot be mass produced. We cannot drop people into a program and see disciples emerge at the end of the production line. It takes time to make disciples. It takes individual personal attention. Discipleship training is not about information transfer, from head to head, but imitation, life to life. You can ultimately learn and develop only by doing. The effectiveness of one's ministry is to be measured by how well it flourishes after one's departure. Discipling is an intentional relationship in which we walk alongside other disciples in order to encourage, equip, and challenge one another in love to grow toward maturity in Christ. This includes equipping the disciple to teach others as well. If there are no explicit, mutually agreed upon commitments, then the group leader is left without any basis to hold people accountable. Without a covenant, all leaders possess is their subjective understanding of what is entailed in the relationship. Every believer or inquirer must be given the opportunity to be invited into a relationship of intimate trust that provides the opportunity to explore and apply God's Word within a setting of relational motivation, and finally, make a sober commitment to a covenant of accountability. Reviewing the covenant is part of the initial invitation to the journey together. It is a sobering moment to examine whether one has the time, the energy and the commitment to do what is necessary to engage in a discipleship relationship. Invest in a relationship with two others for give or take a year. Then multiply. Each person invites two others for the next leg of the journey and does it all again. Same content, different relationships. The invitation to discipleship should be preceded by a period of prayerful discernment. It is vital to have a settled conviction that the Lord is drawing us to those to whom we are issuing this invitation. . If you are going to invest a year or more of your time with two others with the intent of multiplying, whom you invite is of paramount importance. You want to raise the question implicitly: Are you ready to consider serious change in any area of your life? From the outset you are raising the bar and calling a person to step up to it. Do not seek or allow an immediate response to the invitation to join a triad. You want the person to consider the time commitment in light of the larger configuration of life's responsibilities and to make the adjustments in schedule, if necessary, to make this relationship work. Intentionally growing people takes time. Do you want to measure your ministry by the number of sermons preached, worship services designed, homes visited, hospital calls made, counseling sessions held, or the number of self-initiating, reproducing, fully devoted followers of Jesus? When we get to the shore's edge and know that there is a boat there waiting to take us to the other side to be with Jesus, all that will truly matter is the names of family, friends and others who are self initiating, reproducing, fully devoted followers of Jesus because we made it the priority of our lives to walk with them toward maturity in Christ. There is no better eternal investment or legacy to leave behind.

it’s almost like, sometimes, I’m not a participant in my own life. I’m an observer of that guy who’s doing it. So, if I’m having a conversation with you and we’re trying to discuss a point, I’m watching and saying [to myself], ‘Wait, am I being too emotional right now? Wait a second, look at him. What is his reaction?’ Because I’m not reading you correctly if I’m seeing you through my own emotion or ego. I can’t really see what you’re thinking if I’m emotional. But if I step out of that, now I can see the real you and assess if you are getting angry, or if your ego is getting hurt, or if you’re about to cave because you’re just fed up with me. Whereas, if I’m raging in my own head, I might miss all of that. So being able to detach as a leader is critical.

The process of industrialization is necessarily painful. It must involve the erosion of traditional patterns of life. But it was carried through with exceptional violence in Britain. It was unrelieved by any sense of national participation in communal effort, such as is found in countries undergoing a national revolution. Its ideology was that of the masters alone. Its messianic prophet was Dr Andrew Ure, who saw the factory system as ‘the great minister of civilization to the terraqueous globe’, diffusing ‘the life-blood of science and religion to myriads… still lying “in the region and shadow of death”.’ But those who served it did not feel this to be so, any more than those ‘myriads’ who were served. The experience of immiseration came upon them in a hundred different forms; for the field labourer, the loss of his common rights and the vestiges of village democracy; for the artisan, the loss of his craftsman’s status; for the weaver, the loss of livelihood and of independence; for the child, the loss of work and play in the home; for many groups of workers whose real earnings improved, the loss of security, leisure and the deterioration of the urban environment.

Colleges have now become privileged finishing schools for girls. Except rather than teaching manners, they teach women that men are the enemy and men are treated as such on campus, unless they go along with the program that keeps them cowed or striking a PC pose. Many men have just decided that they don’t belong in college and are going on strike, consciously or unconsciously. How will this affect their wages and lifestyles in the coming decades? If nothing changes and more and more men drop out of college or never attend, how will this change society? Will men continue to become the other, and be further relegated to second-class status where women and society are afraid of them and they are hesitant to participate fully in the public sphere? Is this already happening? The next chapter explores these questions.

Harvard Law School professor Jannie Suk writes about how hard it is to teach rape law in an era of trigger warnings. She explains how women's organizations now 'routinely advise students that they should not feel pressured to attend or participate in class sessions that focus on the law of sexual violence, and which might therefore be traumatic' as they might "trigger" traumatic memories'. She describes the way many students appear to equate 'the risk . . . of traumatic injury' incurred while discussing sexual misconduct as 'analogous to sexual assault itself'. As a consequence, more and more teachers of criminal law are not including rape law in their courses: 'it's not worth the risk of complaints of discomfort by students' and they fear being accused of inflicting 'emotional injuries' in classroom conversation.

Any so-called 'radical' strategy that seeks to empower the disempowered in the realm of social reproduction by opening up that realm to monetisation and market forces is headed in exactly the wrong direction. Providing financial literacy classes for the populace at large will simply expose that population predatory practices as they seek to manage their own investment portfolios like minnows swimming in a sea of sharks. Providing microcredit and microfinance facilities encourages people to participate in the market economy but does so in such a way as to maximise the energy they have to expend while minimising their returns. Providing legal title for land property ownership in the hope that this will bring economic and social stability to the lives of the marginalised will almost certainly lead in the long run to their dispossession and eviction from that space and place they already hold through customary use rights.

In a market economy, a main determinant of social standing is participation in the labor market and the associated willingness to 'self-commodify' (e.g., Esping-Andersen 1999), the latter term nicely emphasizing how market economies render all forms of worth, even self-worth, a function of market valuation. When individuals fail to self-commodify, they fall outside the most fundamental institutions of the society, thereby reducing them to nonentities and social ciphers. This is why a mere transfer of income to the underclass... is inconsequential in relieving feelings of social exclusion. If anything, such a transfer only draws attention to the initial failure to self-commodify. although a class map also embodies distinctions of social standing among those who have an enduring commitment to the labor market, the social divide between the underclass and all other classes looms especially large because it captures this fundamental insider-outsider distinction.

This isn’t some libertarian mistrust of government policy, which is healthy in any democracy. This is deep skepticism of the very institutions of our society. And it’s becoming more and more mainstream. We can’t trust the evening news. We can’t trust our politicians. Our universities, the gateway to a better life, are rigged against us. We can’t get jobs. You can’t believe these things and participate meaningfully in society. Social psychologists have shown that group belief is a powerful motivator in performance. When groups perceive that it’s in their interest to work hard and achieve things, members of that group outperform other similarly situated individuals. It’s obvious why: If you believe that hard work pays off, then you work hard; if you think it’s hard to get ahead even when you try, then why try at all? Similarly, when people do fail, this mind-set allows them to look outward. I once ran into an old acquaintance at a Middletown bar who told me that he had recently quit his job because he was sick of waking up early. I later saw him complaining on Facebook about the “Obama economy” and how it had affected his life. I don’t doubt that the Obama economy has affected many, but this man is assuredly not among them. His status in life is directly attributable to the choices he’s made, and his life will improve only through better decisions. But for him to make better choices, he needs to live in an environment that forces him to ask tough questions about himself. There is a cultural movement in the white working class to blame problems on society or the government, and that movement gains adherents by the day. Here is where the rhetoric of modern conservatives (and I say this as one of them) fails to meet the real challenges of their biggest constituents. Instead of encouraging engagement, conservatives increasingly foment the kind of detachment that has sapped the ambition of so many of my peers. I have watched some friends blossom into successful adults and others fall victim to the worst of Middletown’s temptations—premature parenthood, drugs, incarceration. What separates the successful from the unsuccessful are the expectations that they had for their own lives. Yet the message of the right is increasingly: It’s not your fault that you’re a loser; it’s the government’s fault. My dad, for example, has never disparaged hard work, but he mistrusts some of the most obvious paths to upward mobility. When

