Postponed Education Quotes

When we unnecessarily elongate the process of "learning to read," we postpone "reading to learn" - learning itself - by years.

I put forward at once — lest I break with my style, which is affirmative and deals with contradiction and criticism only as a means, only involuntarily — the three tasks for which educators are required. One must learn to see, one must learn to think, one must learn to speak and write: the goal in all three is a noble culture. Learning to see — accustoming the eye to calmness, to patience, to letting things come up to it; postponing judgment, learning to go around and grasp each individual case from all sides. That is the first preliminary schooling for spirituality: not to react at once to a stimulus, but to gain control of all the inhibiting, excluding instincts.

Under the influence of the instinct of the ego for self-preservation it is replaced by the 'reality-principle ', which without giving up the intention of ultimately attaining pleasure yet demands and enforces the postponement of satisfaction, the renunciation of manifold possibilities of it, and the temporary endurance of 'pain' on the long and circuitous road to pleasure. The pleasure-principle however remains for a long time the method of operation of the sex impulses, which are not so easily educable, and it happens over and over again that whether acting through these impulses or operating in the ego itself it prevails over the reality-principle to the detriment of the whole organism.

We dole out lip-service to the importance of education—lip-service and, just occasionally, a little grant of money; we postpone the school-leaving age, and plan to build bigger and better schools; the teachers slave conscientiously in and out of school hours; and yet, as I believe, all this devoted effort is largely frustrated, because we have lost the tools of learning, and in their absence can only make a botched and piecemeal job of it.

What is today’s date? Who is the President? How great a danger do you pose, on a scale of one to ten? What does “people who live in glass houses” mean? Every symphony is a suicide postponed, true or false? Should each individual snowflake be held accountable for the avalanche? Name five rivers. What do you see yourself doing in ten minutes? How about some lovely soft Thorazine music? If you could have half an hour with your father, what would you say to him? What should you do if I fall asleep? Are you still following in his mastodon footsteps? What is the moral of “Mary Had a Little Lamb”? What about his Everest shadow? Would you compare your education to a disease so rare no one else has ever had it, or the deliberate extermination of indigenous populations? Which is more puzzling, the existence of suffering or its frequent absence? Should an odd number be sacrificed to the gods of the sky, and an even to those of the underworld, or vice versa? Would you visit a country where nobody talks? What would you have done differently? Why are you here?

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

New bureaucracy takes the form not of a specific, delimited function performed by particular workers but invades all areas of work, with the result that – as Kafka prophesied – workers become their own auditors, forced to assess their own performance. Take, for example, the ‘new system’ that OFSTED (Office for Standards in Education) uses to inspect Further Education colleges. Under the old system, a college would have a ‘heavy’ inspection once every four years or so, i.e. one involving many lesson observations and a large number of inspectors present in the college. Under the new, ‘improved’ system, if a college can demonstrate that its internal assessment systems are effective, it will only have to undergo a ‘light’ inspection. But the downside of this ‘light’ inspection is obvious – surveillance and monitoring are outsourced from OFSTED to the college and ultimately to lecturers themselves, and become a permanent feature of the college structure (and of the psychology of individual lecturers). The difference between the old/heavy and new/light inspection system corresponds precisely to Kafka’s distinction between ostensible acquittal and indefinite postponement, outlined above. With ostensible acquittal, you petition the lower court judges until they grant you a non-binding reprieve. You are then free from the court, until the time when your case is re-opened. Indefinite postponement, meanwhile, keeps your case at the lowest level of the court, but at the cost of an anxiety that has never ends. (The changes in OFSTED inspections are mirrored by in the change from the Research Assessment Exercise to the Research Excellence Framework in higher education: periodic assessment will be superseded by a permanent and ubiquitous measurement which cannot help but generate the same perpetual anxiety.)

Throughout the history of the church, Christians have tended to elevate the importance of one over the other. For the first 1,500 years of the church, singleness was considered the preferred state and the best way to serve Christ. Singles sat at the front of the church. Marrieds were sent to the back.4 Things changed after the Reformation in 1517, when single people were sent to the back and marrieds moved to the front — at least among Protestants.5 Scripture, however, refers to both statuses as weighty, meaningful vocations. We’ll spend more time on each later in the chapter, but here is a brief overview. Marrieds. This refers to a man and woman who form a one-flesh union through a covenantal vow — to God, to one another, and to the larger community — to permanently, freely, faithfully, and fruitfully love one another. Adam and Eve provide the clearest biblical model for this. As a one-flesh couple, they were called by God to take initiative to “be fruitful . . . fill the earth and subdue it” (Genesis 1:28). Singles. Scripture teaches that human beings are created for intimacy and connection with God, themselves, and one another. Marriage is one framework in which we work this out; singleness is another. While singleness may be voluntarily chosen or involuntarily imposed, temporary or long-term, a sudden event or a gradual unfolding, Christian singleness can be understood within two distinct callings: • Vowed celibates. These are individuals who make lifelong vows to remain single and maintain lifelong sexual abstinence as a means of living out their commitment to Christ. They do this freely in response to a God-given gift of grace (Matthew 19:12). Today, we are perhaps most familiar with vowed celibates as nuns and priests in the Roman Catholic or Orthodox Church. These celibates vow to forgo earthly marriage in order to participate more fully in the heavenly reality that is eternal union with Christ.6 • Dedicated celibates. These are singles who have not necessarily made a lifelong vow to remain single, but who choose to remain sexually abstinent for as long as they are single. Their commitment to celibacy is an expression of their commitment to Christ. Many desire to marry or are open to the possibility. They may have not yet met the right person or are postponing marriage to pursue a career or additional education. They may be single because of divorce or the death of a spouse. The apostle Paul acknowledges such dedicated celibates in his first letter to the church at Corinth (1 Corinthians 7). Understanding singleness and marriage as callings or vocations must inform our self-understanding and the outworking of our leadership. Our whole life as a leader is to bear witness to God’s love for the world. But we do so in different ways as marrieds or singles. Married couples bear witness to the depth of Christ’s love. Their vows focus and limit them to loving one person exclusively, permanently, and intimately. Singles — vowed or dedicated — bear witness to the breadth of Christ’s love. Because they are not limited by a vow to one person, they have more freedom and time to express the love of Christ to a broad range of people. Both marrieds and singles point to and reveal Christ’s love, but in different ways. Both need to learn from one another about these different aspects of Christ’s love. This may be a radically new concept for you, but stay with me. God intends this rich theological vision to inform our leadership in ways few of us may have considered. Before exploring the connections between leadership and marriage or singleness, it’s important to understand the way marriage and singleness are commonly understood in standard practice among leaders today.

