Passionate Teacher Quotes

What are you going to do with your life?" In one way or another it seemed that people had been asking her this forever; teachers, her parents, friends at three in the morning, but the question had never seemed this pressing and still she was no nearer an answer... "Live each day as if it's your last', that was the conventional advice, but really, who had the energy for that? What if it rained or you felt a bit glandy? It just wasn't practical. Better by far to be good and courageous and bold and to make difference. Not change the world exactly, but the bit around you. Cherish your friends, stay true to your principles, live passionately and fully and well. Experience new things. Love and be loved, if you ever get the chance.

One can learn anything, anything at all, I thought, if provided by a gifted and passionate teacher.

Dispassionately, reasonably, he contemplated the failure that his life must appear to be. He had wanted friendship and the closeness of friendship that might hold him in the race of mankind; he had had two friends, one of whom had died senselessly before he was known, the other of whom had now withdrawn so distantly into the ranks of the living that... He had wanted the singleness and the still connective passion of marriage; he had had that, too, and he had not known what to do with it, and it had died. He had wanted love; and he had had love, and had relinquished it, had let it go into the chaos of potentiality. Katherine, he thought. "Katherine." And he had wanted to be a teacher, and he had become one; yet he knew, he had always known, that for most of his life he had been an indifferent one. He had dreamed of a kind of integrity, of a kind of purity that was entire; he had found compromise and the assaulting diversion of triviality. He had conceived wisdom, and at the end of the long years he had found ignorance. And what else? he thought. What else? What did you expect? he asked himself.

The teacher must be an actor, an artist,passionately in love with his work.

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

What's the best thing about being in college? Good teachers. They inspire you, they entertain you, and you end up learning a ton even when you don't know it.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

Great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft: of knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is they would applaud my theft, laugh at the thought of it, realizing they had taught me their larcenous skills well.

I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.

The most powerful method of improving education is to invest in the improvement of teaching and the status of great teachers.

Happiness depends less on what happens to us and more on how we view the past positively, enjoy the moment and create the future.

TEN RULES FOR WINNING THE GAME OF CONFIDENCE The actions of confidence come first; the feelings of confidence come later. Genuine confidence is not the absence of fear; it is a transformed relationship with fear. Negative thoughts are normal. Don’t fight them; defuse them. Self-acceptance trumps self-esteem. True success is living by your values. Hold your values lightly, but pursue them vigorously. Don’t obsess about the outcome; get passionate about the process. Don’t fight your fear: allow it, befriend it, and channel it. Failure hurts—but if we’re willing to learn, it’s a wonderful teacher. The key to peak performance is total engagement in the task.

The happier you are, the more attractive you will be to those you love and cherish. As a great teacher once said, "Happiness radiates like the fragrance from a flower and draws all good things toward you.

The habit of questioning authority is one of the most valuable gifts that a book, or a teacher, can give a young would-be scientist.

There is evidence that the honoree [Leonard Cohen] might be privy to the secret of the universe, which, in case you're wondering, is simply this: everything is connected. Everything. Many, if not most, of the links are difficult to determine. The instrument, the apparatus, the focused ray that can uncover and illuminate those connections is language. And just as a sudden infatuation often will light up a person's biochemical atmosphere more pyrotechnically than any deep, abiding attachment, so an unlikely, unexpected burst of linguistic imagination will usually reveal greater truths than the most exacting scholarship. In fact. The poetic image may be the only device remotely capable of dissecting romantic passion, let alone disclosing the inherent mystical qualities of the material world. Cohen is a master of the quasi-surrealistic phrase, of the "illogical" line that speaks so directly to the unconscious that surface ambiguity is transformed into ultimate, if fleeting, comprehension: comprehension of the bewitching nuances of sex and bewildering assaults of culture. Undoubtedly, it is to his lyrical mastery that his prestigious colleagues now pay tribute. Yet, there may be something else. As various, as distinct, as rewarding as each of their expressions are, there can still be heard in their individual interpretations the distant echo of Cohen's own voice, for it is his singing voice as well as his writing pen that has spawned these songs. It is a voice raked by the claws of Cupid, a voice rubbed raw by the philosopher's stone. A voice marinated in kirschwasser, sulfur, deer musk and snow; bandaged with sackcloth from a ruined monastery; warmed by the embers left down near the river after the gypsies have gone. It is a penitent's voice, a rabbinical voice, a crust of unleavened vocal toasts -- spread with smoke and subversive wit. He has a voice like a carpet in an old hotel, like a bad itch on the hunchback of love. It is a voice meant for pronouncing the names of women -- and cataloging their sometimes hazardous charms. Nobody can say the word "naked" as nakedly as Cohen. He makes us see the markings where the pantyhose have been. Finally, the actual persona of their creator may be said to haunt these songs, although details of his private lifestyle can be only surmised. A decade ago, a teacher who called himself Shree Bhagwan Rajneesh came up with the name "Zorba the Buddha" to describe the ideal modern man: A contemplative man who maintains a strict devotional bond with cosmic energies, yet is completely at home in the physical realm. Such a man knows the value of the dharma and the value of the deutschmark, knows how much to tip a waiter in a Paris nightclub and how many times to bow in a Kyoto shrine, a man who can do business when business is necessary, allow his mind to enter a pine cone, or dance in wild abandon if moved by the tune. Refusing to shun beauty, this Zorba the Buddha finds in ripe pleasures not a contradiction but an affirmation of the spiritual self. Doesn't he sound a lot like Leonard Cohen? We have been led to picture Cohen spending his mornings meditating in Armani suits, his afternoons wrestling the muse, his evenings sitting in cafes were he eats, drinks and speaks soulfully but flirtatiously with the pretty larks of the street. Quite possibly this is a distorted portrait. The apocryphal, however, has a special kind of truth. It doesn't really matter. What matters here is that after thirty years, L. Cohen is holding court in the lobby of the whirlwind, and that giants have gathered to pay him homage. To him -- and to us -- they bring the offerings they have hammered from his iron, his lead, his nitrogen, his gold.

[In reference to how he came to love music after hearing Mozart's sonatas] I believe that love is a better teacher than a sense of duty, at least for me.

It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.

If a young Steve Jobs had taken his own advice and decided to only pursue work he loved, we would probably find him today as one of the Los Altos Zen Center’s most popular teachers.

In high school, in college, she was encouraged again and again to find her passion-a reason to get out of bed and breathe. In her experience, few people ever found that raison d'etre. What teachers and professors never told her was about the dark side of finding your purpose. The part where it consumes you. Where it becomes a destroyer of relationship and happiness. And still, she wouldn't trade it. This is the only person she knows how to be.

How do we change the way science is taught? Ask anybody how many teachers truly made a difference in their life, and you never come up with more than the fingers on one hand. You remember their names, you remember what they did, you remember how they moved in front of the classroom. You know why you remember them? Because they were passionate about the subject. You remember them because they lit a flame within you. They got you excited about a subject you didn't previously care about, because they were excited about it themselves. That's what turns people on to careers in science and engineering and mathematics. That's what we need to promote. Put that in every classroom, and it will change the world.

I’d say that the quantity of boredom, if boredom is measurable, is much greater today than it once was. Because the old occupations, at least most of them, were unthinkable without a passionate involvement: the peasants in love with their land; my grandfather, the magician of beautiful tables; the shoemakers who knew every villager’s feet by heart; the woodsmen; the gardeners; probably even the soldiers killed with passion back then. The meaning of life wasn’t an issue, it was there with them, quite naturally in their workshops, in their fields. Each occupation had created its own mentality, its own way of being. A doctor would think differently from a peasant, a soldier would behave differently from a teacher. Today we’re all alike, all of us bound together by our shared apathy toward our work. That very apathy has become a passion. The one great collective passion of our time.