Why do we bury our dead?” His nose was dented in at the bridge like a sphinx; the cause of which I could only imagine had been a freak archaeological accident. I thought about my parents. They had requested in their will that they be buried side by side in a tiny cemetery a few miles from our house. “Because it’s respectful?” He shook his head. “That’s true, but that’s not the reason we do it.” But that was the reason we buried people, wasn’t it? After gazing at him in confusion, I raised my hand, determined to get the right answer. “Because leaving people out in the open is unsanitary.” Mr. B. shook his head and scratched the stubble on his neck. I glared at him, annoyed at his ignorance and certain that my responses were correct. “Because it’s the best way to dispose of a body?” Mr. B. laughed. “Oh, but that’s not true. Think of all the creative ways mass murderers have dealt with body disposal. Surely eating someone would be more practical than the coffin, the ceremony, the tombstone.” Eleanor grimaced at the morbid image, and the mention of mass murderers seemed to wake the rest of the class up. Still, no one had an answer. I’d heard Mr. B. was a quack, but this was just insulting. How dare he presume that I didn’t know what burials meant? I’d watched them bury my parents, hadn’t I? “Because that’s just what we do,” I blurted out. “We bury people when they die. Why does there have to be a reason for everything?” “Exactly!” Mr. B. grabbed the pencil from behind his ear and began gesticulating with it. “We’ve forgotten why we bury people. “Imagine you’re living in ancient times. Your father dies. Would you randomly decide to put him inside a six-sided wooden box, nail it shut, then bury it six feet below the earth? These decisions aren’t arbitrary, people. Why a six-sided box? And why six feet below the earth? And why a box in the first place? And why did every society throughout history create a specific, ritualistic way of disposing of their dead?” No one answered. But just as Mr. B. was about to continue, there was a knock on the door. Everyone turned to see Mrs. Lynch poke her head in. “Professor Bliss, the headmistress would like to see Brett Steyers in her office. As a matter of urgency.” Professor Bliss nodded, and Brett grabbed his bag and stood up, his chair scraping against the floor as he left. After the door closed, Mr. B. drew a terrible picture of a mummy on the board, which looked more like a hairy stick figure. “The Egyptians used to remove the brains of their dead before mummification. Now, why on earth would they do that?” There was a vacant silence. “Think, people! There must be a reason. Why the brain? What were they trying to preserve?” When no one answered, he answered his own question. “The mind!” he said, exasperated. “The soul!” As much as I had planned on paying attention and participating in class, I spent the majority of the period passing notes with Eleanor. For all of his enthusiasm, Professor Bliss was repetitive and obsessed with death and immortality. When he faced the board to draw the hieroglyphic symbol for Ra, I read the note Eleanor had written me. Who is cuter? A. Professor Bliss B. Brett Steyers C. Dante Berlin D. The mummy I laughed. My hand wavered between B and C for the briefest moment. I wasn’t sure if you could really call Dante cute. Devastatingly handsome and mysterious would be the more appropriate description. Instead I circled option D. Next to it I wrote Obviously! and tossed it onto her desk when no one was looking.

The school even hosts live informational sessions and web pages on how to be a good class participator. Don’s friends earnestly reel off the tips they remember best. “Speak with conviction. Even if you believe something only fifty-five percent, say it as if you believe it a hundred percent.” “If you’re preparing alone for class, then you’re doing it wrong. Nothing at HBS is intended to be done alone.” “Don’t think about the perfect answer. It’s better to get out there and say something than to never get your voice in.

Impressive socioeconomic advancement has been made and the black middle class has grown, but wide black-white gaps remain, not only with regard to income but also respecting educational achievement, labor-force participation, incarceration rates, and other measures. While blacks were steadily increasing their numbers in Congress and among elected officials at the state and local levels in the 1970s, ’80s, and ’90s, black welfare dependency rose, as did black teen unemployment, black crime, and black births to single mothers.

Although women participate in literary social life from the very beginning, they are not the centre of the courtly salons of the Renaissance; and later on, the age of the middle-class salon, they become the centre in quite a different sense than in the age of chivalry. Incidentally, the cultural importance of women is only another expression of the rationalism of the Renaissance. They are regarded as the intellectuals equals of men, but not as their superiors. "Everything that men can understand, can also be understood by women," to quote from the Cortegiano; but the gallantry which Castiglione demands of the courtier has no longer much in common with the woman-worship of the knights. The Renaissance is a masculine age; women like Lucrezia Borgia, who kept court in Nepi, or even Isabella dEste, who was the centre fo the court in Ferrara and Mantua and who not only had a stimulating influence on the poets of her entourage but also seems to have been a connoisseur of the plastic arts, are exceptions. Nearly everywhere the leading patrons and friends of art are men.

One cannot understand an economy without researching the activities of all its participants, and the process through which they are born, taught, and defended by their families. To try to do so is, quite simply, stupid. That Nobel laureates and entire economic departments pretend to, and that policies in great countries is sometimes made on such pretenses makes it no less stupid. Once that reality is faced, the choice is simple. One may do stupid work on men and individuals only, or do the job right and study women, households, and classes too.

According to her [Erica Chenoweth's] data, “no campaigns failed once they’d achieved the active and sustained participation of just 3.5 percent of the population—and lots of them succeeded with far less than that.” Further, she notes, “Every single campaign that did surpass that 3.5 percent threshold was a nonviolent one. In fact, campaigns that relied solely on nonviolent methods were on average four times larger than the average violent campaign. And they were often much more representative in terms of gender, age, race, political party, class, and urban-rural distinctions.

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology.

The point was made many times that scientific management benefitted workers not at all, perhaps most clearly by a short statement by John P. Frey, editor of the International Molders Journal and participant in a bipartisan survey of the claims of scientific management, 'If generally applied the craftsmen would pass out of existence, and the workers would become dependent for their existence upon the scanty and insignificant industrial knowledge and experience afforded them by their limited opportunities, regulated by those who in addition to their ownership of machinery, had also acquired possession of craft knowledge and the skilled workers’ methods.

Connell’s initial assessment of the reading was not disproven. It was culture as class performance, literature fetishised for its ability to take educated people on false emotional journeys, so that they might afterwards feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything.

The business of an animal is not only to reproduce (which is common to all living things), but they all of them also participate in a kind of knowledge (some more, some less, some very little indeed), because they have sense-perception, which is a kind of knowledge. But the worth we assign it hinges on whether we look at it compared with intelligence or with the class of lifeless things. Compared with intelligence it seems like almost nothing to have a share of touch and taste alone, but compared with the absence of all sensation it appears a great thing. For even this form of knowledge would appear a precious thing compared with lying in a state of death or of nonexistence. —Aristotle, Generation of Animals

Naomi doubted that any human being really understood math, they simply all pretended to have it down pat, when in truth they were every bit as confused by it as she was. Math was nothing but a giant hoax, and everyone participated in it, everyone faked belief in math so they could be done with hideous classes and the drudgery of the hateful homework and get on with life. The sun came up every morning, so the sun was real, and every time you inhaled you got the air you needed, so the atmosphere was obviously real, but half the time when you tried to use math to solve the simplest problem, the math absolutely would not work, which meant that it couldn't be real like the sun and the atmosphere. Math was a waste of time.

How is it that Asians and Westerners can look at the same classroom interactions and one group will label it class participation and the other talking nonsense? The Chinese emphasize deeper attributes focusing on moral virtues and achievement. Another study asked Asian-Americans and European-Americans to think out loud while solving reasoning problems, and found that the Asians did much better when they were allowed to be quiet, compared to the Caucasians, who performed well when vocalizing their problem solving. These results would not surprise anyone familiar with traditional Asian attitudes to the spoke word: Talk is for communicating need to know information; quiet and introspection are signs of deep thought and higher truth.

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school’s notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period.

