Precise Education Quotes

The paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he is being educated.

Cognitive robotics can integrate information from pre-operation medical records with real-time operating metrics to guide and enhance the precision of physicians’ instruments. By processing data from genuine surgical experiences, they’re able to provide new and improved insights and techniques. These kinds of improvements can improve patient outcomes and boost trust in AI throughout the surgery. Robotics can lead to a 21% reduction in length of stay.

I believe that we learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the same. In each, it is the performance of a dedicated precise set of acts, physical or intellectual, from which comes shape of achievement, a sense of one's being, a satisfaction of spirit. One becomes, in some area, an athlete of God. Practice means to perform, over and over again in the face of all obstacles, some act of vision, of faith, of desire. Practice is a means of inviting the perfection desired.

Because our educational system is hung up on precision, the art of being good at approximations is insufficiently valued. This impedes conceptual thinking.

I realized that as a thinking person his advantage lay precisely in his lack of formal education. Nobody told him what to think, and thus he was free to think clearly.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

Books are better than television, the internet, or the computer for educating and maintaining freedom. Books matter because they state ideas and then attempt to thoroughly prove them. They have an advantage precisely because they slow down the process, allowing the reader to internalize, respond, react and transform. The ideas in books matter because time is taken to establish truth, and because the reader must take the time to consider each idea and either accept it or, if he rejects it, to think through sound reasons for doing so. A nation of people who write and read is a nation with the attention span to earn an education and free society if they choose.

Suffering must be obviously futile if it is to be 'educational'. It is for this reason that our history is so unintelligible, and indeed, nothing that was true has ever made sense. 'Why was so much pain necessary?' we foolishly ask. But it is precisely because history has made no sense that we have learnt from it, and the lesson remains a brutal one.

In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we’ve channeled that joy (or pain) into our own unique philosophies on life and learning and we’re always looking for an opportunity to share them—with each other, our students, parents, or in our communities.

We know – it has been measured in many experiments – that children with strong impulse control grow to be better adjusted, more dependable, achieve higher grades in school and college and have more success in their careers than others. Success depends on the ability to delay gratification, which is precisely what a consumerist culture undermines. At every stage, the emphasis is on the instant gratification of instinct. In the words of the pop group Queen, “I want it all and I want it now.” A whole culture is being infantilised.

Make your learning abundant and speak of it with precision, then you will speak of essentials.

It is the mark of an educated man to look for precision in each class of things just so far as the nature of the subject admits; it is evidently equally foolish to accept probable reasoning from a mathematician and to demand from a rhetorician demonstrative proofs.

Many women do not join organized resis­tance against sexism precisely because sexism has not meant an absolute lack of choices. They may know they are discriminated against on the basis of sex, but they do not equate this with oppres­sion. Under capitalism, patriarchy is structured so that sexism restricts women's behavior in some realms even as freedom from limitations is allowed in other spheres. The absence of extreme re­strictions leads many women to ignore the areas in which they are exploited or discriminated against; it may even lead them to imagine that no women are oppressed.

for it is the mark of an educated man to look for precision in each class of things just so far as the nature of the subject admits; it is evidently equally foolish to accept probable reasoning from a mathematician and to demand from a rhetorician scientific proofs.

The paradox of education is precisely this—that as one begins to become conscious one begins to examine the society in which he is being educated. JAMES A. BALDWIN

our educational system is hung up on precision, the art of being good at approximations is insufficiently valued. This impedes conceptual thinking.

The final stage is come when Man by eugenics, by pre-natal conditioning, and by an education and propaganda based on a perfect applied psychology, has obtained full control over himself. Human nature will be the last part of Nature to surrender to Man. The battle will then be won. We shall have ‘taken the thread of life out of the hand of Clotho’ and be henceforth free to make our species whatever we wish it to be. The battle will indeed be won. But who, precisely, will have won it?

There is something quite amazing and monstrous about the education of upper-class women. What could be more paradoxical? All the world is agreed that they are to be brought up as ignorant as possible of erotic matters, and that one has to imbue their souls with a profound sense of shame in such matters until the merest suggestion of such things triggers the most extreme impatience and flight. The "honor" of women really comes into play only here: what else would one not forgive them? But here they are supposed to remain ignorant even in their hearts: they are supposed to have neither eyes nor ears, nor words, nor thoughts for this -- their "evil;" and mere knowledge is considered evil. And then to be hurled as by a gruesome lightning bolt, into reality and knowledge, by marriage -- precisely by the man they love and esteem most! To catch love and shame in a contradiction and to be forced to experience at the same time delight, surrender, duty, pity, terror, and who knows what else, in the face of the unexpected neighborliness of god and beast! Thus a psychic knot has been tied that may have no equal. Even the compassionate curiosity of the wisest student of humanity is inadequate for guessing how this or that woman manages to accommodate herself to this solution of the riddle, and to the riddle of a solution, and what dreadful, far-reaching suspicions must stir in her poor, unhinged soul -- and how the ultimate philosophy and skepsis of woman casts anchor at this point! Afterward, the same deep silence as before. Often a silence directed at herself, too. She closes her eyes to herself. Young women try hard to appear superficial and thoughtless. The most refined simulate a kind of impertinence. Women easily experience their husbands as a question mark concerning their honor, and their children as an apology or atonement. They need children and wish for them in a way that is altogether different from that in which a man may wish for children. In sum, one cannot be too kind about women.