She always wanted those around her to see the greatest possible versions of themselves. That passion made her a fantastic teacher.

Like when people (my parents) ask what I'm going to study in college and I say, "English." They say, "Oh. So you want to be a teacher?" And I want to cover my eyes and mouth with duct tape and pretend to be dead and done with it. No, you simpletons. I want to travel and write and live in a big city, and do cool things with my brain. This is not to disparage the fine and noble art of educating in any way. My English teachers have made me who I am today and I love them with a passion that surprises me. I just don't want to be one.

‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

Nostalgia is in my blood. My mother was a passionate teacher of history and a lover of all things "was." I, too, prefer the bygone, and I'm prone to waxing wistful over the end of something even as I'm living it--cherishing, hanging on.

He was my teacher, and he had wrapped himself, his elaborate historical self, into this package, and stood in front of the high windows, to teach me my little lesson, which turned out to be not about Poland or fascism or war, borderlines or passion or loyalty, but just about the sentence: the importance of, the sweetness of. And I did long for it, to say one true sentence of my own, to leap into the subject, that sturdy vessel traveling upstream through the axonal predicate possibility; into what little we know of the future, of eternity.

The vocational approach at NOCCA (New Orleans Center for the Creative Arts) helps build grit in students. It teaches them how to be single-minded in pursuit of a goal, to sacrifice for the sake of a passion. The teachers demand hard work from their kids because they know, from personal experience, that creative success requires nothing less.

Jesus was killed. This is one of those facts that everybody knows, but whose significance is often overlooked. He didn’t simply die; he was executed. We as Christians participate in the only major religious tradition whose founder was executed by established authority. And if we ask the historical question, “Why was he killed?” the historical answer is because he was a social prophet and movement initiator, a passionate advocate of God’s justice, and radical critic of the domination system who had attracted a following. If Jesus had been only a mystic, healer, and wisdom teacher, he almost certainly would not have been executed. Rather, he was killed because of his politics - because of his passion for God’s justice.

A FEW YEARS AGO, I heard a wonderful story, which I’m very fond of telling. An elementary school teacher was giving a drawing class to a group of six-year-old children. At the back of the classroom sat a little girl who normally didn’t pay much attention in school. In the drawing class she did. For more than twenty minutes, the girl sat with her arms curled around her paper, totally absorbed in what she was doing. The teacher found this fascinating. Eventually, she asked the girl what she was drawing. Without looking up, the girl said, “I’m drawing a picture of God.” Surprised, the teacher said, “But nobody knows what God looks like.” The girl said, “They will in a minute.

History is not a dead thing or a sure thing. It lived with our choices and our dreams. It is the story of our glories and our sadnesses. It is at different times a lover, an enemy, a teacher, a prophet. It is always a collective memory as complicated and contradictory as people who lived it, but it is always a people’s story. Let our tale be marked by our knowledge of what had to be done, and let it shine with the passion of our attempt.

As far as I could tell, my history teacher had three passions in life: quoting Shakespeare, identifying historical inaccuracies in cable TV shows, and berating Ryan Washburn. “Eighteen sixty-three, Mr. Washburn. Is that so hard to remember? Abraham Lincoln signed the Emancipation Proclamation in eighteen sixty-three.” Ryan was a big guy: a little on the quiet side, a little shy. I had no idea what it was about him that had convinced Mr. Simpson he needed to be taken down a notch—or seven. But more and more, this was how history class went: Simpson called on Ryan, repeatedly, until he made a mistake. And then it began.

Education requires both a teacher and a student. Many of us are too often reluctant to be a student.

A teacher (a good teacher) is composed of molecules of education and intelligence, bonded together by patience and passion.

And it’s like that Zen saying: ‘When the student is ready, the teacher will appear.

A humble teacher and a curious student ignite each other's spark like fireworks in the night sky, creating a beautiful and memorable spectacle.

A good coach can be a caring parent, a wise teacher, an exemplary pastor, a passionate friend or a devoted mentor. Keep in touch with all of them especially at the time they are needed.

Although we couldn’t entertain on the same level we had previously enjoyed, we did have several friends over for dinner and managed to cook some delectable meals. For Mama’s birthday, we made a delicious chilled artichoke soup to accompany a French Provencal chicken dish served with leeks, rice, and John’s special green salad. We poured a classic white Burgundy and topped it off with a frozen lemon souffle. Not too bad for an out-of-work couple with a new baby.

What are you going to do with your life?" In one way or another it seemed that people had been asking her this forever; teachers, her parents, friends at three in the morning, but the question had never seemed this pressing and still she was no nearer an answer... "Live each day as if it's your last', that was the conventional advice, but really, who had the energy for that? What if it rained or you felt a bit glandy? It just wasn't practical. Better by far to be good and courageous and bold and to make difference. Not change the world exactly, but the bit around you. Cherish your friends, stay true to your principles, live passionately and fully and well. Experience new things. Love and be loved, if you ever get the chance.” ―One Day

It is without doubt, nowadays, that many students lack the ability to know or find their true passions in life; after all the criticism they went through. Whether it is at school, college, university or any learning environment.

What is love? Is it a lightning bolt that instantaneously unites two souls in utter infatuation and admiration through the meeting of a simple innocent stare? Or is it a lustful seed that is sown in a dark dingy bar one sweaty summer's night only to be nurtured with romantic rendezvous as it matures into a beautiful flower? Is it a river springing forth, creating lifelong bonds through experiences, heartaches, and missed opportunities? Or is it a thunderstorm that slowly rolls in, climaxing with an awesome display of unbridled passion, only to succumb to its inevitable fade into the distance? I define love as education.... It teaches us to learn from our opportunities, and made the stupidest of decisions for the rightest of reasons. It gives us a hint of what "it" should be and feel like, but then encourages us to think outside the box and develop our own understanding of what "it" could be. Those that choose to embrace and learn from love's educational peaks and valleys are the ones that will eventually find true love, that one in a million. Those that don't are destined to be consumed with the inevitable ring around the rosy of fake I love you's and failed relationships. I have been lucky enough to have some of the most amazing teachers throughout my romantic evolution and it is to them that I dedicate this book. The lessons in life, passion and love they taught me have helped shape who I am today and who I will be tomorrow. To the love that stains my heart, but defines my soul....I thank you.....

That one was beautiful, though.” She flushes. “Thank you. I started taking classes a month ago. I like them, but I dropped out because all the teacher wanted me to paint were ugly, soulless little watercolor landscapes. No feeling! No passion!

It's like, Jude, for example," I say, quietly, careful with my words. "He's so nice. Everybody likes him. He just gets along with people, everywhere he goes. I know I'm not that. And Ari, she's so talented, and so passionate about music, but I'm not really passionate about anything, other than wanting to succeed. To do my best. But I can make plans, and I can stay organized, and if a teacher assigns a report, I'm going to write the best darn report they've ever seen. If I'm throwing a gala, I'm going to throw a party that no one will ever forget. I can do that. And if I can impress people, then maybe they won't notice that I'm not witty or beautiful or... fun.