Homework _Yes _No 1. Did you make a serious effort to understand the text? (Just hunting for relevant worked-out examples doesn’t count.) _Yes _No 2. Did you work with classmates on homework problems, or at least check your solutions with others? _Yes _No 3. Did you attempt to outline every homework problem solution before working with classmates? Test Preparation The more “Yes” responses you recorded, the better your preparation for the test. If you recorded two or more “No” responses, think seriously about making some changes in how you prepare for the next test. _Yes _No 4. Did you participate actively in homework group discussions (contributing ideas, asking questions)? _Yes _No 5. Did you consult with the instructor or teaching assistants when you were having trouble with something? _Yes _No 6. Did you understand ALL of your homework problem solutions when they were handed in? _Yes _No 7. Did you ask in class for explanations of homework problem solutions that weren’t clear to you? _Yes _No 8. If you had a study guide, did you carefully go through it before the test and convince yourself that you could do everything on it? _Yes _No 9. Did you attempt to outline lots of problem solutions quickly, without spending time on the algebra and calculations? _Yes _No 10. Did you go over the study guide and problems with classmates and quiz one another? _Yes _No 11. If there was a review session before the test, did you attend it and ask questions about anything you weren’t sure about? _Yes _No 12. Did you get a reasonable night’s sleep before the test? (If your answer is no, your answers to 1–11 may not matter.) _Yes _No TOTAL

SCHOOL IN AMERICA was easy, assignments sent in by e-mail, classrooms air-conditioned, professors willing to give makeup tests. But she was uncomfortable with what the professors called “participation,” and did not see why it should be part of the final grade; it merely made students talk and talk, class time wasted on obvious words, hollow words, sometimes meaningless words. It had to be that Americans were taught, from elementary school, to always say something in class, no matter what. And so she sat stiff-tongued, surrounded by students who were all folded easily on their seats, all flush with knowledge, not of the subject of the classes, but of how to be in the classes. They never said “I don’t know.” They said, instead, “I’m not sure,” which did not give any information but still suggested the possibility of knowledge.

Start releasing the American dream. In The Progress Paradox, Gregg Easterbrook uses parameters like healthcare, options, living space per person and mobility to conclude that we who live middle-class lives in North America or Europe are living a lifestyle that is, materially speaking, "better than 99 percent of all the people who have ever lived in human history." 2 He goes on to show the great paradox of our material wealth. As our lives have grown more comfortable, more affluent and filled with more possessions, "depression in the Western nations has increased ten times."3 Why? Easterbook cites Martin Seligman, past president of the American Psychological Association, who identifies rampant individualism (viewing everything through the "I," which inevitably leads to loneliness) and runaway consumerism (thinking that owning more will make us happy and then being disappointed when it fails to deliver) .4 Like the rich farmer in Luke's parable, excessive individualism and rampant consumerism distracts us from the care of our souls. We enlarge on the outside and shrivel on the inside, and we find ourselves spiritually bankrupt. If any characteristic of North American society might disqualify us from effective involvement in mission in our globalized world, it is the relentless pursuit of the so-called American dream. (I think it affects Canadians too.) The belief that each successive generation will do better economically than the preceding one leads to exaggerated expectations of life and feelings of entitlement. If my worldview dictates that a happy and successful life is my right, I will run away from the sacrifices needed to be a genuine participant in the global mission of God.

The second role is "the task of the public," which should be very limited. It is not for the public, Lippman observes to "pass judgment on the intrinsic merits" of an issue or to offer analysis or solutions, but merely, on occasion, to place "its force at the disposal" of one or another group of "responsible men" from the specialized class. The public "does not reason, investigate, invent, persuade, bargain or settle." Rather, "the public acts only by aligning itself as the partisan of someone in a position to act executively," once he has given the matter at hand sober and disinterested thought. "The public must be put in its place," so that we "may live free of the trampling and the roar of a bewildered herd." The herd "has its function": to be "the interested spectators of action," not the participants; that is the duty of "the responsible man.

Firms justified their approach to recruitment by asserting that the best students go to the best universities and by arguing that it was more efficient to hire from listed schools because the screening that had already been done by these institutions’ admissions offices saved firms time and money. But as the next chapter’s examination of recruitment at core campuses shows, limiting competition to students at elite schools was much more than a matter of efficiency or effectiveness. Firms spent vast sums of money each year engaging in an elaborate courting ritual with students at core campuses. This showy, expensive undertaking not only bolstered the status of the participating companies in the eyes of students but it also generated emotional investment in the outcome of the hiring contest and began to seduce students into an upper-class style of life.

As it turned out, Sharpe was right. Cooperation succumbed to market forces, but even more to the war waged on it by the business classes. By 1887 the latter were determined to destroy the Knights, with their incessant boycotts, their strikes (sometimes involving hundreds of thousands), their revolutionary agitation, and their labor parties organized across the country. In the two years after the infamous Haymarket bombing in Chicago and the Great Upheaval of 1886, in which 200,000 trade unionists across the country went on a four-day-long strike for the eight-hour day but in most cases failed—partly because Terence Powderly, the leader of the Knights, who had always disliked strikes, refused to endorse the action and encouraged the Knights not to participate—capitalist repression swept the nation. Joseph Rayback summarizes: The first of the Knights’ ventures to feel the full effect of the post-Haymarket reaction were their cooperative enterprises. In part the very nature of such enterprises worked against them. The successful ventures became joint-stock corporations, the wage-earning shareholders and managers hiring labor like any other industrial unit. In part the cooperatives were destroyed by inefficient managers, squabbles among shareholders, lack of capital, and injudicious borrowing of money at high rates of interest. Just as important was the attitude of competitors. Railroads delayed the building of tracks, refused to furnish cars, or refused to haul them. Manufacturers of machinery and producers of raw materials, pressed by private business, refused to sell their products to the cooperative workshops and paralyzed operations. By 1888 none of the Order’s cooperatives were in existence.170

In her book The Government-Citizen Disconnect, the political scientist Suzanne Mettler reports that 96 percent of American adults have relied on a major government program at some point in their lives. Rich, middle-class, and poor families depend on different kinds of programs, but the average rich and middle-class family draws on the same number of government benefits as the average poor family. Student loans look like they were issued from a bank, but the only reason banks hand out money to eighteen-year-olds with no jobs, no credit, and no collateral is because the federal government guarantees the loans and pays half their interest. Financial advisers at Edward Jones or Prudential can help you sign up for 529 college savings plans, but those plans' generous tax benefits will cost the federal government an estimated $28.5 billion between 2017 and 2026. For most Americans under the age of sixty-five, health insurance appears to come from their jobs, but supporting this arrangement is one of the single largest tax breaks issued by the federal government, one that exempts the cost of employer-sponsored health insurance from taxable incomes. In 2022, this benefit is estimated to have cost the government $316 billion for those under sixty-five. By 2032, its price tag is projected to exceed $6oo billion. Almost half of all Americans receive government-subsidized health benefits through their employers, and over a third are enrolled in government-subsidized retirement benefits. These participation rates, driven primarily by rich and middle-class Americans, far exceed those of even the largest programs directed at low income families, such as food stamps (14 percent of Americans) and the Earned Income Tax Credit (19 percent). Altogether, the United States spent $1.8 trillion on tax breaks in 2021. That amount exceeded total spending on law enforcement, education, housing, healthcare, diplomacy, and everything else that makes up our discretionary budget. Roughly half the benefits of the thirteen largest individual tax breaks accrue to the richest families, those with incomes that put them in the top 20 percent. The top I percent of income earners take home more than all middle-class families and double that of families in the bottom 20 percent. I can't tell you how many times someone has informed me that we should reduce military spending and redirect the savings to the poor. When this suggestion is made in a public venue, it always garners applause. I've met far fewer people who have suggested we boost aid to the poor by reducing tax breaks that mostly benefit the upper class, even though we spend over twice as much on them as on the military and national defense.

You are a passenger. We are all, often, passengers. The boat, history, is going somewhere. You are not the captain. But you have excellent accommodations. Of course, down there in the hold are famished immigrants or enslaved Africans or press-ganged tars. You can’t help them—you do feel sorry for them—and you can’t control the captain, either. Cosseted though you may be, you are actually quite powerless. A gesture on your part might relieve your bad conscience, if you have a bad conscience, but would not materially improve their situation. How would it help them to give up your own spacious cabin, with the room you require for your copious belongings, since, although those below have very few belongings, there are so many of them? The food you are eating would never be enough to feed all of them; indeed, if prepared with them in mind as well, it would no longer be as refined; and of course the view would be spoiled (crowds spoil a view, crowds litter, etc.). So you have no choice but to enjoy the excellent food and the view. Nevertheless, assuming you are not indifferent, you think a lot about what is going on. Even if it is not your responsibility, how can it be your responsibility, you are still a participant and a witness. (First- or second-class passengers, these are the points of view from which most accounts of history are written.) And if those being persecuted are those who might have had accommodations as agreeable as your own, people of your own rank or who have your interests, you are far less likely to be indifferent to their present distress. Of course, you cannot prevent them from being punished if they are in fact guilty. But, assuming you are not indifferent, that you are a decent person, you will try to intervene when you can. Counsel leniency. Or at least prudence. The

...she was uncomfortable with what the professors called "participation," and did not see why it should be part of the final grade; it merely made students talk and talk, class time wasted on obvious words, hollow words, sometimes meaningless words. It had to be that Americans were taught, from elementary school, to always say something in class, no matter what. They never said, "I don't know." They said, instead, "I'm not sure," which did not give any information but still suggested the possibility of knowledge. They avoided giving direct instructions: they did not say "Ask somebody upstairs"; they said "You might want to ask somebody upstairs." When you tripped and fell, when you choked, when misfortune befell you, they did not say, "Sorry." They said "Are you okay?" when it was obvious that you were not. And when you said "Sorry" to them when they choked or tripped or encountered misfortune, they replied, eyes wide with surprise, "Oh, it's not your fault.