It's ridiculous. Here I sit in my little room, I, Brigge, who have got to be twenty-eight years old and about whom no one knows. I sit here and am nothing. And yet this nothing begins to think and thinks, up five flights of stairs, these thoughts on a gray Paris afternoon: Is it possible, this nothing thinks, that one has not yet seen, recognized, and said anything real and important? Is it possible that one has had thousands of years of time to look, reflect, and write down, and that one has let the millennia pass away like a school recess in which one eats one's sandwich and an apple? Yes, it is possible. ...Is it possible that in spite of inventions and progress, in spite of culture, religion, and worldly wisdom, that one has remained on the surface of life? Is it possible that one has even covered this surface, which would at least have been something, with an incredibly dull slipcover, so that it looks like living-room furniture during the summer vacation? Yes, it is possible. Is it possible that the whole history of the world has been misunderstood? Is it possible that the past is false because one has always spoken of its masses, as if one was telling about a coming together of many people, instead of telling about the one person they were standing around, because he was alien and died? Yes, it is possible. Is it possible that one believed one has to make up for everything that happened before one was born? Is it possible one would have to remind every single person that he arose from all earlier people so that he would know it, and not let himself be talked out of it by the others, who see it differently? Yes, it is possible. Is it possible that all these people know very precisely a past that never was? Is it possible that everything real is nothing to them; that their life takes its course, connected to nothing, like a clock in an empty room? Yes, it is possible. Is it possible that one knows nothing about girls, who are nevertheless alive? Is it possible that one says "the women", "the children", "the boys", and doesn't suspect (in spite of all one's education doesn't suspect) that for the longest time these words have no longer had a plural, but only innumerable singulars? Yes, it is possible. Is it possible that there are people who say "God" and think it is something they have in common? Just look at two schoolboys: one buys himself a knife, and the same day his neighbor buys one just like it. And after a week they show each other their knives and it turns out that they bear only the remotest resemblance to each other-so differently have they developed in different hands (Well, the mother of one of them says, if you boys always have to wear everything out right away). Ah, so: is it possible to believe that one could have a God without using him? Yes, it is possible. But, if all this is possible, has even an appearance of possibility-then for heaven's sake something has to happen. The first person who comes along, the one who has had this disquieting thought, must begin to accomplish some of what has been missed; even if he is just anyone, not the most suitable person: there is simply no one else there. This young, irrelevant foreigner, Brigge, will have to sit himself down five flights up and write, day and night, he will just have to write, and that will be that.

The paradox of education is precisely this—that as one begins to become conscious, one begins to examine the society in which he is being educated. —JAMES BALDWIN

Love is the universe. Love is ageless, boundless, bodiless, boundary-less. Love is pure, perfect, precise, and precious.

This is the pedagogical paradox. The person and the teacher is required precisely because the knowledge itself is nontransferable from teacher to student.

I am a sick man. ... I am a spiteful man. I am an unattractive man. I believe my liver is diseased. However, I know nothing at all about my disease, and do not know for certain what ails me. I don't consult a doctor for it, and never have, though I have a respect for medicine and doctors. Besides, I am extremely superstitious, sufficiently so to respect medicine, anyway (I am well-educated enough not to be superstitious, but I am superstitious). No, I refuse to consult a doctor from spite. That you probably will not understand. Well, I understand it, though. Of course, I can't explain who it is precisely that I am mortifying in this case by my spite: I am perfectly well aware that I cannot "pay out" the doctors by not consulting them; I know better than anyone that by all this I am only injuring myself and no one else. But still, if I don't consult a doctor it is from spite. My liver is bad, well--let it get worse! I have been going on like that for a long time--twenty years. Now I am forty. I used to be in the government service, but am no longer. I was a spiteful official. I was rude and took pleasure in being so. I did not take bribes, you see, so I was bound to find a recompense in that, at least. (A poor jest, but I will not scratch it out. I wrote it thinking it would sound very witty; but now that I have seen myself that I only wanted to show off in a despicable way, I will not scratch it out on purpose!)

The cultural situation in America today (and indeed in all Western societies) is determined by the cultural earthquake of the nineteen-sixties, the consequences of which are very much in evidence. What began as a counter-culture only some thirty years ago has achieved dominance in elite culture and, from the bastions of the latter (in the educational system, the media, the higher reaches of the law, and key positions within government bureaucracy), has penetrated both popular culture and the corporate world. It is characterized by an amalgam of both sentiments and beliefs that cannot be easily catalogued, though terms like 'progressive,' 'emancipators or 'liberationist' serve to describe it. Intellectually, this new culture is legitimated by a number of loosely connected ideologies— leftover Marxism, feminism and other sexual identity doctrines, racial and ethnic separatism, various brands of therapeutic gospels and of environmentalism. An underlying theme is antagonism toward Western culture in general and American culture in particular. A prevailing spirit is one of intolerance and a grim orthodoxy, precisely caught in the phrase "political correctness.