I do not write every day. I write to the questions and issues before me. I write to deadlines. I write out of my passions. And I write to make peace with my own contradictory nature. For me, writing is a spiritual practice. A small bowl of water sits on my desk, a reminder that even if nothing is happening on the page, something is happening in the room--evaporation. And I always light a candle when I begin to write, a reminder that I have now entered another realm, call it the realm of the Spirit. I am mindful that when one writes, one leaves this world and enters another. My books are collages made from journals, research, and personal experience. I love the images rendered in journal entries, the immediacy that is captured on the page, the handwritten notes. I love the depth of ideas and perspective that research brings to a story, be it biological or anthropological studies or the insights brought to the page by the scholarly work of art historians. When I go into a library, I feel like I am a sleuth looking to solve a mystery. I am completely inspired by the pursuit of knowledge through various references. I read newpapers voraciously. I love what newspapers say about contemporary culture. And then you go back to your own perceptions, your own words, and weigh them against all you have brought together. I am interested in the kaleidoscope of ideas, how you bring many strands of thought into a book and weave them together as one piece of coherent fabric, while at the same time trying to create beautiful language in the service of the story. This is the blood work of the writer. Writing is also about a life engaged. And so, for me, community work, working in the schools or with grassroots conservation organizations is another critical component of my life as a writer. I cannot separate the writing life from a spiritual life, from a life as a teacher or activist or my life intertwined with family and the responsibilities we carry within our own homes. Writing is daring to feel what nurtures and breaks our hearts. Bearing witness is its own form of advocacy. It is a dance with pain and beauty.

What are you going to do with your life?’ In one way or another it seemed that people had been asking her this forever; teachers, her parents, friends at three in the morning, but the question had never seemed this pressing and still she was no nearer an answer. The future rose up ahead for her, a succession of empty days, each more daunting and unknowable than the one before her. How would she ever fill them all?She began walking again, south towards The Mound. ‘Live each day as if it’s your last’, that was the conventional advice, but really, who had the energy for that? What if it rained or you felt a bit glandy? It just wasn’t practical. Better by far to simply try and be good and courageous and bold and to make a difference. Not change the world exactly, but the bit around you. Go out there with your passion and your electric typewriter and work hard at… something. Change lives through art maybe. Cherish your friends, stay true to your principles, live passionately and fully and well. Experience new things. Love and be loved. If you ever get the chance.That was the general theory, even if she hadn’t made a very good start of it

In schools, we create artificial learning environments for our children that they know to be contrived and undeserving of their full attention and engagement. Without the opportunity to learn through the hands, the world remains abstract, and distant, and the passions for learning will not be engaged. —A CERTAIN SHOP TEACHER WHOSE NAME I HAVE LOST

To the Germans, these Jewish foreigners, so different from the local bourgeois Jews who had, with discipline, allowed themselves t be rounded up and slaughtered, seemed suspect: too quick, too energetic, dirty, tattered, proud, unpredictable, primitive, too "Russian". The Jews found it impossible, and at the same time necessary, to distinguish the headhunters they had eluded and on whom they had taken passionate revenge from these shy, reserved old people, these blond, polite children who looked in at the station doors as if through the bars of the zoo. They aren't the ones, no; but it's their father, their teachers, their sons, themselves yesterday and tomorrow. How to resolve the puzzle? It can't be solved. Leave: as soon as possible. This land, too, is searing under our feet, this neat, trim town, loving order, this sweet bland air of full summer also scorches Leave, leave: we haven't come from the depths of Polessia in order to go to sleep in the Wartesaal of Plauen-am-Elster, and to while away our waiting with group snapshots and the Red Cross soup.

If you put your heart into everything you do, you will recreate yourself.

learning a passion to learn is more important for your practical success than learning any particular facts or skills.

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

For the time is coming when people will not endure sound teaching, but having itching ears they will accumulate for themselves teachers to suit their own passions.” 2 Timothy 4:3

One can do anything, anything at all, I thought, if provided with a passionate and gifted teacher.

The last question "What do humanizing practices look like in and outside of the classroom?" is also essential, because it speaks to those "social justice" educators who leave the school and don't live in anti-racist, anti-sexist, and other anti-oppressive ways in their daily lives. This is why we must not just be non-racist or non-oppressive but also work with passion and diligence to actively disrupt oppression in and outside of the classroom. Simple good intentions aren't enough. The intentions must be deliberately connected to actions.

He also despised the school system, although he thrived in it. He became a teacher because he also dreamed of changing the system, but instead the system crushed him. He took his passion, tried to change the system, and ran into a brick wall. It was a system that too many people were making money in, and no one wanted it changed, although there was a lot of talk about the need for change.

perhaps there had been something a little obsessive about it, the way she’d consumed the shelves of the local library, Blyton to Jansson, C. S. Lewis to P. G. Wodehouse, Christie then du Maurier then the Brontës, reading indiscriminately but always passionately, so that even her dislikes were passionate. Dickens, she thought, was preachy and silly, like a teacher putting on funny voices, but never mind, here were Jane Austen and Sue Townsend, Ursula K. Le Guin and Jean M. Auel, and each Saturday morning she’d return her stack of library books, the maximum permitted, placing them on the counter, like a gambler cashing in chips.

I even drew pleasure in thinking that my passion was inherited, that it was passed on, and therefore fated. Fate always leaves a mark, and those of us who are truly lucky know the signs and how to read them. He would have taught me everything, and most likely given me everything. Instead, years after, I sought out the wrong people, learned from the wrong teachers, took from those who had less to give and almost nothing I wanted.

For the time is coming when people will not endure n sound [1] teaching, but having itching ears they will accumulate for themselves teachers to suit their own passions, 4and o will turn away from listening to the truth and p wander off into myths

Where would any of us be without teachers–without people who have passion for their art or their science or their craft and love it right in front of us? What would any of us do without teachers passing on to us what they know is essential about life?

Imagine for a moment that one of your friends writes you a twenty-page letter passionately wanting to share her excitement about a new teacher. This letter has only one topic, your friend’s new teacher. [But] at the end of her letter, you still do not know one thing about her teacher. Yet, Paul presents the central figure of his theology this way. . . . It [seems] impossible to imagine how Paul could avoid telling one story or parable of—or fail to note one physical trait or personal quality of—Jesus.

Eloquence, when at its highest pitch, leaves little room for reason or reflection; but addressing itself entirely to the fancy or the affections, captivates the willing hearers, and subdues their understanding. Happily, this pitch it seldom attains. But what a Tully or a Demosthenes could scarcely effect over a Roman or Athenian audience, every Capuchin, every itinerant or stationary teacher can perform over the generality of mankind, and in a higher degree, by touching such gross and vulgar passions.

Fawcett also shared with me a passion for words and we would trawl the dictionary together and simply howl and wriggle with delight at the existence of such splendours as ‘strobile’ and ‘magniloquent’, daring and double-daring each other to use them to masters in lessons without giggling. ‘Strobile’ was a tricky one to insert naturally into conversation, since it means a kind of fir-cone, but magniloquent I did manage. I, being I, went always that little bit too far of course. There was one master who had berated me in a lesson for some tautology or other. He, as what human being wouldn’t when confronted with a lippy verbal show-off like me, delighted in seizing on opportunities to put me down. He was not, however, an English teacher, nor was he necessarily the brightest man in the world. ‘So, Fry. “A lemon yellow colour” is precipitated in your test tube is it? I think you will find, Fry, that we all know that lemons are yellow and that yellow is a colour. Try not to use thee words where one will do. Hm?’ I smarted under this, but got my revenge a week or so later. ‘Well, Fry? It’s a simple enough question. What is titration?’ ‘Well, sir…, it’s a process whereby…’ ‘Come on, come on. Either you know or you don’t.’ ‘Sorry sir, I am anxious to avoid pleonasm, but I think…’ ‘Anxious to avoid what?’ ‘Pleonasm, sir.’ ‘And what do you mean by that?’ ‘I’m sorry, sir. I meant that I had no wish to be sesquipedalian.’ ‘What?’ ‘Sesquipedalian, sir.’ ‘What are you talking about?’ I allowed a note of confusion and bewilderment to enter my voice. ‘I didn’t want to be sesquipedalian, sir! You know, pleonastic.’ ‘Look, if you’ve got something to say to me, say it. What is this pleonastic nonsense?’ ‘It means sir, using more words in a sentence than are necessary. I was anxious to avoid being tautologous, repetitive or superfluous.’ ‘Well why on earth didn’t you say so?’ ‘I’m sorry, sir. I’ll remember in future, sir.’ I stood up and turned round to face the whole form, my hand on my heart. ‘I solemnly promise in future to help sir out by using seven words where one will do. I solemnly promise to be as pleonastic, prolix and sesquipedalian as he could possibly wish.’ It is a mark of the man’s fundamental good nature that he didn’t whip out a knife there and then, slit my throat from ear to ear and trample on my body in hobnailed boots. The look he gave me showed that he came damned close to considering the idea.