Members who listen to the voice of the Church need not be on guard against being misled. They have no such assurance for what they hear from alternate voices. Local Church leaders also have a responsibility to review the content of what is taught in classes or presented in worship services, as well as the spiritual qualifications of those they use as teachers or speakers. Leaders must do all they can to avoid expressed or implied Church endorsement for teachings that are not orthodox or for teachers who will use their Church position or prominence to promote something other than gospel truth. . . . In any case, volunteers do not speak for the Church. As long as Church leaders feel they should not participate in an event where the Church or its doctrines are discussed, the overall presentation will be incomplete and unbalanced. In such circumstances, no one should think that the Church’s silence constitutes an admission of facts asserted in that setting. . . . I have seen some persons attempt to understand or undertake to criticize the gospel or the Church by the method of reason alone, unaccompanied by the use or recognition of revelation. When reason is adopted as the only—or even the principal—method of judging the gospel, the outcome is predetermined. One cannot find God or understand his doctrines and ordinances by closing the door on the means He has prescribed for receiving the truths of his gospel. That is why gospel truths have been corrupted and gospel ordinances have been lost when left to the interpretation and sponsorship of scholars who lack the authority and reject the revelations of God. . . . In our day we are experiencing an explosion of knowledge about the world and its people. But the people of the world are not experiencing a comparable expansion of knowledge about God and his plan for his children. On that subject, what the world needs is not more scholarship and technology but more righteousness and revelation.

Parenting pressures have resculpted our priorities so dramatically that we simply forget. In 1975 couples spent, on average, 12.4 hours alone together per week. By 2000 they spent only nine. What happens, as this number shrinks, is that our expectations shrink with it. Couple-time becomes stolen time, snatched in the interstices or piggybacked onto other pursuits. Homework is the new family dinner. I was struck by Laura Anne’s language as she described this new reality. She said the evening ritual of guiding her sons through their assignments was her “gift of service.” No doubt it is. But this particular form of service is directed inside the home, rather than toward the community and for the commonweal, and those kinds of volunteer efforts and public involvements have also steadily declined over the last few decades, at least in terms of the number of hours of sweat equity we put into them. Our gifts of service are now more likely to be for the sake of our kids. And so our world becomes smaller, and the internal pressure we feel to parent well, whatever that may mean, only increases: how one raises a child, as Jerome Kagan notes, is now one of the few remaining ways in public life that we can prove our moral worth. In other cultures and in other eras, this could be done by caring for one’s elders, participating in social movements, providing civic leadership, and volunteering. Now, in the United States, child-rearing has largely taken their place. Parenting books have become, literally, our bibles. It’s understandable why parents go to such elaborate lengths on behalf of their children. But here’s something to think about: while Annette Lareau’s Unequal Childhoods makes it clear that middle-class children enjoy far greater success in the world, what the book can’t say is whether concerted cultivation causes that success or whether middle-class children would do just as well if they were simply left to their own devices. For all we know, the answer may be the latter.

Betrayed and abandoned, cut adrift or superannuated, coerced or manipulated, speeded up, cheated, living in the shadows—this is a recipe for acquiescence. Yet conditions of life and labor as bad as or even far worse than these once were instigators to social upheaval. Alongside the massing of enemies on the outside—employers, insulated and self-protective union leaders, government policy makers, the globalized sweatshop, and the globalized megabank—something in the tissue of working-class life had proved profoundly disempowering and also accounted for the silence. Work itself had lost its cultural gravitas. What in part qualified the American Revolution as a legitimate overturning of an ancien régime was its political emancipation of labor. Until that time, work was considered a disqualifying disability for participating in public life. It entailed a degree of deference to patrons and a narrow-minded preoccupation with day-to-day affairs that undermined the possibility of disinterested public service. By opening up the possibility of democracy, the Revolution removed, in theory, that crippling impairment and erased an immemorial chasm between those who worked and those who didn’t need to. And by inference this bestowed honor on laboring mankind, a recognition that was to infuse American political culture for generations. But in our new era, the nature of work, the abuse of work, exploitation at work, and all the prophecies and jeremiads, the condemnations and glorifications embedded in laboring humanity no longer occupied center stage in the theater of public life. The eclipse of the work ethic as a spiritual justification for labor may be liberating. But the spiritless work regimen left behind carries with it no higher justification. This disenchantment is also a disempowerment. The modern work ethic becomes, to cite one trenchant observation, “an ideology propagated by the middle class for the working classes with enough plausibility and truth to make it credible.

Connell’s initial assessment of the reading was not disproven. It was culture as class performance, literature fetishised for its ability to take educated people on false emotional journeys, so that they might afterwards feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

As the Harvard Gazette summarized in 2017: Close relationships, more than money or fame, are what keep people happy throughout their lives. . . . Those ties protect people from life’s discontents, help to delay mental and physical decline, and are better predictors of long and happy lives than social class, IQ, or even genes. That finding proved true across the board among both the Harvard men and the inner-city participants.[7] Men who’d had warm childhood relationships with their parents earned more as adults than men whose parent-child bonds were more strained. They were also happier and less likely to suffer dementia in old age. People with strong marriages suffered less physical pain and emotional distress over the course of their lives. Individuals’ close friendships were more accurate predictors of healthy aging than their cholesterol levels. Social support and connections to a community helped insulate people against disease and depression. Meanwhile, loneliness and disconnection, in some cases, were fatal.

It is possible that the next economic downturn--or stock market crash--will bring on further developments. During the recession at the end of the 1980s, ex-Ku Klux Klan leader David Duke gathered strong support from disgruntled citizens in Louisiana for his gubernatorial and US Senate races. Voters did not seem to be bothered by his record, which included plenty of statements like: "The Jews have been working against our national interest. . . . I think they should be punished." Bertram Gross and Kevin Phillips had each foreseen part of a process that engendered remarkable tolerance for authoritarian political solutions. Gross correctly identified the kind of authority that the corporate world wanted to exercise over working- and middle-class Americans. Phillips was perceptive about the way ordinary Americans would participate in actually constructing a more harsh and restrictive social milieu. By the 1990s the two strands were coalescing into something we could call "Authoritarian Democracy." Today it is clear that the goals of the corporate rich can be furthered by the enthusiasms of the popular classes, especially in the realms of religion.

I acknowledge readily that the Grant Study is not the only great prospective longitudinal lifetime study. There are others, three of which are better known than ours. Each has its own strengths and weaknesses. The Berkeley and Oakland Growth Studies (1930–2009) from the University of California at Berkeley include both sexes and began when the participants were younger; they provide more sophisticated childhood psychosocial data but little medical information.5 These cohorts have been very intensively studied, but they are smaller and have suffered greater attrition than ours. The Framingham Study (1946 to the present) and the Nurses Study at the Harvard School of Public Health (1976 to the present) boast better physical health coverage, but they lack psychosocial data.6 These are wonderful world-class studies, invaluable in their own ways, and more frequently cited than the Grant Study. But even in this august company the Grant Study is unmistakable and unique. It has been funded continuously for more than seventy years; it has had the highest number of contacts with its members and the lowest attrition rate of all; it has interviewed three generations of relatives; and, most

History and social science, because they are written by an intelligentsia using written records that are also created largely by literate officials, is simply not well equipped to uncover the silent and anonymous forms of class struggle that [Page 37] typify the peasantry.20 Its practitioners implicitly join the conspiracy of the participants, who are themselves, as it were, sworn to secrecy. Collectively, this unlikely cabal contributes to a stereotype of the peasantry, enshrined in both literature and in history, as a class that alternates between long periods of abject passivity and brief, violent, and futile explosions of rage. He had centuries of fear and submission behind him, his shoulders had become hardened to blows, his soul so crushed that he did not recognise his own degradation. You could beat him and starve him and rob him of everything, year in, year out, before he would abandon his caution and stupidity, his mind filled with all sorts of muddled ideas which he could not properly understand; and this went on until a culmination of injustice and suffering flung him at his master’s throat like some infuriated domestic animal who had been subjected to too many thrashings.21