It is the mark of an educated mind to rest satisfied with the degree of precision which the nature of the subject admits and not to seek exactness where only an approximation is possible. Nicomachean Ethics

People can learn to control and change their behavior, but only if they feel safe enough to experiment with new solutions. The body keeps the score: If trauma is encoded in heartbreaking and gut-wrenching sensations, then our first priority is to help people move out of fight-or-flight states, reorganize their perception of danger, and manage relationships. Where traumatized children are concerned, the last things we should be cutting from school schedules are the activities that can do precisely that: chorus, physical education, recess, and anything else that involves movement, play, and other forms of joyful engagement.

The military institution is evidently absurd. The absurdity of non-military institutions is more difficult to face. It is even more frightening, precisely because it operates inexorably. We know which switch must stay open to avoid atomic holocaust. No switch detains an ecological Armageddon.

There is, indeed, nothing more vexing than to be, for example, rich, of good family, of decent appearance, fairly well educated, not stupid, rather good-hearted even, and at the same time to possess no talent, no special quality, no eccentricity even, not a single idea of one's own, to be precisely "like everyone else." One is rich, but not so rich as Rothschild; of a good family, but one which has never distinguished itself in any way; of decent appearance, but an appearance expressive of very little; well educated, but without knowing what to do with that education; one is intelligent, but without one's own ideas; one is good-hearted, but without greatness of soul, and so on and so forth. There are a great number of such people in the world, far more than it appears.

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

I am not particularly interested in a “redemption” narrative for incels. That is a question for those individuals to ponder. We do not implore the victims of other forms of terrorism to absolve and educate their tormentors. Nor do we require that other extremists be acknowledged as some kind of wounded, misunderstood victims. It is ironic that so much pressure is brought to bear on women to allow for the humanity and individuality of fallible men when it is precisely this courtesy that incels unfailingly refuse to pay to women.

Love is pure, perfect, precise, and precious.

for it is the mark of an educated man to look for precision in each class of things just so far as the nature of the subject admits

In the twenty-first century, human minds, and to a lesser extent, human hearts can work like well calibrated precision instruments, but who can write the universal manual on imagination?

It is precisely because education is so affordable that the labor market expects us to possess so much. Without the subsidies, you would no longer need the education you can no longer afford.

It is the mark of an educated mind to rest satisfied with the degree of precision which the nature of the subject admits and not to seek exactness where only an approximation is possible. —Aristotle (384 b.c.–322 b.c.)

The notion that we should promote “happy” or “humane” exploitation as “baby steps” ignores that welfare reforms do not result in providing significantly greater protection for animal interests; in fact, most of the time, animal welfare reforms do nothing more than make animal exploitation more economically productive by focusing on practices, such as gestation crates, the electrical stunning of chickens, or veal crates, that are economically inefficient in any event. Welfare reforms make animal exploitation more profitable by eliminating practices that are economically vulnerable. For the most part, those changes would happen anyway and in the absence of animal welfare campaigns precisely because they do rectify inefficiencies in the production process. And welfare reforms make the public more comfortable about animal exploitation. The “happy” meat/animal products movement is clear proof of that. We would never advocate for “humane” or "happy” human slavery, rape, genocide, etc. So, if we believe that animals matter morally and that they have an interest not only in not suffering but in continuing to exist, we should not be putting our time and energy into advocating for “humane” or “happy” animal exploitation.

If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not

Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a socialized mind is the power to understand them in terms of the use to which they are turned in joint or shared situations. And mind in this sense is the method of social control.

I call it the spots theory. It seems to me that every person has one spot he’s connected to. But I’m starting to think it isn’t the country that keeps us rooted. Nor our education, friends or family. It’s something a lot more specific, much more precise. A spot in the world that pulls us in like a magnet…

...a good education is precisely designed to correct the instincts of human nature.

So long as the precise letters of the law are more important than justice, there'll only be the illusion of order, but no justice.

It is precisely among young, educated radicals, warns Austin, that a new generation of cyber warriors will be recruited.

Are schools rewarding the right people as the highest achievers? If the goal is hard-working, productive, adaptable adults, then U.S. high schools are recognizing precisely the correct group.

some modern ‘labour-saving’ devices might more precisely be labelled ‘male labour-saving’ devices. A 2014 study in Syria, for example, found while the introduction of mechanisation in farming did reduce demand for male labour, freeing men up to ‘pursue better-paying opportunities outside of agriculture’, it actually increased demand ‘for women’s labour-intensive tasks such as transplanting, weeding, harvesting and processing’.20 Conversely, when some agricultural tasks were mechanised in Turkey, women’s participation in the agricultural labour force decreased, ‘because of men’s appropriation of machinery’, and because women were reluctant to adopt it. This was in part due to lack of education and sociocultural norms, but also ‘because the machinery was not designed for use by women’.