And so Emma Morley walked home in the evening light, trailing her disappointment behind her. The day was cooling off now, and she shivered as she felt something in the air, an unexpected shudder of anxiety that ran the length of her spine, and was so intense as to make her stop walking for a moment. Fear of the future, she thought. She found herself at the imposing junction of George Street and Hanover Street as all around her people hurried home from work or out to meet friends or lovers, all with a sense of purpose and direction. And here she was, twenty-two and clueless and sloping back to a dingy flat, defeated once again. ‘What are you doing to do with your life?’ In one way or another it seemed that people had been asking her this forever, teachers. her parents, friends at three in the morning, but the question had never seemed this pressing and still she was no nearer an answer. The future rose up ahead of her, a succession of empty days, each more daunting and unknowable than the one before her. How would she ever fill them all? She began walking again, south towards The Mound. ‘Live each day as if it’s your last’, that was the conventional advice, but really, who had the energy for that? What if rained or you felt a bit glandy? It just wasn’t practical. Better by far to simply try and be good and be courageous and bold and to make a difference. Not change the world exactly, but the bit around you. Go out there with your passion and your electric typewriter and work hard at…something. Change lives through art maybe. Cherish your friends, stay true to your principles, live passionately and fully and well. Experience new things. Love and be loved, if you ever get the chance.

I was fortunate I knew her here." She heard her voice, clipped, distant—suddenly—as if she were describing a third-form teacher who had taught her Linnaean classification. No, she said to herself. I was blessed to have her here. Her passion of place. Her sense of the people. Here is her; leave it at that.

Like most people who write collections of humorous personal essays, I was a bookish child. Other boys my age focused most of their time on yelling, trying to fart on each other, and generally not obeying rules. The vast majority of male eight-year-olds love to break rules. It is their greatest passion. Mashing their food together in the cafeteria and pretending it’s barf. Yelling “boobs” during a nice assembly where we learn about Irish step dancing. Maiming beauty. They love it. Their fierce defiance of what moms and teachers want out of them is what fuels their spirits. I have never understood these creatures.

DEAR MAMA, I’m sorry it’s taken me so long to write. Every time I try to write to you and Papa I realize I’m not saying the things that are in my heart. That would be O.K., if I loved you any less than I do, but you are still my parents and I am still your child. I have friends who think I’m foolish to write this letter. I hope they’re wrong. I hope their doubts are based on parents who loved and trusted them less than mine do. I hope especially that you’ll see this as an act of love on my part, a sign of my continuing need to share my life with you. I wouldn’t have written, I guess, if you hadn’t told me about your involvement in the Save Our Children campaign. That, more than anything, made it clear that my responsibility was to tell you the truth, that your own child is homosexual, and that I never needed saving from anything except the cruel and ignorant piety of people like Anita Bryant. I’m sorry, Mama. Not for what I am, but for how you must feel at this moment. I know what that feeling is, for I felt it for most of my life. Revulsion, shame, disbelief—rejection through fear of something I knew, even as a child, was as basic to my nature as the color of my eyes. No, Mama, I wasn’t “recruited.” No seasoned homosexual ever served as my mentor. But you know what? I wish someone had. I wish someone older than me and wiser than the people in Orlando had taken me aside and said, “You’re all right, kid. You can grow up to be a doctor or a teacher just like anyone else. You’re not crazy or sick or evil. You can succeed and be happy and find peace with friends—all kinds of friends—who don’t give a damn who you go to bed with. Most of all, though, you can love and be loved, without hating yourself for it.” But no one ever said that to me, Mama. I had to find it out on my own, with the help of the city that has become my home. I know this may be hard for you to believe, but San Francisco is full of men and women, both straight and gay, who don’t consider sexuality in measuring the worth of another human being. These aren’t radicals or weirdos, Mama. They are shop clerks and bankers and little old ladies and people who nod and smile to you when you meet them on the bus. Their attitude is neither patronizing nor pitying. And their message is so simple: Yes, you are a person. Yes, I like you. Yes, it’s all right for you to like me too. I know what you must be thinking now. You’re asking yourself: What did we do wrong? How did we let this happen? Which one of us made him that way? I can’t answer that, Mama. In the long run, I guess I really don’t care. All I know is this: If you and Papa are responsible for the way I am, then I thank you with all my heart, for it’s the light and the joy of my life. I know I can’t tell you what it is to be gay. But I can tell you what it’s not. It’s not hiding behind words, Mama. Like family and decency and Christianity. It’s not fearing your body, or the pleasures that God made for it. It’s not judging your neighbor, except when he’s crass or unkind. Being gay has taught me tolerance, compassion and humility. It has shown me the limitless possibilities of living. It has given me people whose passion and kindness and sensitivity have provided a constant source of strength. It has brought me into the family of man, Mama, and I like it here. I like it. There’s not much else I can say, except that I’m the same Michael you’ve always known. You just know me better now. I have never consciously done anything to hurt you. I never will. Please don’t feel you have to answer this right away. It’s enough for me to know that I no longer have to lie to the people who taught me to value the truth. Mary Ann sends her love. Everything is fine at 28 Barbary Lane. Your loving son, MICHAEL

But what Kate and Grace,” he looks pointedly at me to make sure he has my attention, “and you, my boy, have taught me over the years is that I am the student, not the teacher. The three of you young people are the most sincere, passionate human beings I’ve ever met. The care you put into your friendships is unsurpassed.

Is there not the massive brilliant, out-flinging recklessness in the male soul, summed up in the sudden word: Andiamo! Andiamo! Let us go on. Andiamo!—let us go hell knows where, but let us go on. The splendid recklessness and passion that knows no precept and no school-teacher, whose very molten spontaneity is its own guide

Can writing ever be taught? The best answer to that was given obliquely by the rock musician David Lee Roth. When asked if money could buy happiness he said, no, but with money you could buy the big boat and go right up to where the people were happy. With a teacher you can go right up to where the writing is done; the leap is made alone with vision, subject, passion, and instinct. So a writer comes to the page with vision in her heart and craft in her hands and a sense of what a story might be in her head. How do the three come together? My thesis is the old one: they merge in the physical writing—inside the act of writing, not from the outside. The process is the teacher.

As Bell stood in silence, watching the judges turn their backs to him and begin to walk away, he suddenly heard a familiar voice. “How do you do, Mr. Bell?” Surprised, he turned to find Emperor Dom Pedro II of Brazil, his full, white beard neatly trimmed, his deep-set eyes bright with curiosity, looking directly at him. A passionate promoter of the sciences, Dom Pedro had asked to accompany the judges on their rounds that morning, perfectly happy to be in the tropical-like heat that reminded him of home. When he saw Bell standing in the crowd of some fifty judges and a handful of hovering inventors, he immediately recognized him as the talented teacher of the deaf whom he had met in Boston.