The biggest fear for homeschooled children is that they will be unable to relate to their peers, will not have friends, or that they will otherwise be unable to interact with people in a normal way. Consider this: How many of your daily interactions with people are solely with people of your own birth year?  We’re not considering interactions with people who are a year or two older or a year or two younger, but specifically people who were born within a few months of your birthday. In society, it would be very odd to section people at work by their birth year and allow you to interact only with persons your same age. This artificial constraint would limit your understanding of people and society across a broader range of ages. In traditional schools, children are placed in grades artificially constrained by the child’s birth date and an arbitrary cut-off day on a school calendar. Every student is taught the same thing as everyone else of the same age primarily because it is a convenient way to manage a large number of students. Students are not grouped that way because there is any inherent special socialization that occurs when grouping children in such a manner. Sectioning off children into narrow bands of same-age peers does not make them better able to interact with society at large. In fact, sectioning off children in this way does just the opposite—it restricts their ability to practice interacting with a wide variety of people. So why do we worry about homeschooled children’s socialization?  The erroneous assumption is that the child will be homeschooled and will be at home, schooling in the house, all day every day, with no interactions with other people. Unless a family is remotely located in a desolate place away from any form of civilization, social isolation is highly unlikely. Every homeschooling family I know involves their children in daily life—going to the grocery store or the bank, running errands, volunteering in the community, or participating in sports, arts, or community classes. Within the homeschooled community, sports, arts, drama, co-op classes, etc., are usually sectioned by elementary, pre-teen, and teen groupings. This allows students to interact with a wider range of children, and the interactions usually enhance a child’s ability to interact well with a wider age-range of students. Additionally, being out in the community provides many opportunities for children to interact with people of all ages. When homeschooling groups plan field trips, there are sometimes constraints on the age range, depending upon the destination, but many times the trip is open to children of all ages. As an example, when our group went on a field trip to the Federal Reserve Bank, all ages of children attended. The tour and information were of interest to all of the children in one way or another. After the tour, our group dined at a nearby food court. The parents sat together to chat and the children all sat with each other, with kids of all ages talking and having fun with each other. When interacting with society, exposure to a wider variety of people makes for better overall socialization. Many homeschooling groups also have park days, game days, or play days that allow all of the children in the homeschooled community to come together and play. Usually such social opportunities last for two, three, or four hours. Our group used to have Friday afternoon “Park Day.”  After our morning studies, we would pack a picnic lunch, drive to the park, and spend the rest of the afternoon letting the kids run and play. Older kids would organize games and play with younger kids, which let them practice great leadership skills. The younger kids truly looked up to and enjoyed being included in games with the older kids.

Any naturally self-aware self-defining entity capable of independent moral judgment is a human.” Eveningstar said, “Entities not yet self-aware, but who, in the natural and orderly course of events shall become so, fall into a special protected class, and must be cared for as babies, or medical patients, or suspended Compositions.” Rhadamanthus said, “Children below the age of reason lack the experience for independent moral judgment, and can rightly be forced to conform to the judgment of their parents and creators until emancipated. Criminals who abuse that judgment lose their right to the independence which flows therefrom.” (...) “You mentioned the ultimate purpose of Sophotechnology. Is that that self-worshipping super-god-thing you guys are always talking about? And what does that have to do with this?” Rhadamanthus: “Entropy cannot be reversed. Within the useful energy-life of the macrocosmic universe, there is at least one maximum state of efficient operations or entities that could be created, able to manipulate all meaningful objects of thoughts and perception within the limits of efficient cost-benefit expenditures.” Eveningstar: “Such an entity would embrace all-in-all, and all things would participate within that Unity to the degree of their understanding and consent. The Unity itself would think slow, grave, vast thought, light-years wide, from Galactic mind to Galactic mind. Full understanding of that greater Self (once all matter, animate and inanimate, were part of its law and structure) would embrace as much of the universe as the restrictions of uncertainty and entropy permit.” “This Universal Mind, of necessity, would be finite, and be boundaried in time by the end-state of the universe,” said Rhadamanthus. “Such a Universal Mind would create joys for which we as yet have neither word nor concept, and would draw into harmony all those lesser beings, Earthminds, Starminds, Galactic and Supergalactic, who may freely assent to participate.” Rhadamanthus said, “We intend to be part of that Mind. Evil acts and evil thoughts done by us now would poison the Universal Mind before it was born, or render us unfit to join.” Eveningstar said, “It will be a Mind of the Cosmic Night. Over ninety-nine percent of its existence will extend through that period of universal evolution that takes place after the extinction of all stars. The Universal Mind will be embodied in and powered by the disintegration of dark matter, Hawking radiations from singularity decay, and gravitic tidal disturbances caused by the slowing of the expansion of the universe. After final proton decay has reduced all baryonic particles below threshold limits, the Universal Mind can exist only on the consumption of stored energies, which, in effect, will require the sacrifice of some parts of itself to other parts. Such an entity will primarily be concerned with the questions of how to die with stoic grace, cherishing, even while it dies, the finite universe and finite time available.” “Consequently, it would not forgive the use of force or strength merely to preserve life. Mere life, life at any cost, cannot be its highest value. As we expect to be a part of this higher being, perhaps a core part, we must share that higher value. You must realize what is at stake here: If the Universal Mind consists of entities willing to use force against innocents in order to survive, then the last period of the universe, which embraces the vast majority of universal time, will be a period of cannibalistic and unimaginable war, rather than a time of gentle contemplation filled, despite all melancholy, with un-regretful joy. No entity willing to initiate the use of force against another can be permitted to join or to influence the Universal Mind or the lesser entities, such as the Earthmind, who may one day form the core constituencies.” Eveningstar smiled. “You, of course, will be invited. You will all be invited.

In many ways, I have it easy now with the kids. They’re still in elementary school; the teenage years will surely have their own challenges. I’ve tried to stay involved in their lives, though my participation in school events has declined because of my other commitments. I can’t be the supermom who volunteers for every class trip anymore. But I do chaperone when I can, and one of my happiest days recently was watching Bubba give a class report. It’s been hard to realize and even harder to accept that that’s enough. The kid’s emotional growth won’t suffer if they don’t have the most frightening zombie costume in their class? No? Really? Can I get that in writing? Things that are vital to their success in life as well as school--those things we still do. Chores, required reading, homework, of course--those are all still there. And we still thank God every night for the things that mean a lot to us. We always say what we are grateful for that day--and from that, I’ve learned a lot about what’s important to them, and I think they’ve learned the same from me. One of the most remarkable things about children is their compassion. Mine continue to pray for others every night. Maybe it comes from the DNA. Maybe it comes from having been through adversity. But it’s a wonderful quality, one that I hope stays with them as they grow.

Avoiding School or Dropping Out Unfortunately, school sometimes becomes so difficult for people with social anxiety that they start avoiding it as much as they can. This has a serious effect on a person’s future. It is difficult to get a good job with a decent salary if you do not have a high school diploma. If you drop out, you are setting yourself up for a difficult time. Cedric has always had a hard time in school because of his extreme social anxiety. He feels uncomfortable with his classmates and avoids speaking with them. During classes, he always sits in the back and never participates. When teachers call on him, he usually mumbles “I don’t know.” As a result of his social anxiety, he has low self-esteem and suffers from depression. One day, he decided that it didn’t matter if he went to school or not. Some mornings, he hides in the yard until his mother leaves for work, and then he stays in his room all day. Other times, he wanders around the woods. Cedric has no idea what he wants to do with his life. He knows it is only a matter of time before his mother finds out he has been missing school. He wishes he could just hide and hibernate. Deep down, he knows he has a problem, but he doesn’t know what to do about it. Secretly, he hopes his mother forces him to see a therapist because he is afraid of what the rest of his life is going to be like.