Almost all these [Amerindian] societies took pride in their ability to adopt children or captives – even from among those whom they considered the most benighted of their neighbours – and, through care and education, turn them into what they considered to be proper human beings. Slaves, it follows, were an anomaly: people who were neither killed nor adopted, but who hovered somewhere in between; abruptly and violently suspended in the midpoint of a process that should normally lead from prey to pet to family. As such, the captive as slave becomes trapped in the role of ‘caring for others’, a non-person whose work is largely directed towards enabling those others to become persons, warriors, princesses, ‘human beings’ of a particularly valued and special kind. As these examples show, if we want to understand the origins of violent domination in human societies, this is precisely where we need to look. Mere acts of violence are passing; acts of violence transformed into caring relations have a tendency to endure.

My biggest problem with the educational system lies precisely in that it forces students to squeeze explanations out of subject matters and shames them for withholding judgment, for uttering the “I don’t know.” Why

I am a sick man.... I am a spiteful man. I am an unattractive man. I believe my liver is diseased. However, I know nothing at all about my disease, and do not know for certain what ails me. I don't consult a doctor for it, and never have, though I have a respect for medicine and doctors. Besides, I am extremely superstitious, sufficiently so to respect medicine, anyway (I am well-educated enough not to be superstitious, but I am superstitious). No, I refuse to consult a doctor from spite. That you probably will not understand. Well, I understand it, though. Of course, I can't explain who it is precisely that I am mortifying in this case by my spite: I am perfectly well aware that I cannot "pay out" the doctors by not consulting them; I know better than anyone that by all this I am only injuring myself and no one else. But still, if I don't consult a doctor it is from spite. My liver is bad, well--let it get worse!

Be imprecise. Understand the concept of “by-and-large” and use approximations. Because our educational system is hung up on precision, the art of being good at approximations is insufficiently valued. This impedes conceptual thinking.

The desire for "freedom of the will" in the superlative metaphysical sense, which still holds sway, unfortunately, in the minds of the half-educated; the desire to bear the entire and ultimate responsibility for one's actions oneself, and to absolve God, the world, ancestors, chance, and society involves nothing less than to be precisely this causa sui, and more than Münchhausen's audacity, to pull oneself up into existence by the hair, out of the swamps of nothingness.

And adab towards language means the recognition and acknowledgement of the rightful and proper place of every word in a written or uttered sentence so as not to produce a dissonance in meaning, sound and concept. Literature is called adabiyat in Islam precisely because it is seen as the keeper of civilization, the collector of teachings and statements that educate the self and society with adab such that both are elevated to the rank of the cultured man (insan adabi) and society.

Simplicity itself is the key. Education in ballet, dance, martial arts, etc., is done through poses, or to be more precise, through a countless series of poses. Perfection of movement is achieved through the flow of perfectly rehearsed poses.

First was the fewer, not less. Now it was the care in avoiding a preposition at the end of a sentence. An educated man, presumably. Precise. Apparently fussy about small-minded rules, perhaps to compensate for a willingness to ignore large ones.

the emphasis on testing comes at the expense of teaching children how to employ their natural creativity and entrepreneurial talents—the precise talents that might insulate them against the unpredictability of the future in all parts of the world.

he not honestly believed the contrary. And it is precisely on such a point that the judgment of an educated Chinaman will carry most weight. Other internal evidence is not far to seek. Thus in XIII. ss. 1, there is an unmistakable allusion to the ancient system

Nicholas of Cusa said we have to be educated into our ignorance or else the full presence of the divine will be kept at bay. We have to arrive at that difficult point where we don’t know what is going on or what we can do. That precise point is an opening to true faith. The

We must first begin again to learn "'learning" and to know standards of measure. Cultural dissolution will not be abated by the mere introduction of newer and more convenient "textbooks." The youth must not wait until more fundamental acquaintance and actual contemplation are demanded of them from above, for it is precisely the other way around. It is the prerogative of a true and wakeful youth to develop exhortations to knowledge from out of itself, and to cling to these exhortations for itself, in order to construct the future. Whether one occasionally "reads a book" is a measure for the petite bourgeoisie. It does not ask whether today's man, who gets his "education" from "charts" and "magazines," from radio reports and movie theaters. whether such a confused, dizzy, and purely American man still knows, or can know, what "reading" means.