It proved how fruitful it had been to study with Lila and talk to her, to have her as a goad and support as I ventured into the world outside the neighborhood, among the things and persons and landscapes and ideas of books. Of course, I said to myself, the essay on Dido is mine, the capacity to formulate beautiful sentences comes from me; of course, what I wrote about Dido belongs to me; but didn’t I work it out with her, didn’t we excite each other in turn, didn’t my passion grow in the warmth of hers? And that idea of the city without love, which the teachers had liked so much, hadn’t it come to me from Lila, even if I had developed it, with my own ability? What should I deduce from this?

What I had come to understand was that the root cause of poor performance in schools is not 'bad schools' or 'bad teachers' but poverty. Closing schools and firing their teachers and principals does not help students. If anything, it introduces damaging instability into their lives. The privatizers hail disruption and call it 'creative,' but it is neither creative nor beneficial.

We feasted on love; every mode of it, solemn and merry, romantic and realistic, sometimes as dramatic as a thunderstorm, sometimes comfortable and unemphatic as putting on your soft slippers. She was my pupil and my teacher, my subject and my sovereign, my trusty comrade, friends, shipmate, fellow-soldier. My mistress, but at the same time all that any man friend has ever been to me.

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

Truth knows the way. Knowledge sees the way. Intuition feels the way. Experience goes all the way. Wisdom knows the way. Understanding sees the way. Passion feels the way. Love goes all the way. Nature knows the way. Prudence sees the way. Compassion feels the way. Virtue goes all the way. Teachers know the way. Professors see the way. Students feel the way. Sages go all the way. Time knows the way. Fate sees the way. Chance feels the way. Destiny goes all the way.

[I]n addition to being a Spirit person, healer, and wisdom teacher, Jesus was a social prophet. There was passion in his language. Many of his sayings (as well as actions) challenged the domination system of his day. They take on pointed meaning when we see them in the context of social criticism of a peasant society. His criticisms of the wealthy were an indictment of the social class at the top of the domination system. His prophetic threats against Jerusalem and the temple were not because they were the center of an “old religion” (Judaism) soon to be replaced by a new religion (Christianity) but because they were the center of the domination system. His criticism of lawyers, scribes, and Pharisees was not because they were unvirtuous individuals but because commitment to the elites led them to see the social order through elite lenses. Jesus rejected the sharp social boundaries of the established social order and challenged the institutions that legitimated it. In his teaching, he subverted distinctions between righteous and sinner, rich and poor, men and women, Pharisee and outcasts. In his healings and behavior, he crossed social boundaries of purity, gender, and class. In his meal practice, central to what he was about, he embodied a boundary-subverting inclusiveness. In his itinerancy he rejected the notion of a brokered kingdom of God and enacted the immediacy of access to God apart from institutional mediation. His prophetic act against the money changers in the temple at the center of the domination system was, in the judgment of most scholars, the trigger leading to his arrest and execution.

suffering. I paid attention to my deepest desires and passions. I sought to cast off my fictitious self, and be an authentic and fully-expressed me. I explored the connection between spirituality and sexuality. I expanded my relational world beyond religious sub-culture. I resisted creating a new religion out of my latest discovery. I operated with the assumption that every human being knew something I needed to know. I resisted latching onto the latest guru, and began seeing all people as my teachers. I explored new fields and areas of interest

Dispassionately, reasonably, he contemplated the failutre that his life must appear to be. He had wanted friendship and the closeness of friendship that might hold him in the race of mankind; he had had two friends, one of whom had died senselessly before he was known, the other of whom had now withdrawn so distantly into the ranks of the living that... He had wanted the singleness and the still connective passion of marriage; he had had that, too, and he had not known what to do with it, and it had died. He had wanted love; and he had had love, and had relinquished it, had let it go into the chaos of potentiality. Katherine, he thought. "Katherine." And he had wanted to be a teacher, and he had become one; yet he knew, he had always known, that for most of his life he had been an indifferent one. He had dreamed of a kind of integrity, of a kind of purity that was entire; he had found compromise and the assaulting diversion of triviality. He had conceived wisdom, and at the end of the long years he had found ignorance. And what else? he thought. What else? What did you expect? he asked himself.

A reflection on Robert Lowell Robert Lowell knew I was not one of his devotees. I attended his famous “office hours” salon only a few times. Life Studies was not a book of central importance for me, though I respected it. I admired his writing, but not the way many of my Boston friends did. Among poets in his generation, poems by Elizabeth Bishop, Alan Dugan, and Allen Ginsberg meant more to me than Lowell’s. I think he probably sensed some of that. To his credit, Lowell nevertheless was generous to me (as he was to many other young poets) just the same. In that generosity, and a kind of open, omnivorous curiosity, he was different from my dear teacher at Stanford, Yvor Winters. Like Lowell, Winters attracted followers—but Lowell seemed almost dismayed or a little bewildered by imitators; Winters seemed to want disciples: “Wintersians,” they were called. A few years before I met Lowell, when I was still in California, I read his review of Winters’s Selected Poems. Lowell wrote that, for him, Winters’s poetry passed A. E. Housman’s test: he felt that if he recited it while he was shaving, he would cut himself. One thing Lowell and Winters shared, that I still revere in both of them, was a fiery devotion to the vocal essence of poetry: the work and interplay of sentences and lines, rhythm and pitch. The poetry in the sounds of the poetry, in a reader’s voice: neither page nor stage. Winters criticizing the violence of Lowell’s enjambments, or Lowell admiring a poem in pentameter for its “drill-sergeant quality”: they shared that way of thinking, not matters of opinion but the matter itself, passionately engaged in the art and its vocal—call it “technical”—materials. Lowell loved to talk about poetry and poems. His appetite for that kind of conversation seemed inexhaustible. It tended to be about historical poetry, mixed in with his contemporaries. When he asked you, what was Pope’s best work, it was as though he was talking about a living colleague . . . which in a way he was. He could be amusing about that same sort of thing. He described Julius Caesar’s entourage waiting in the street outside Cicero’s house while Caesar chatted up Cicero about writers. “They talked about poetry,” said Lowell in his peculiar drawl. “Caesar asked Cicero what he thought of Jim Dickey.” His considerable comic gift had to do with a humor of self and incongruity, rather than wit. More surreal than donnish. He had a memorable conversation with my daughter Caroline when she was six years old. A tall, bespectacled man with a fringe of long gray hair came into her living room, with a certain air. “You look like somebody famous,” she said to him, “but I can’t remember who.” “Do I?” “Yes . . . now I remember!— Benjamin Franklin.” “He was a terrible man, just awful.” “Or no, I don’t mean Benjamin Franklin. I mean you look like a Christmas ornament my friend Heather made out of Play-Doh, that looked like Benjamin Franklin.” That left Robert Lowell with nothing to do but repeat himself: “Well, he was a terrible man.” That silly conversation suggests the kind of social static or weirdness the man generated. It also happens to exemplify his peculiar largeness of mind . . . even, in a way, his engagement with the past. When he died, I realized that a large vacuum had appeared at the center of the world I knew.

It baffled me that so many students disliked math and struggled with it. I figured they had either a parent who didn’t like math and told them it was hard or a teacher who didn’t have the passion or the patience to make math relevant to their lives. At home I never let my girls tell me math or any other subject was difficult. From the time they were very young, I always tried to incorporate learning, whether it was math, spelling, or creative activities, such as sewing and working puzzles, into their lives. I tried to show them how what they were learning in school connected to our lives outside school. Of course, I had them counting everything—the stars in the sky, the steps from the bottom to the top of the Carson mansion, or the people in church on any given Sunday. On road trips I’d have them add the numbers on the license plates of cars traveling in front of us. Or I’d have them cover their eyes and spell the state. If they were helping in the kitchen, I might write out a recipe, give it to them, and ask them to figure out how much of each ingredient we would need if I wanted to make half of that batch of cookies or biscuits.