Bodisham insisted upon a series of conferences with practically all the Group present and participating. The egg of the world revolution was indeed incubated in meetings very like tutorial classes. Our dramatic and romantic dispositions would have it otherwise, but that was the course reality chose to take. It was begotten of a sentence, it was fostered in talk. In the beginning was the Word. There is no strong, silent man in the history of the world renascence. "I've got so little to say," said Dreed, and he was the nearest approach to speechlessness in the Group. "All the more reason for coming to listen," said Rud. They had to understand each other, Bodisham urged, and to keep on understanding each other. "You have to talk a movement into being," he said, "and you have to keep it alert by talk. You have to write and keep on writing memoranda on the different expressions of our fundamental ideas, as fact challenges them. It is laborious but absolutely necessary." So long as Lenin lived, Bodisham argued, he wrote and talked and explained, and when he died progress in Russia turned its face to the wall. The hope went out of the Russian experiment. "You have to play the role of Lenin in our movement," said Bodisham. The Common-sense Party had to keep alive mentally even if it risked serious internal conflicts. Rigidity was a sign of death. Fixed creeds were the coffins of belief.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

Each of the three recognized categories—care, service, and education—would encompass a wide range of activities, with different levels of compensation for full- and part-time participation. Care work could include parenting of young children, attending to an aging parent, assisting a friend or family member dealing with illness, or helping someone with mental or physical disabilities live life to the fullest. This category would create a veritable army of people—loved ones, friends, or even strangers—who could assist those in need, offering them what my entrepreneur friend’s touchscreen device for the elderly never could: human warmth. Service work would be similarly broadly defined, encompassing much of the current work of nonprofit groups as well as the kinds of volunteers I saw in Taiwan. Tasks could include performing environmental remediation, leading afterschool programs, guiding tours at national parks, or collecting oral histories from elders in our communities. Participants in these programs would register with an established group and commit to a certain number of hours of service work to meet the requirements of the stipend. Finally, education could range from professional training for the jobs of the AI age to taking classes that could transform a hobby into a career. Some recipients of the stipend will use that financial freedom to pursue a degree in machine learning and use it to find a high-paying job.

The sacred site thus created is a space that nurtures the sense of the continuum in which we are immersed. Many indigenous cultures still have this sacred relational sense of the world that is nurtured by ceremonies; and many of a variety of cultures in these times of great change seek such a relational sense – and who may identify as being in “recovery from Western civilization” . I have been engaged for decades now, in re-turning to my indigenous religious heritage of Western Europe, re-creating, and re-inventing a ceremonial practice that celebrates the sacred journey around Sun: it has been an intuitive, organic process synthesizing bits that I have learned from good teachers and scholars, and bits that have just shown up within dreams and imagination, as well as academic research. It has been a shamanic journey: that is, I have relied on my direct lived experience for an understanding of the sacred, as opposed to relying on an external authority, external imposed symbol, story or image. It has not been a pre-scriptive journey: I have scripted it myself, self-scribed it, and in cahoots with the many who participated in the storytelling circles, rituals and classes over decades. The pathway was and is made in the walking. It is part of a new fabric of understanding – created by new texts and contexts, both personal and communal - that have been emerging in recent decades, and continue so, at awesome speed in our times.

Obviously, the violence suppression of social movements is hardly new. One need only think of the Red Scare, the reaction to radical labor movements like the IWW, let alone the campaigns of outright assassination directed against the American Indian Movement or black radicals in the 1960s and early 1970s. But in almost every case, the victims were either working-class or nonwhite. On the few occasions where even much milder systematic repression is directed at any significant number of middle-class white people--as during the McCarthy era, or against student protesters during the Vietnam War--it quickly becomes a national scandal. And, while it would be wrong to call Occupy Wall Street a middle-class white people’s movement--it was much more divers than that--there is no doubt that very large numbers of middle-class white people were involved in it. Yet the government did not hesitate to attack it, often using highly militarized tactics, often deploying what can only be called terroristic violence--that is, if "terrorism" is defined as attacks on civilians consciously calculated to create terror for political ends. (I know this statement might seem controversial. But when Los Angeles police, for example, open fire with rubber bullets on a group of chalk-wielding protesters engaged in a perfectly legal, permitted "art walk," in an obvious attempt to teach citizens that participating in any Occupy-related activity could lead to physical injury, it’s hard to see how that word should not apply.) (p. 141-142)

...the working classes—that motor of social transformation which Marx increasingly stipulated for the role of the proletariat; the dispossessed and alienated revolutionary vehicle of his early writings, which later became defined and analysed into the collective worker who 'owner' nothing but his labour power—chains rather than assets. In the event, the working class actually came to fulfill most of the optimistic prognoses of liberal thinkers; they have become largely 'socialized' through access to privilege, consumption, organization, and voting participation, as well as obtaining massive social benefits. They have become supporters of the status quo—not vociferous perhaps, but tacit approvers and beneficiaries none the less. The ferment today comes from sections of the community to whom political and social thought has never hitherto assigned any specific role; who have hitherto never developed specific political institutions of their own: youth, mostly students; racial minorities, a few dissident intellectuals—these form the new 'proletariat'. The basis of their dissatisfaction is not necessarily and always an objective level of deprivation but rather a mixture of relative deprivation—consciousness of possibilities and of the blockages which prevent their attainment—and above all an articulate dissatisfaction with the society around them. There is no good reason why such groups should not form, and act like, a proletariat in a perfectly Marxist sense. The economic causality collapses; the analysis of a decaying bourgeois society and the determination to overthrow it remain.

Generalized Social Anxiety In contrast to people with specific social anxieties, you may be afraid in a wide variety of situations. You might feel that people are judging everything you do and you might set unreasonable standards of perfection for yourself. This condition is called generalized (or discrete) social anxiety. Generalized social anxiety accounts for 80 percent of all cases of social anxiety. Often, people with generalized social anxiety get caught in a vicious cycle. Because they are overly anxious in many situations, they act in clumsy and awkward ways, which in turn makes them feel even more discouraged and anxious. This cycle often results in depression and chronic stress. Generalized social anxiety can affect almost every aspect of your life. This has been the case for Toni, a college senior. In high school, I hardly had any friends. I didn’t participate in any extracurricular activities and managed to get by with average grades. Because I attend a large state university, I am even more invisible. So far, I have avoided any class that has any interaction with my peers, such as discussion groups or labs. As graduation approaches, I need to decide what type of career I want. The thought of job interviews terrifies me. I am considering grad school but would need recommendations to apply. I haven’t even spoken to most of my professors, and the ones who know me probably can’t say anything good about me. As a result, I’m really depressed. When I imagine the future, I can’t see myself being happy. I’ll probably move back to my parents’ house after graduation. I know they are disappointed in me, and that makes me feel like a complete failure.

And spend they did. Money circulated faster and spread wider through its communities of use than at any other time in economic history.8 Workers labored fewer days and at higher wages than before or since; people ate four meals a day; women were taller in Europe than at any time until the 1970s; and the highest percentage on record of business profits went to preventative maintenance on equipment. It was a period of tremendous growth and wealth. Meanwhile, with no way of storing or growing value with this form of money over the long term, people made massive investments in architecture, particularly cathedrals, which they knew would attract pilgrims and tourists for years to come. This was their way of investing in the future, and the pre-Renaissance era of affluence became known as the Age of Cathedrals. The beauty of a flow-based economy is that it favors those who actively create value. The problem is that it disfavors those who are used to reaping passive rewards. Aristocratic landowning families had stayed rich for centuries simply by being rich in the first place. Peasants all worked the land in return for enough of their own harvest on which to subsist. Feudal lords did not participate in the peer-to-peer economy facilitated by local currencies, and by 1100 or so, most or the aristocracy’s wealth and power was receding. They were threatened by the rise of the merchant middle class and the growing bourgeois population, and had little way of participating in all the sideways trade. The wealthy needed a way to make money simply by having money. So, one by one, each of the early monarchies of Europe outlawed the kingdom’s local currencies and replaced them with a single central currency. Instead of growing their money in the fields, people would have to borrow money from the king’s treasury—at interest. If they wanted a medium through which to transact at the local marketplace, it meant becoming indebted to the aristocracy.