The result is a slow-life strategy, with lower birth rates, slower development, and more resources and care put into each child. Thus, children do fewer things on their own (fewer walk to school by themselves or stay at home alone), teens are less independent (fewer get their driver’s license or date), young adults postpone adult milestones (marrying and having children later than earlier generations), life stages once considered middle-aged tilt younger (“fifty is the new forty”), staying healthy past retirement age is the rule rather than the exception, and life expectancies stretch toward 80. The entire developmental trajectory has slowed down, from childhood to older adulthood. These slower life trajectories are all ultimately caused by technology, including modern medical care (which lengthens life spans), birth control (allowing people to have fewer children), labor-saving devices (which slow aging), and a knowledge-based economy (which requires more years of education). Especially at older ages, the slowing is actually biologically quantifiable.

The third stage of education for which Dr. Thwing partitions off the human mind is the “stage in which a pupil becomes capable of original research, a discoverer of facts and relations” himself. In theory this means that when a man is thirty years old and all possible habits of originality have been trained out of him, he should be allowed to be original. In practice it means removing a man’s brain for thirty years and then telling him he can think. There never has been a live boy in a school as yet that would allow himself to be educated in this way if he could help it. All the daily habits of his mind resent it. It is a pessimistic, postponing way of educating him. It does not believe in him enough.

Education itself is a putting off, a postponement; we are told to work hard to get good results. Why? So we can get a good job. What is a good job? One that pays well. Oh. And that’s it? All this suffering, merely so that we can earn a lot of money, which, even if we manage it, will not solve our problems anyway? It’s a tragically limited idea of what life is all about.

Victor’s well-educated adult children have learned that a high level of consumption is expected of people who spend many years in college and professional schools. Today his children are under accumulators of wealth. They are the opposite of their father, the blue-collar, successful business owner. His children have become Americanized. They are part of the high-consuming, employment-postponing generation. How

Perhaps the postponement in modern culture of the historically relevant challenges of adolescents,

This saying of Nietzsche is well known: "Nicht fort sollst du dich pflanzen, sondern hinauf. Dazu helfe dir der Garten der Ehe." (Do not plant for the future but for the heights. May the garden of marriage help you in that.) It refers to the idea that today’s man is a mere form of transition whose only purpose is to prepare the birth of the "superman," being ready to sacrifice himself for him, and to withdraw at his arising. We have already done justice to the craze of the superman and this finalism that postpones the possession of an absolute meaning of existence to a hypothetical future humanity. But from the wordplay of Nietzsche’s saying, one can deduce the endorsement of a concept that marriage should serve to reproduce not "horizontally" (such is the meaning of fortpflanzen), simply breeding, but rather "vertically," toward the summit (hinauf pflanzen), elevating one’s own line. In fact, this would be the only higher justification of marriage and family. Today it is nonexistent, because of the objective existential situation of which we have spoken, and because of the processes of dissolution that have severed the profound ties that can spiritually unite the generations. Even a Catholic, Charles Peguy, had spoken of being a father as the "great adventure of modem man," given the utter uncertainty of what his own offspring may be, given the improbability that in our day the child might receive anything more than mere "life" from the father. I have already emphasized that it is not about having or not having that paternal quality, not only physical, that existed in the ancient family and that grounded his authority. Even if this quality were still present—and, in principle, one should assume that it could still be present in the differentiated man—it would be paralyzed by the presence of a refractory and dissociated material in the younger generation. As we have said, the state of the modem masses is by now such that, even if figures having the stature of true leaders were to appear, they would be the last to be followed. Thus one should not deceive oneself about the formation and education still possible for an offspring born in an environment like that of present society, even if the father were such in a more than legal sense.

You’re always on time, aren’t you?” I said flirtatiously as he arrived. “My darling lady, when it’s you … yes I am.” He opened the car door and as I was securely inside, I reached over to unlock his door on the spur of the moment. I thought I shouldn’t tell him I did not want him to feel rejected or abandoned tonight. Still, I couldn’t just postpone my education. Quickly, I hid my concern from his eyes. They were thirsting to read every thought from my mind that appeared on my face. At the dinner table, I did my best to cover my frustrations, holding normal activities Amillo and I did on dates, every once in a while shifting my eyes away to daze off in thought. -Emerald Eyes Of The Sea