FAILURE CAN BE A GREAT TEACHER “When I was in tenth grade I decided to take an AP computer science class. I ended up failing the AP exam. But I would not accept the failure, so I took the class and the test again the following year. Somehow, staying away from programming for nearly a year and then coming back to it made me realize how much I truly enjoyed it. I passed the test easily on the second try. If I had been too afraid of failure to take the computer science class the first time, and then a second time, I would certainly not be what I am today, a passionate and happy computer scientist.

Listening to the faint heartbeat of the dying Rabbi is a powerful stimulus to the recovery of passion. It is a sound like no other. The Crucified says, “Confess your sin so that I may reveal Myself to you as lover, teacher, and friend, that fear may depart and your heart can stir once again with passion.” His word is addressed both to those filled with a sense of self-importance and to those crushed with a sense of self-worthlessness. Both are preoccupied with themselves. Both claim a godlike status, because their full attention is riveted either on their prominence or their insignificance. They are isolated and alienated in their self-absorption. The release from chronic egocentricity starts with letting Christ love them where they are. Consider John Cobb’s words: The spiritual man can love only . . . when he knows himself already loved in his self-preoccupation. Only if man finds that he is already accepted in his sin and sickness, can he accept his own self-preoccupation as it is; and only then can his psychic economy be opened toward others, to accept them as they are—not in order to save himself, but because he doesn’t need to save himself. We love only because we are first loved.[9]

I Am My Teacher (Sonnet 1234) I teach myself when I need to learn something, I correct myself when I make mistakes. No two year old shaped as 40, 50, 60 or 70, Has the maturity to provide me moral guidance. I taught myself electronics when I fell for it, I taught myself music in my youthful high. I taught myself languages in sheer obsession, I taught myself aeronautics when I wanted to fly. Critics mail, I should add "biggest ego" to my bio, I thank them all for an astounding revelation. If I actually behaved befitting my capacity, Half your legends will lose their reputation. You only see the tip of the ice-berg, Fullness of the Himalayas you'll never see. I chose to put many of my passions aside, One path, one mission - one answer to calamity.

That impulse, which rules equally in the noblest and the ignoblest, the impulse to the conservation of the species, breaks forth from time to time as reason and passion of spirit; it has then a brilliant train of motives about it, and tries with all its power to make us forget that fundamentally it is just impulse, instinct, folly and baselessness. Life should be loved, for . . .! Man should benefit himself and his neighbour, for . . .! And whatever all these shoulds and fors imply, and may imply in future! In order that that which necessarily and always happens of itself and without design, may henceforth appear to be done by design, and may appeal to men as reason and ultimate command, for that purpose the ethi-culturist comes forward as the teacher of design in existence;

In tantric practice one identifies with a yidam of a particular buddha family corresponding to one’s nature. For instance, if a yidam is associated with the ratna family, then he will be yellow in color and have symbolism characteristic of ratna. The types of mandalas given to you by your teacher depend upon the family to which you belong, whether you belong to the passionate family or the family of pride, or whether you have the quality of air or water in you. Generally one can feel that certain people have the quality of earth and solidness, and certain people have the quality of air, rushing here and there, and other people have the quality of warmth and a presence connected with fire. The mandalas are given to you so that you can identify yourself with your particular emotions which have the potential of transmuting into wisdom.

Drama and comedy are the polite genres, founded on collectively agreed-upon ideas, perceptions and truths. But life, as subjectively experienced, is not like comedy or drama; it is much more disorganized and grand, intimidating and embarrassing. It is much more like opera and farce. Opera shows how we really feel at our most pained or selfish or exultant, and farce reveals how we receive the world in its raw, unsifted form. Or to put it another way, opera is how we really feel about ourselves. Farce is how we really feel about strangers. And both genres tell the true story of life as it is lived. The Piano Teacher, neither comedy nor drama, was both opera and farce, with Huppert as both diva and farceuse. Throughout, Huppert believes and gives passionately, and yet stands back, in full awareness. Life is more than we think, bigger but also ridiculous.

Stanley Woodworth, my high school French teacher, once described the peculiar passion for his own vocation in the following terms: “The joy of teaching lies not in one’s own enthusiasm for the students, or even for the subject matter, but rather for the privilege of introducing the one to the other.” If this is true of French, chemistry, or history, how much more is it true of the pastor’s passion, which is not simply love of God or love of people, but rather the love of introducing the one (people) to the other (God)? The pastor’s special charge is to care for the people of God by speaking and showing and by being and doing God’s truth and love. Success in ministry is determined not by numbers (e.g., people, programs, dollars) but by the increase of people’s knowledge and love of God. This is the only way “to present everyone mature in Christ” (Col. 1:28).

Dave does extra-mural work for the University, and collects about him many youths who have a part-time interest in truth. Dave’s pupils adore him, but there is a permanent fight on between him and them. They aspire like sunflowers. They are all natural metaphysicians, or so Dave says in a tone of disgust. This seems to me a wonderful thing to be, but it inspires in Dave a passion of opposition. To Dave’s pupils the world is a mystery; a mystery to which it should be reasonably possible to discover a key. The key would be something of the sort that could be contained in a book of some eight hundred pages. To find the key would not necessarily be a simple matter, but Dave’s pupils feel sure that the dedication of between four and ten hours a week, excluding University vacations, should suffice to find it. They do not conceive that the matter should be either more simple or more complex than that. They are prepared within certain limits to alter their views. Many of them arrive as theosophists and depart as Critical Realists or Bradeians. It is remarkable how Dave’s criticism seems os often to be purely catalytic in its action. He blazes upon them with the destructive fury of the sun, but instead of shrivelling up their metaphysical pretensions, achieves merely their metamorphosis from one rich stage into another. This curious fact makes me think that perhaps after all Dave is, in spite of himself, a good teacher. Occasionally he succeeds in converting some peculiarly receptive youth to his own brand of linguistics analysis; after which as often as not the youth loses interest in philosophy altogether. To watch Dave at work on these young men is like watching someone prune a rose bush. It is all the strongest and most luxuriant shoots which have to come off. Then later perhaps there will be blossoms; but not philosophical ones, Dave trusts. His great aim is to dissuade the young from philosophy. He always warns me off it with particular earnestness.

Music centers you,” I whispered to an empty car, staring at his front door. “You listened to your iPod between classes and while you sat on the bleachers before school every morning.” I smiled, letting more tears run down my cheeks and thinking back to him and his black hoodies, looking so dark. “You love popcorn. Almost every kind and flavor but especially with Tabasco sauce,” I said, remembering the times he would come into the theater where I worked. “You hold the door open for women—students, teachers, and even old ladies coming out of Baskin-Robbins. You love movies about natural disasters, but they have to have some comedy in them. Your favorite one is Armageddon.” I swallowed and thought about how little I’d ever seen Jax truly smile. “And while you love computers, it’s not your passion,” I concluded. “You love being outdoors. You love having space.” My whole face hurt, the last words barely audible. “And you deserve someone who makes you happy. I’m just not that person.