I am a sick man.... I am a spiteful man. I am an unattractive man. I believe my liver is diseased. However, I know nothing at all about my disease, and do not know for certain what ails me. I don’t consult a doctor for it, and never have, though I have a respect for medicine and doctors. Besides, I am extremely superstitious, sufficiently so to respect medicine, anyway (I am well-educated enough not to be superstitious, but I am superstitious). No, I refuse to consult a doctor from spite. That you probably will not understand. Well, I understand it, though. Of course, I can’t explain who it is precisely that I am mortifying in this case by my spite: I am perfectly well aware that I cannot “pay out” the doctors by not consulting them; I know better than anyone that by all this I am only injuring myself and no one else. But still, if I don’t consult a doctor it is from spite. My liver is bad, well — let it get worse! I have been going on like that for a long time — twenty years. Now I am forty. I used to be in the government service, but am no longer. I was a spiteful official. I was rude and took pleasure in being so. I did not take bribes, you see, so I was bound to find a recompense in that, at least. (A poor jest, but I will not scratch it out. I wrote it thinking it would sound very witty; but now that I have seen myself that I only wanted to show off in a despicable way, I will not scratch it out on purpose!)

The goal was organized resistance to racial subjugation, and its harassing effect was probably more potent precisely because they risked so much without either economic or political power and with no certainty that they could change a system that they had known and hated all of their lives.

The paradox of education is precisely this — that as one begins to become conscious one begins to examine the society in which he is being educated. The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions, to say to himself this is black or this is white, to decide for himself whether there is a God in heaven or not. To ask questions of the universe, and then learn to live with those questions, is the way he achieves his own identity. But no society is really anxious to have that kind of person around.

Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.

The paradox of education is precisely this—that as one begins to become conscious one begins to examine the society in which he is being educated. --“The Negro Child—His Self-Image,” in Saturday Review (New York, 21 Dec. 1963; repr. in The Price of the Ticket as “A Talk to Teachers,” 1985)     Europe

I think that one of the unspoken discomforts surrounding the way a discourse of race and gender, and sexual practice has disrupted the academy is precisely that mind/body split. Once we start talking in the classroom about the body and about how we live in our bodies, we’re automatically challenging the way power has orchestrated itself in that particular institutionalized space.The person who is most powerful has the privilege of denying their body…. I think part of why everyone in the culture, and students in general, have a tendency to see professors as people who don’t work is totally tied to that sense of the immobile body.

Mussolini envisioned a powerful centralized state directing the institutions of the private sector, forcing their private welfare into line with the national welfare. Isn’t this precisely how progressives view the federal government’s control of banks, finance companies, insurance companies, health care, energy, and education?

This sense of ‘knows’ has an interesting feature: there’s a word for it in all of the world’s 6,000+ human languages (‘think’ shares this feature). This status is surprisingly rare: an educated person has a vocabulary of about 20,000 words, but fewer than 100 of these are thought to have precise translations in every other language.

The rights paradigm, which, as I interpret it, morally requires the abolition of animal exploitation and requires veganism as a matter of fundamental justice, is radically different from the welfarist paradigm, which, in theory focuses on reducing suffering, and, in reality, focuses on tidying up animal exploitation at its economically inefficient edges. In science, those who subscribe to one paradigm are often unable to understand and engage those who subscribe to another paradigm precisely because the theoretical language that they use is not compatible. I think that the situation is similar in the context of the debate between animal rights and animal welfare. And that is why welfarists simply cannot understand or accept the slavery analogy.

Every human soul craves "the good, the true, and the beautiful" absolutely and without limit. And it is precisely about these three most fundamental values that the gap is the widest. Ordinary people still believe in a real morality, a real difference between good and evil; and in objective truth and the possibility of knowing it; and in the superiority of beauty over ugliness. But our educators, or "experts" (Fr. Richard John Neuhaus calls them "the chattering classes"), feel toward these three traditional values the way people think medieval inquisitors felt toward witches. Our artists deliberately prefer ugliness to beauty, our moralists fear goodness more than evil, and our philosophers embrace various forms of post-modernism that reduce truth to ideology or power.

The gap between white and black education, income, and mortality rates is as wide today as it was forty years ago.6 If you look into a hospital nursery and see a black infant and a white infant, you can predict which baby will die first, which one will make a higher income and have better education, just by the color of the baby’s skin. There is no area in American society (education, incarceration, income, preaching, and so on) where racial disparity isn’t operating.7 Martin Luther King Jr. could not have known how we would abuse his hope that we will not be judged by skin color but by character.8 King said nothing about blindness being a virtue. Jesus never praised blindness; on a notable occasions he healed it. When whites claim, “I am color-blind in my dealings with others,” it’s usually an indication of our ignorance of how we have been thoroughly indoctrinated into race. It’s like saying, “I am sinless,” meaning, “My sin is so dominant in this society that it just seems normal.” A first step is to name our whiteness. As James Baldwin said in The Fire Next Time, “Whatever white people do not know about Negroes reveals, precisely and inexorably, what they do not know about themselves.”9

Goldin and Katz have no doubt that increased wage inequality in the United States is due to a failure to invest sufficiently in higher education. More precisely, too many people failed to receive the necessary training, in part because families could not afford the high cost of tuition. In order to reverse this trend, they conclude, the United States should invest heavily in education so that as many people as possible can attend college.