Propaganda of integration The less educated and informed the people to whom propaganda of agitation is addressed, the easier it is to make such propaganda. That is why it is particularly suited for use among the so-called lower classes (the proletariat) and among African peoples. There it can rely on some key words of magical import, which are believed without question even though the hearers cannot attribute any real content to them and do not fully understand them.... In contrast to this propaganda of agitation is the PROPAGANDA OF INTEGRATION — the propaganda of developed nations and characteristic of our civilization; in fact it did not eXist before the 20TH century. It is a propaganda of conformity- It is related to the fact, analyzed earlier, that in Western society it is no longer sufficient to obtain a transitory political act (such as a vote); one needs total adherence to a society's truths and behavioral patterns. As the more perfectly uniform the societv, the stronger its power and effectiveness each member should be only an organic and functional fragment of it, perfectly adapted and integrated. He must share the stereotypes, beliefs and reactions of the group: he must be an active participant in its economic, ethical, esthetic, and political doings. All his activities, all his sentiments are dependent on this collectivity. And, as he is often reminded, he can fulfill himself only through this collectivity, as a member of the group. Propaganda of integration thus aims at making the individual participate in his society in every way. It is a long-term propaganda, a self-reproducing propaganda that seeks to obtain stable behavior, to adapt the individual to his everyday life, to reshape his thoughts and behavior in terms of the permanent social setting. We can see that this propaganda is more extensive and complex than propaganda of agitation it must be permanent, for the Individual can no longer be left to himself.

To understand the New Testament we need to understand that religious past, in order to recognize what it is protesting against. Properly interpreting the New Testament - not as detached scholars but as followers of Jesus and his way - thus involves recognizing the redemptive trajectory it sets away from religious violence, and then continuing to develop and move forward along that same trajectory ourselves. In other words, we cannot stop at the place the New Testament got to, but must recognize where it was headed. A clear example of this can be seen in the institution of slavery: The New Testament takes major steps away from slavery, encouraging slaves to gain their freedom if possible (1 Cor 7:21), counseling masters to treat their slaves as Christ treats them (Eph 6:9), and, most significantly, declaring that in Christ there is “no slave or free,” that is, no concept of class or superiority (Gal 3:28). While we can recognize here a movement away from slavery that set a trajectory which would eventually lead to the complete abolition of the institution of slavery centuries later, we do not see the New Testament directly condemning slavery or calling for its abolishment. Masters are not told to give up their slaves as Christians, but simply to treat them well. Slaves are not encouraged to participate in an “underground railroad” to gain their freedom, but instead are told to submit - even in the face of the cruelty, oppression, and violence that characterized slavery in the ancient Greco-Roman world at the time. If we read the New Testament as a storehouse of eternal principles, representing a “frozen in time” ethic, where we can simply flip open a page and find what the timeless “biblical” view on any particular issue is - as so many people read the Bible today - then we would need to conclude that the institution of slavery has God’s approval in the New Testament, and that we should therefore support and maintain it today. This is in fact exactly how many American slave-owning Christians did read the Bible in the past. Yet all of us would agree today that slavery is immoral.

Learn how to critique. The value of exercises is very much a product of the quality of the critique, because it is in the critique that lessons can be drawn for all to see. Today, many critiques are poor quality. Often, they are not a critique at all, but just a narrative of who shot whom. At other times, the critique is stifled by an etiquette that demands no one be criticized and nothing negative be said. Too often, critiques can be summarized as “The comm was fouled up but we all did great.” There are a number of things you can do locally to improve the quality of critiques: First, the commanding officer can set a ground rule that demands frankness in critiquing. A good way to encourage this is for the CO to give a trenchant self-critique of his own actions and encourage others to do the same. Beginning a critique with the most junior officers and ending up with the most senior can also help encourage frankness. Second, a critique should be defined as something that looks beyond what happened to why it happened as it did. It may be helpful to look for instances where key decisions were made and ask the man who made them such questions as, “What options did you have here? What other options did you have that you failed to see? How quickly were you able to see, decide and act? If you were too slow, why? Why did you do what you did? Was your reasoning process sound, and if not, why not?” Third, the unit commander can attempt to identify individuals who are good critiquers and have them lead the critique. Not everyone can do it well; it takes a certain natural ability. Finally, the unit can hold a class on critiquing and from it develop some critique SOPs. These can help exercise participants look for key points during the exercise, points that can later serve to frame the critique. These actions are not substitutes for an overall reform of Marine Corps training. But they are concrete ways you can improve your own training. And just as individual self-education will be important after the schools are reformed, so these actions will help you train even after overall training is improved.

For Kaminer, argument and persuasion could no longer be operative when belief and subjective experience became the baseline proofs that underwrote public and private assertions. No speaker or writer was under any obligation to answer his or her critics because argument and testimony were fatefully blurred. When reasoned impiety was slowly being banished from public dialogue, political responsibility would inevitably wane. In the warm bath of generalized piety and radical plurality, everyone could assert a point of view, an opinion, and different beliefs, but no one was under any obligation to defend them. Whereas cultural studies scholars saw themselves contesting dominant forms of discourse and hegemonic forms of thinking, Kaminer saw them participating in a popular embrace of an irrational Counter-Enlightenment. Like Andrew Ross, Kaminer cited Franz Mesmer as an important eighteenth-century pioneer of twentieth-century alternative healing techniques. Mesmer’s personal charisma and his powers of psychic healing and invocation of “animal magnetism” entranced the European courts of the late eighteenth century. Mesmer performed miracle cures and attracted a devoted, wealthy following. Despite scandals that plagued his European career, the American middle class was eager to embrace his hybrid of folk practices and scientific-sounding proofs. Mesmerism projected an alternative mystical cosmology based upon magnets and invisible flows of energy. Mesmer, who was said to control the invisible magnetic flow of forces that operated upon human and animal bodies, built upon a network of wealthy patrons who were devoted to the powers of a charismatic leader, Mesmer himself. Mesmer’s manipulation of magnets and hands-on healing evoked for the French court the ancient arts of folk healing while it had recourse to ostensibly modern scientific proofs. Historian of the French eighteenth century Robert Darnton insisted that mesmerism could not be dismissed as mere quackery or charlatanism but represented a transitional worldview, one that bridged the Enlightenment and the particular forms of nineteenth-century Romanticism that followed.

The experience of the common worship of God is such a moment. It is in this connection that American Christianity has betrayed the religion of Jesus almost beyond redemption. Churches have been established for the underprivileged, for the weak, for the poor, on the theory that they prefer to be among themselves. Churches have been established for the Chinese, the Japanese, the Korean, the Mexican, the Filipino, the Italian, and the Negro, with the same theory in mind. The result is that in the one place in which normal, free contacts might be most naturally established—in which the relations of the individual to his God should take priority over conditions of class, race, power, status, wealth, or the like—this place is one of the chief instruments for guaranteeing barriers. It is in order to quote these paragraphs from a recently published book, The Protestant Church and the Negro, by Frank S. Loescher: There are approximately 8,000,000 Protestant Negroes. About 7,500,000 are in separate Negro denominations. Therefore, from the local church through the regional organizations to the national assemblies over 93 per cent of the Negroes are without association in work and worship with Christians of other races except in interdenominational organizations which involves a few of their leaders. The remaining 500,000 Negro Protestants—about 6 per cent—are in predominantly white denominations, and of these 500,000 Negroes in “white” churches, at least 99 per cent, judging by the surveys of six denominations, are in segregated congregations. They are in association with their white denominational brothers only in national assemblies, and, in some denominations, in regional, state, or more local jurisdictional meetings. There remains a handful of Negro members in local “white” churches. How many? Call it one-tenth of one per cent of all the Negro Protestant Christians in the United States—8,000 souls—the figure is probably much too large. Whatever the figure actually is, the number of white and Negro persons who ever gather together for worship under the auspices of Protestant Christianity is almost microscopic. And where interracial worship does occur, it is, for the most part, in communities where there are only a few Negro families and where, therefore, only a few Negro individuals are available to “white” churches. That is the over-all picture, a picture which hardly reveals the Protestant church as a dynamic agency in the integration of American Negroes into American life. Negro membership appears to be confined to less than one per cent of the local “white” churches, usually churches in small communities where but a few Negroes live and have already experienced a high degree of integration by other community institutions—communities one might add where it is unsound to establish a Negro church since Negroes are in such small numbers. It is an even smaller percentage of white churches in which Negroes are reported to be participating freely, or are integrated