TIMOTHY 4  hI charge you in the presence of God and of Christ Jesus,  iwho is to judge the living and the dead, and by  jhis appearing and his kingdom: 2preach the word; be ready in season and out of season;  kreprove, rebuke, and  lexhort, with complete patience and teaching. 3 mFor the time is coming when people will not endure  nsound [1] teaching, but having itching ears they will accumulate for themselves teachers to suit their own passions, 4and  owill turn away from listening to the truth and  pwander off into myths. 5As for you,  qalways be sober-minded,  rendure suffering, do the work of  san evangelist,  tfulfill your ministry. 6For  uI am already being poured out as a drink offering, and the time of my  vdeparture has come. 7 wI have fought the good fight,  xI have finished the race, I have kept the faith. 8Henceforth there is  ylaid up for me  zthe crown of righteousness, which the Lord,  athe righteous judge, will award to me on  bthat day, and not only to me but also to all  cwho have loved his appearing.

Because I was reading today in the science section of the paper that passionate love lasts only a year, maybe two, if you're lucky. Because I want to be extra lucky. Because the article apologized specifically to poets - sorry, you hopeless saps - as though we automatically believe in love more than anyone else (more than kindergarten teachers, long-haired carpenters) & have been pushing this Non-Truth on everyone. Because who knows what will happen, but I want to, baby, want to believe it's always possible to love bigger & madder, even after two, three, four years, four decades. I want a love as dirty as a snowball fight in the sludge, under grimy yellow lights. I want this winter inside my lungs. Inside my brain & dream. I want to eat the unplowed street & fog that's been erasing evergreens. I want to eat the fog only to discover it's some giant's lost silver blanket. I want to find the giant & return to him his treasure. I want the journey to be long. & strange, like a map drawn in snow by our shadows shivering. I want to shiver against you, into you.

Critical Thinking: Why Is It So Hard to Teach? By Daniel T. Willingham SUMMER 2007 AMERICAN FEDERATION OF TEACHERS pp. 8-19 Critical reasoning, decision making, and problem solving—which, for brevity’s sake, I will refer to as critical thinking—have three key features: effectiveness, novelty, and self-direction. Critical thinking is effective in that it avoids common pitfalls, such as seeing only one side of an issue, discounting new evidence that disconfirms your ideas, reasoning from passion rather than logic, failing to support statements with evidence, and so on. Critical thinking is novel in that you don’t simply remember a solution or a situation that is similar enough to guide you. For example, solving a complex but familiar physics problem by applying a multi-step algorithm isn’t critical thinking because you are really drawing on memory to solve the problem. But devising a new algorithm is critical thinking. Critical thinking is self-directed in that the thinker must be calling the shots: We wouldn’t give a student much credit for critical thinking if the teacher were prompting each step he took.

We can open a window on a world where all is sound, our creative powers are formidable, and unseen threads connect us all. Leadership is a relationship that brings this possibility to others and to the world, from any chair, in any role. This kind of leader is not necessarily the strongest member of the pack—the one best suited to fend off the enemy and gather in resources—as our old definitions of leadership sometimes had it. The “leader of possibility” invigorates the lines of affiliation and compassion from person to person in the face of the tyranny of fear. Any one of us can exercise this kind of leadership, whether we stand in the position of CEO or employee, citizen or elected official, teacher or student, friend or lover. This new leader carries the distinction that it is the framework of fear and scarcity, not scarcity itself, that promotes divisions between people. He asserts that we can create the conditions for the emergence of anything that is missing. We are living in the land of our dreams. This leader calls upon our passion rather than our fear. She is the relentless architect of the possibility that human beings can be.

The greatest trust is confidence. The greatest charity is compassion. The greatest courage is action. The greatest patience is composure. The greatest sincerity is impartiality. The greatest kindness is affection. The greatest hope is expectation. The greatest peace is contentment. The greatest happiness is joy. The greatest faith is certainty. The greatest love is adoration. The greatest virtue is integrity. The greatest teacher is reason. The greatest student is intelligence. The greatest philosopher is understanding. The greatest scientist is reason. The greatest historian is yesturday. The greatest prophet is eternity. The greatest preacher is reality. The greatest warrior is duty. The greatest athlete is courage. The greatest wrestler is strategy. The greatest musician is passion. The greatest painter is inspiration. The greatest sculptor is history. The greatest writer is destiny. The greatest light is truth. The greatest knowledge is awareness. The greatest understanding is discernment. The greatest wisdom is caution. The greatest theory is facts. The greatest philosophy is logic. The greatest gospel is conviction. The greatest religion is compassion. The greatest prophecy is revelation. The greatest world is nature. The greatest sky is perception. The greatest galaxy is conscience. The greatest universe is imagination. The greatest God is existence.

From my grandfather Verus I learned good morals and the government of my temper. From the reputation and remembrance of my father, modesty and a manly character. From my mother, piety and beneficence and abstinence not only from evil deeds but even from evil thoughts and further simplicity in my way of living far removed from the habits of the rich. From my great-grandfather not to have frequented public schools and to have had good teachers at home and to know that on such things a man should spend liberally. From my tutor to be neither of the green nor of the blue party at the games in the circus nor a partisan either of the Parmularius or the Scutarius of the gladiators fights, from him too I learned to endure pain and to want little and to work with my own hands and not to meddle with other people's affairs and not to be ready to listen to slander. From Diognetus not to get excited about trifling things and not to give credit to what was said by miracle workers and sorcerers about incantations and driving away demons and such things; and not to breed quails for fighting nor to give myself up to a passion for such things and to allow people to have their say. And to have become intimate with philosophy and have gone to hear Bacchius and then Tandasis and Marcianus; and to have written essays in my youth; and have been happy with a plank bed and a hide for covering and whatever else goes with the greek discipline.

From my grandfather Verus I learned good morals and the government of my temper. From the reputation and remembrance of my father, modesty and a manly character. From my mother, piety and beneficence and abstinence not only from evil deeds but even from evil thoughts and further simplicity in my way of living far removed from the habits of the rich. From my great-grandfather not to have frequented public schools and to have had good teachers at home and to know that on such things a man should spend liberally. From my tutor to be neither of the green nor of the blue party at the games in the circus nor a partisan either of the Parmularius or the Scutarius of the gladiators fights, from him too I learned to endure pain and to want little and to work with my own hands and not to meddle with other people's affairs and not to be ready to listen to slander. From Diognetus not to get excited about trifling things and not to give credit to what was said by miracle workers and sorcerers about incantations and driving away demons and such things; and not to breed quails for fighting nor to give myself up to a passion for such things and to allow people to have their say. And to have become intimate with philosophy and have gone to hear Bacchius and then Tandasis and Marcianus; and to have written essays in my youth; and have been happy with a plank bed and a hide for covering and whatever else goes with the greek discipline.

From my grandfather Verus I learned good morals and the government of my temper. From the reputation and remembrance of my father, modesty and a manly character. From my mother, piety and beneficence and abstinence not only from evil deeds but even from evil thoughts and further simplicity in my way of living far removed from the habits of the rich. From my great-grandfather not to have frequented public schools and to have had good teachers at home and to know that on such things a man should spend liberally. From my tutor to be neither of the green nor of the blue party at the games in the circus nor a partisan either of the Parmularius or the Scutarius of the gladiators fights, from him too I learned to endure pain and to want little and to work with my own hands and not to meddle with other people's affairs and not to be ready to listen to slander. From Diognetus not to get excited about trifling things and not to give credit to what was said by miracle workers and sorcerers about incantations and driving away demons and such things; and not to breed quails for fighting nor to give myself up to a passion for such things and to allow people to have their say. And to have become intimate with philosophy and have gone to hear Bacchius and then Tandasis and Marcianus; and to have written essays in my youth; and have been happy with a plank bed and a hide for covering and whatever else goes with the greek discipline.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