Fascist politics seeks to undermine public discourse by attacking and devaluing education, expertise, and language. Intelligent debate is impossible without an education with access to different perspectives, a respect for expertise when one’s own knowledge gives out, and a rich enough language to precisely describe reality. When education, expertise, and linguistic distinctions are undermined, there remains only power and tribal identity.

One of the fruits of the long predominance of labourism is precisely that the party of the working class has never carried out any sustained campaign of education and propaganda on behalf of a socialist programme; and that Labour leaders have frequently turned themselves into fierce propagandists against the socialist proposals of their critics inside the Labour Party and out, and have bent their best efforts to the task of defeating all attempts to have the Labour Party adopt such proposals. Moreover, a vast array of conservative forces, of the most diverse kind, are always at hand to dissuade the working class from even thinking about the socialist ideas which evil or foolish people are forever trying to foist upon them. This simply means that a ceaseless battle for the ‘hearts and minds’ of the people is waged by the forces of conservatism, against which have only been mobilised immeasurably smaller socialist forces. A socialist party would seek to strengthen these forces and to defend socialist perspectives and a socialist programme over an extended period of time, and would accept that more than one election might have to be held before a majority of people came to support it. In any case, a socialist party would not only be concerned with office, but with the creation of the conditions under which office would be more than the management of affairs on capitalist lines.

This war was presented to us as a crusade against the evil doctrines of Hitler, against racialism, etc., yet the whole of that enormous land-mass, about half the total area of Africa, was conducted on precisely Hitler’s assumption—that some human beings are better than others because of their race. The mass of the Africans up and down the continent were sardonically amused at the sight of their white masters crusading off to fight the racialist devil—those Africans with any education at all. They

Thus, the person of experience and reflection writes history. Anyone who has not experienced life on a greater and higher level than everyone else will not know how to interpret the greatness and loftiness of the past. The utterance of the past is always an oracular pronouncement. You will understand it only as builders of the future and as people who know about the present. People now explain the extraordinarily deep and far-reaching effect of Delphi by the particular fact that the Delphic priests had precise knowledge about the past. It is appropriate now to understand that only the man who builds the future has a right to judge the past. In order to look ahead, set yourselves an important goal, and at the same time control that voluptuous analytical drive with which you now lay waste the present and render almost impossible all tranquility, all peaceful growth and maturing. Draw around yourself the fence of a large and extensive hope, an optimistic striving. Create in yourselves a picture to which the future is to correspond, and forget the myth that you are epigones. You have enough to plan and to invent when you imagine that future life for yourselves. But in considering history do not ask that she show you the 'How?' and the 'With what?' If, however, you live your life in the history of great men, then you will learn from history the highest command: to become mature and to flee away from that paralyzing and prohibiting upbringing of the age, which sees advantages for itself in not allowing you to become mature, in order to rule and exploit you, the immature. And when you ask after biographies, then do not ask for those with the refrain 'Mr. Soandso and His Age' but for those whose title page must read 'A Fighter Against His Age.' Fill your souls with Plutarch, and dare to believe in yourselves when you have faith in his heroes. With a hundred people raised in such an unmodern way, that is, people who have become mature and familiar with the heroic, one could permanently silence the entire noisy pseudo-education of this age.

The domestication of the human being is the great unthought; it is that before which humanism from antiquity to the present day has averted its eyes. To appreciate this is sufficient to find oneself in deep water. Where we can no longer stand, the evidence rises over our heads that the educational taming and befriending of the human being could never have been accomplished with letters and words alone. To be sure, reading [Lesen] was a great formative power for human beings—and it still is, within more modest dimensions. Yet selection [Auslesen]—however it may have been carried out—was always in play as the power behind the power. Readings and selections [Lektionen und Selektionen] have more to do with each other than any cultural historian was willing and able to consider, and if it also appears to us for the time being to be impossible to reconstruct with sufficient precision the connection between reading and selection [Lesen und Auslesen], it is nevertheless more than a tentative hunch that there is something real about it.

The "whites only" signs may be gone, but new signs have gone up - notices placed in job applications, rental agreements, loan applications, forms for welfare benefits, school applications, and petitions for licenses, informing the general public that "felons" are not wanted here. A criminal record today authorizes precisely the forms of discrimination we supposedly left behind - discrimination in employment, housing, education, public benefits, and jury service. Those labeled criminals are even denied the right to vote.

When we look back on what happened in Ferguson, Missouri, during the summer of 2014, it will be easy to think of it as yet one more episode of black rage ignited by yet another police killing of an unarmed African American male. But that has it precisely backward. What we've actually seen is the latest outbreak of white rage. Sure, it is cloaked in the niceties of law and order, but it is rage nonetheless. Protests and looting naturally capture attention. But the real rage smolders in meetings where officials redraw precincts to dilute African American voting strength or seek to slash the government payrolls that have long served as sources of black employment. It goes virtually unnoticed, however, because white rage doesn't have to take to the streets and face rubber bullets to be heard. Instead, white rage carries an aura of respectability and has access to the courts, police, legislatures, and governors, who cast its efforts as noble, though they are actually driven by the most ignoble motivations. White rage recurs in American history. It exploded after the Civil War, erupted again to undermine the Supreme Court's Brown v. Board of Education decision, and took on its latest incarnation with Barack Obama's ascent to the White House. For every action of African American advancements, there's a reaction, a backlash.