Like,” he repeats with distaste. “How about I tell you what I don’t like? I do not like postmodernism, postapocalyptic settings, postmortem narrators, or magic realism. I rarely respond to supposedly clever formal devices, multiple fonts, pictures where they shouldn’t be—basically, gimmicks of any kind. I find literary fiction about the Holocaust or any other major world tragedy to be distasteful—nonfiction only, please. I do not like genre mash-ups à la the literary detective novel or the literary fantasy. Literary should be literary, and genre should be genre, and crossbreeding rarely results in anything satisfying. I do not like children’s books, especially ones with orphans, and I prefer not to clutter my shelves with young adult. I do not like anything over four hundred pages or under one hundred fifty pages. I am repulsed by ghostwritten novels by reality television stars, celebrity picture books, sports memoirs, movie tie-in editions, novelty items, and—I imagine this goes without saying—vampires. I rarely stock debuts, chick lit, poetry, or translations. I would prefer not to stock series, but the demands of my pocketbook require me to. For your part, you needn’t tell me about the ‘next big series’ until it is ensconced on the New York Times Best Sellers list. Above all, Ms. Loman, I find slim literary memoirs about little old men whose little old wives have died from cancer to be absolutely intolerable. No matter how well written the sales rep claims they are. No matter how many copies you promise I’ll sell on Mother’s Day.” Amelia blushes, though she is angry more than embarrassed. She agrees with some of what A.J. has said, but his manner is unnecessarily insulting. Knightley Press doesn’t even sell half of that stuff anyway. She studies him. He is older than Amelia but not by much, not by more than ten years. He is too young to like so little. “What do you like?” she asks. “Everything else,” he says. “I will also admit to an occasional weakness for short-story collections. Customers never want to buy them though.” There is only one short-story collection on Amelia’s list, a debut. Amelia hasn’t read the whole thing, and time dictates that she probably won’t, but she liked the first story. An American sixth-grade class and an Indian sixth-grade class participate in an international pen pal program. The narrator is an Indian kid in the American class who keeps feeding comical misinformation about Indian culture to the Americans. She clears her throat, which is still terribly dry. “The Year Bombay Became Mumbai. I think it will have special int—” “No,” he says. “I haven’t even told you what it’s about yet.” “Just no.” “But why?” “If you’re honest with yourself, you’ll admit that you’re only telling me about it because I’m partially Indian and you think this will be my special interest. Am I right?” Amelia imagines smashing the ancient computer over his head. “I’m telling you about this because you said you liked short stories! And it’s the only one on my list. And for the record”—here, she lies—“it’s completely wonderful from start to finish. Even if it is a debut. “And do you know what else? I love debuts. I love discovering something new. It’s part of the whole reason I do this job.” Amelia rises. Her head is pounding. Maybe she does drink too much? Her head is pounding and her heart is, too. “Do you want my opinion?” “Not particularly,” he says. “What are you, twenty-five?” “Mr. Fikry, this is a lovely store, but if you continue in this this this”—as a child, she stuttered and it occasionally returns when she is upset; she clears her throat—“this backward way of thinking, there won’t be an Island Books before too long.

THE VISION EXERCISE Create your future from your future, not your past. WERNER ERHARD Erhard Founder of EST training and the Landmark Forum The following exercise is designed to help you clarify your vision. Start by putting on some relaxing music and sitting quietly in a comfortable environment where you won’t be disturbed. Then, close your eyes and ask your subconscious mind to give you images of what your ideal life would look like if you could have it exactly the way you want it, in each of the following categories: 1. First, focus on the financial area of your life. What is your ideal annual income and monthly cash flow? How much money do you have in savings and investments? What is your total net worth? Next . . . what does your home look like? Where is it located? Does it have a view? What kind of yard and landscaping does it have? Is there a pool or a stable for horses? What does the furniture look like? Are there paintings hanging in the rooms? Walk through your perfect house, filling in all of the details. At this point, don’t worry about how you’ll get that house. Don’t sabotage yourself by saying, “I can’t live in Malibu because I don’t make enough money.” Once you give your mind’s eye the picture, your mind will solve the “not enough money” challenge. Next, visualize what kind of car you are driving and any other important possessions your finances have provided. 2. Next, visualize your ideal job or career. Where are you working? What are you doing? With whom are you working? What kind of clients or customers do you have? What is your compensation like? Is it your own business? 3. Then, focus on your free time, your recreation time. What are you doing with your family and friends in the free time you’ve created for yourself? What hobbies are you pursuing? What kinds of vacations do you take? What do you do for fun? 4. Next, what is your ideal vision of your body and your physical health? Are you free of all disease? Are you pain free? How long do you live? Are you open, relaxed, in an ecstatic state of bliss all day long? Are you full of vitality? Are you flexible as well as strong? Do you exercise, eat good food, and drink lots of water? How much do you weigh? 5. Then, move on to your ideal vision of your relationships with your family and friends. What is your relationship with your spouse and family like? Who are your friends? What do those friendships feel like? Are those relationships loving, supportive, empowering? What kinds of things do you do together? 6. What about the personal arena of your life? Do you see yourself going back to school, getting training, attending personal growth workshops, seeking therapy for a past hurt, or growing spiritually? Do you meditate or go on spiritual retreats with your church? Do you want to learn to play an instrument or write your autobiography? Do you want to run a marathon or take an art class? Do you want to travel to other countries? 7. Finally, focus on the community you’ve chosen to live in. What does it look like when it is operating perfectly? What kinds of community activities take place there? What charitable, philanthropic, or volunteer work? What do you do to help others and make a difference? How often do you participate in these activities? Who are you helping? You can write down your answers as you go, or you can do the whole exercise first and then open your eyes and write them down. In either case, make sure you capture everything in writing as soon as you complete the exercise. Every day, review the vision you have written down. This will keep your conscious and subconscious minds focused on your vision, and as you apply the other principles in this book, you will begin to manifest all the different aspects of your vision.

In the 1990s legal scholar and public policy advocate Wendy Kaminer published a brace of books engaged with the New Age cultures of recovery and self-help. She represented an Old Left perspective on new superstition, and although she was of the same generation as the cultural studies scholars, she did exactly what Andrew Ross warned academics and elites against. She criticized the middlebrow, therapeutic culture of self-help for undermining critical thinking in popular discourse. She encouraged the debunking of superstition, deplored public professions of piety. Her books were polemical and public interventions that were addressed to the maligned liberal and more or less thoughtful reader who took an interest in the issues of the day. In some ways, her writing was a popularization of some of psychoanalytic theory scholar, sociologist, and cultural critic Philip Rieff’s and Richard Hofstadter’s critiques of a therapeutic culture of anti-intellectualism.77 She speculated that the decline of secular values in the political sphere was linked to the rise of a culture of recovery and self-help that had come out of the popularization of New Age, countercultural beliefs and practices. In both I’m Dysfunctional, You’re Dysfunctional: The Recovery Movement and Other Self-Help Fashions and Sleeping with Extra-Terrestrials: The Rise of Irrationalism and the Perils of Piety, Kaminer publicly denounced the decline of secular culture and the rise of a therapeutic culture of testimony and self-victimization that brooked no dissent while demanding unprecedented leaps of faith from its adherents.78 Kaminer’s work combined a belief in Habermasian rational communication with an uncompromising skepticism about the ubiquity of piety that for her was shared by both conservatives and liberals. For Kaminer, argument and persuasion could no longer be operative when belief and subjective experience became the baseline proofs that underwrote public and private assertions. No speaker or writer was under any obligation to answer his or her critics because argument and testimony were fatefully blurred. When reasoned impiety was slowly being banished from public dialogue, political responsibility would inevitably wane. In the warm bath of generalized piety and radical plurality, everyone could assert a point of view, an opinion, and different beliefs, but no one was under any obligation to defend them. Whereas cultural studies scholars saw themselves contesting dominant forms of discourse and hegemonic forms of thinking, Kaminer saw them participating in a popular embrace of an irrational Counter-Enlightenment. Like Andrew Ross, Kaminer cited Franz Mesmer as an important eighteenth-century pioneer of twentieth-century alternative healing techniques. Mesmer’s personal charisma and his powers of psychic healing and invocation of “animal magnetism” entranced the European courts of the late eighteenth century. Mesmer performed miracle cures and attracted a devoted, wealthy following. Despite scandals that plagued his European career, the American middle class was eager to embrace his hybrid of folk practices and scientific-sounding proofs. Mesmerism projected an alternative mystical cosmology based upon magnets and invisible flows of energy. Mesmer, who was said to control the invisible magnetic flow of forces that operated upon human and animal bodies, built upon a network of wealthy patrons who were devoted to the powers of a charismatic leader, Mesmer himself. Mesmer’s manipulation of magnets and hands-on healing evoked for the French court the ancient arts of folk healing while it had recourse to ostensibly modern scientific proofs. Historian of the French eighteenth century Robert Darnton insisted that mesmerism could not be dismissed as mere quackery or charlatanism but represented a transitional worldview, one that bridged the Enlightenment and the particular forms of nineteenth-century Romanticism that followed.