An Orthodox priest, a friend of mine, telephoned me and told me that a Russian officer had come to him to confess. My friend did not know Russian. However, knowing that I speak Russian, he had given him my address. The next day this man came to see me. He longed for God, but he had never seen a Bible. He had no religious education and never attended religious services (churches in Russia then were very scarce). He loved God without the slightest knowledge of Him. I read to him the Sermon on the Mount and the parables of Jesus. After hearing them, he danced around the room in rapturous joy proclaiming, “What a wonderful beauty! How could I live without knowing this Christ!” It was the first time that I saw someone so joyful in Christ. Then I made a mistake. I read to him the passion and crucifixion of Christ, without having prepared him for this. He had not expected it and, when he heard how Christ was beaten, how He was crucified and that in the end He died, he fell into an armchair and began to weep bitterly. He had believed in a Savior and now his Savior was dead! I looked at him and was ashamed. I had called myself a Christian, a pastor, and a teacher of others, but I had never shared the sufferings of Christ as this Russian officer now shared them. Looking at him, it was like seeing Mary Magdalene weeping at the foot of the cross, faithfully weeping when Jesus was a corpse in the tomb. Then I read to him the story of the resurrection and watched his expression change. He had not known that his Savior arose from the tomb. When he heard this wonderful news, he beat his knees and swore—using very dirty, but very “holy” profanity. This was his crude manner of speech. Again he rejoiced, shouting for joy, “He is alive! He is alive!” He danced around the room once more, overwhelmed with happiness! I said to him, “Let us pray!” He did not know how to pray. He did not know our “holy” phrases. He fell on his knees together with me and his words of prayer were: “Oh God, what a fine chap you are! If I were You and You were me, I would never have forgiven You of Your sins. But You are really a very nice chap! I love You with all of my heart.” I think that all the angels in heaven stopped what they were doing to listen to this sublime prayer from a Russian officer. The man had been won for Christ!

That the life of Man is but a dream has been sensed by many a one, and I too am never free of the feeling. When I consider the restrictions that are placed on the active, inquiring energies of Man; when I see that all our efforts have no other result than to satisfy needs which in turn serve no purpose but to prolong our wretched existence, and then see that all our reassurance concerning the particular questions we probe is no more than dreamy resignation, since all we are doing is to paint our prison walls with colourful figures and bright views – all of this, Wilhelm, leaves me silent. I withdraw into myself, and discover a world, albeit a notional world of dark desire rather than one of actuality and vital strength. And everything swims before my senses, and I go my way in the world wearing the smile of the dreamer. All our learned teachers and educators are agreed that children do not know why they want what they want; but no one is willing to believe that adults too, like children, wander about this earth in a daze and, like children, do not know where they come from or where they are going, act as rarely as they do according to genuine motives, and are as thoroughly governed as they are by biscuits and cake and the rod. And yet it seems palpably clear to me. I gladly confess, since I know the reply you would want to make, that they are the happiest who, like children, live for the present moment, drag their dolls around and dress and undress them, and watchfully steal by the drawer where Mama has locked away the cake, and, when at last they get their hands on what they want, devour it with their cheeks crammed full and cry, ‘More!’ – They are happy creatures. And those others, who give pompous titles to their beggarly pursuits and even to their passions, and chalk them up as vast enterprises for the good and well-being of mankind, they too are happy. – It is all very well for those who can be like that! But he who humbly perceives where it is all leading, who sees how prettily the happy man makes an Eden of his garden, and how even the unhappy man goes willingly on his weary way, panting beneath his burden, and that all are equally interested in seeing the light of the sun for one minute more – he indeed will be silent, and will create a world from within for himself, and be happy because he is a man. And then, confined as he may be, he none the less still preserves in his heart the sweet sensation of freedom, and the knowledge he can quit this prison whenever he wishes.

Physicians of the Soul and Pain. All preachers of morality, as also all theologians, have a bad habit in common: all of them try to persuade man that he is very ill, and that a severe, final, radical cure is necessary. And because mankind as a whole has for centuries listened too eagerly to those teachers, something of the superstition that the human race is in a very bad way has actually come over men: so that they are now far too ready to sigh; they find nothing more in life and make melancholy faces at each other, as if life were indeed very hard to endure. In truth, they are inordinately assured of their life and in love with it, and full of untold intrigues and subtleties for suppressing everything disagreeable, and for extracting the thorn from pain and misfortune. It seems to me that people always speak with exaggeration about pain and misfortune, as if it were a matter of good behaviour to exaggerate here: on the other hand people are intentionally silent in regard to the number of expedients for alleviating pain; as for instance, the deadening of it, feverish flurry of thought, a peaceful position, or good and bad reminiscences, intentions, and hopes, — also many kinds of pride and fellow-feeling, which have almost the effect of anaesthetics: while in the greatest degree of pain fainting takes place of itself. We understand very well how to pour sweetness on our bitterness, especially on the bitterness of our soul; we find a remedy in our bravery and sublimity, as well as in the nobler delirium of submission and resignation. A loss scarcely remains a loss for an hour: in some way or other a gift from heaven has always fallen into our lap at the same moment — a new form of strength, for example: be it but a new opportunity for the exercise of strength! What have the preachers of morality not dreamt concerning the inner 'misery' of evil men! What lies have they not told us about the misfortunes of impassioned men! Yes, lying is here the right word: they were only too well aware of the overflowing happiness of this kind of man, but they kept silent as death about it; because it was a refutation of their theory, according to which happiness only originates through the annihilation of the passions and the silencing of the will! And finally, as regards the recipe of all those physicians of the soul and their recommendation of a severe radical cure, we may be allowed to ask: Is our life really painful and burdensome enough for us to exchange it with advantage for a Stoical mode of living, and Stoical petrification? We do not feel sufficiently miserable to have to feel ill in the Stoical fashion!

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers…Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting. I’ve happened upon extraordinary storytellers. There are pages in their lives that can rival the best pages of the classics. The person sees herself so clearly from above—from heaven, and from below—from the ground. Before her is the whole path—up and down—from angel to beast. Remembering is not a passionate or dispassionate retelling of a reality that is no more, but a new birth of the past, when time goes in reverse. Above all it is creativity. As they narrate, people create, they “write” their life. Sometimes they also “write up” or “rewrite.” Here you have to be vigilant. On your guard. At the same time pain melts and destroys any falsehood. The temperature is too high! Simple people—nurses, cooks, laundresses—behave more sincerely, I became convinced of that…They, how shall I put it exactly, draw the words out of themselves and not from newspapers and books they have read—not from others. But only from their own sufferings and experiences. The feelings and language of educated people, strange as it may be, are often more subject to the working of time. Its general encrypting. They are infected by secondary knowledge. By myths. Often I have to go for a long time, by various roundabout ways, in order to hear a story of a “woman’s,” not a “man’s” war: not about how we retreated, how we advanced, at which sector of the front…It takes not one meeting, but many sessions. Like a persistent portrait painter. I sit for a long time, sometimes a whole day, in an unknown house or apartment. We drink tea, try on the recently bought blouses, discuss hairstyles and recipes. Look at photos of the grandchildren together. And then…After a certain time, you never know when or why, suddenly comes this long-awaited moment, when the person departs from the canon—plaster and reinforced concrete, like our monuments—and goes on to herself. Into herself. Begins to remember not the war but her youth. A piece of her life…I must seize that moment. Not miss it! But often, after a long day, filled with words, facts, tears, only one phrase remains in my memory (but what a phrase!): “I was so young when I left for the front, I even grew during the war.” I keep it in my notebook, although I have dozens of yards of tape in my tape recorder. Four or five cassettes… What helps me? That we are used to living together. Communally. We are communal people. With us everything is in common—both happiness and tears. We know how to suffer and how to tell about our suffering. Suffering justifies our hard and ungainly life.