But I can cite ten other reasons for not being a father." "First of all, I don't like motherhood," said Jakub, and he broke off pensively. "Our century has already unmasked all myths. Childhood has long ceased to be an age of innocence. Freud discovered infant sexuality and told us all about Oedipus. Only Jocasta remains untouchable; no one dares tear off her veil. Motherhood is the last and greatest taboo, the one that harbors the most grievous curse. There is no stronger bond than the one that shackles mother to child. This bond cripples the child's soul forever and prepares for the mother, when her son has grown up, the most cruel of all the griefs of love. I say that motherhood is a curse, and I refuse to contribute to it." "Another reason I don't want to add to the number of mothers," said Jakub with some embarrassment, "is that I love the female body, and I am disgusted by the thought of my beloved's breast becoming a milk-bag." "The doctor here will certainly confirm that physicians and nurses treat women hospitalized after an aborted pregnancy more harshly than those who have given birth, and show some contempt toward them even though they themselves will, at least once in their lives, need a similar operation. But for them it's a reflex stronger than any kind of thought, because the cult of procreation is an imperative of nature. That's why it's useless to look for the slightest rational argument in natalist propaganda. Do you perhaps think it's the voice of Jesus you're hearing in the natalist morality of the church? Do you think it's the voice of Marx you're hearing in the natalist propaganda of the Communist state? Impelled merely by the desire to perpetuate the species, mankind will end up smothering itself on its small planet. But the natalist propaganda mill grinds on, and the public is moved to tears by pictures of nursing mothers and infants making faces. It disgusts me. It chills me to think that, along with millions of other enthusiasts, I could be bending over a cradle with a silly smile." "And of course I also have to ask myself what sort of world I'd be sending my child into. School soon takes him away to stuff his head with the falsehoods I've fought in vain against all my life. Should I see my son become a conformist fool? Or should I instill my own ideas into him and see him suffer because he'll be dragged into the same conflicts I was?" "And of course I also have to think of myself. In this country children pay for their parents' disobedience, and parents for their children's disobedience. How many young people have been denied education because their parents fell into disgrace? And how many parents have chosen permanent cowardice for the sole purpose of preventing harm to their children? Anyone who wants to preserve at least some freedom here shouldn't have children," Jakub said, and fell into silence. "The last reason carries so much weight that it counts for five," said Jakub. "Having a child is to show an absolute accord with mankind. If I have a child, it's as though I'm saying: I was born and have tasted life and declare it so good that it merits being duplicated." "And you have not found life to be good?" asked Bertlef. Jakub tried to be precise, and said cautiously: "All I know is that I could never say with complete conviction: Man is a wonderful being and I want to reproduce him.

Scott's friends on the forum didn't know his big picture. They read a phrase like "It's going to kill me to live without him" for its precise meaning, and nothing else. They didn't read more than those nine words into the message. They didn't take offense, didn't try to talk him out of it. Didn't resent it for its presumed relativity. "Of course it is," they said. And it was the same way they'd responded to every other thing he'd told them about himself: his thoughts on parenting, on marriage and sex, on education and race. They read what he wrote, and only what he wrote, and they responded. Not always in agreement - he'd had plenty of heated discussions over the past year on this issue or that. But he didn't need yes-men any more than he needed someone to read twenty-one extra words into the nine he'd written.

The passions also, the winds of life, would be useless, if not injurious, did the substance which composes our thinking being, after we have thought in vain, only become the support of vegetable life, and invigorate a cabbage, or blush in a rose. The appetites would answer every earthly purpose, and produce more moderate and permanent happiness. But the powers of the soul that are of little use here, and, probably, disturb our animal enjoyments, even while conscious dignity makes us glory in possessing them, prove that life is merely an education, a state of infancy, of which the only hopes worth cherishing should not be sacrificed. I mean, therefore to infer, that we ought to have a precise idea of what we wish to attain by education, for the immortality of the soul is contradicted by the actions of many people, who firmly profess the belief.

One unfortunate thing about Black Power is that it gives priority to race precisely at a time when the impact of automation and other forces have made the economic question fundamental for blacks and whites alike. In this context a slogan “Power for Poor People” would be much more appropriate than the slogan “Black Power.” However much we pool our resources and “buy black,” this cannot create the multiplicity of new jobs and provide the number of low-cost houses that will lift the Negro out of the economic depression caused by centuries of deprivation. Neither can our resources supply quality integrated education. All of this requires billions of dollars which only an alliance of liberal-labor-civil-rights forces can stimulate. In short, the Negroes’ problem cannot be solved unless the whole of American society takes a new turn toward greater economic justice.

Rather than street crime, I argue that a better analogy is to voting. Having a high opportunity cost of time—resulting, say, from a high-paying job and a good education—should discourage people from voting, yet it is precisely those with a high opportunity cost of time who tend to vote. Why? Because they care about influencing the outcome and consider themselves sufficiently well informed to want to express their opinions. Terrorists also care about influencing political outcomes. Instead of asking who has a low salary and few opportunities, to understand what makes a terrorist we should ask: Who holds strong political views and is confident enough to try to impose their extremist vision by violent means? Most terrorists are not so desperately poor that they have nothing to live for. Instead they are people who care so deeply and fervently about a cause that they are willing to die for it.

If I know the classical psychological theories well enough to pass my comps and can reformulate them in ways that can impress peer reviewers from the most prestigious journals, but have not the practical wisdom of love, I am only an intrusive muzak soothing the ego while missing the heart. And if I can read tea leaves, throw the bones and manipulate spirits so as to understand the mysteries of the universe and forecast the future with scientific precision, and if I have achieved a renaissance education in both the exoteric and esoteric sciences that would rival Faust and know the equation to convert the mass of mountains into psychic energy and back again, but have not love, I do not even exist. If I gain freedom from all my attachments and maintain constant alpha waves in my consciousness, showing perfect equanimity in all situations, ignoring every personal need and compulsively martyring myself for the glory of God, but this is not done freely from love, I have accomplished nothing. Love is great-hearted and unselfish; love is not emotionally reactive, it does not seek to draw attention to itself. Love does not accuse or compare. It does not seek to serve itself at the expense of others. Love does not take pleasure in other peeople's sufferings, but rejoices when the truth is revealed and meaningful life restored. Love always bears reality as it is, extending mercy to all people in every situation. Love is faithful in all things, is constantly hopeful and meets whatever comes with immovable forbearance and steadfastness. Love never quits. By contrast, prophecies give way before the infinite possibilities of eternity, and inspiration is as fleeting as a breath. To the writing and reading of many books and learning more and more, there is no end, and yet whatever is known is never sufficient to live the Truth who is revealed to the world only in loving relationship. When I was a beginning therapist, I thought a lot and anxiously tried to fix people in order to lower my own anxiety. As I matured, my mind quieted and I stopped being so concerned with labels and techniques and began to realize that, in the mystery of attentive presence to others, the guest becomes the host in the presence of God. In the hospitality of genuine encounter with the other, we come face to face with the mystery of God who is between us as both the One offered One who offers. When all the theorizing and methodological squabbles have been addressed, there will still only be three things that are essential to pastoral counseling: faith, hope, and love. When we abide in these, we each remain as well, without comprehending how, for the source and raison d'etre of all is Love.

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.)

She gives just enough hints about him to make you wonder why he became so villainous. And if he dies, I’ll never learnt the answer.” Oliver eyes her closely. “Perhaps he was born villainous.” “No one is born villainous.” “Oh?” he said with raised eyebrow. “So we’re all born good?” “Neither. We start as animals, with an animal’s needs and desires. It takes parents and teachers and other good examples to show us how to restrain those needs and desires, when necessary, for the greater good. But it’s still our choice whether to heed that education or to do as we please.” “For a woman who loves murder and mayhem, you’re quite the philosopher.” “I like to understand how things work. Why people behave as they do.” He digested that for a moment. “I happen to think that some of us, like Rockton, are born with a wicked bent.” She chose her words carefully. “That certainly provides Rockton with a convenient excuse for his behavior.” His features turned stony. “What do you mean?” “Being moral and disciplined is hard work. Being wicked requires no effort at all-one merely indulges every desire and impulse, no matter how hurtful or immoral. By claiming to be born wicked, Rockton ensures that he doesn’t have to struggle to be god. He can just protest that he can’t help himself.” “Perhaps he can’t,” he clipped out. “Or maybe he’s simply unwilling to fight his impulses. And I want to know the reason for that. That’s why I keep reading Minerva’s books.” Did Oliver actually believe he’d been born irredeemably wicked? How tragic! It lent a hopelessness to his life that helped to explain his mindless pursuit of pleasure. “I can tell you the reason for Rockton’s villainy.” Oliver rose to round the desk. Propping his hip on the edge near her, he reached out to tuck a tendril of hair behind her ear. A sweet shudder swept over her. Why must he have this effect on her? It simply wasn’t fair. “Oh?” she managed. “Rockton knows he can’t have everything he wants,” he said hoarsely, his hand drifting to her cheek. “He can’t have the heroine, for example. She would never tolerate his…wicked impulses. Yet he still wants her. And his wanting consumes him.” Her breath lodged in her throat. It had been days since he’d touched her, and she hadn’t forgotten what it was like for one minute. To have him this near, saying such things… She fought for control over her volatile emotions. “His wanting consumes him precisely because he can’t have her. If he thought he could, he wouldn’t want her after all.” “Not true.” His voice deepening, he stroked the line of her jaw with a tenderness that roused an ache in her chest. “Even Rockton recognizes when a woman is unlike any other. Her very goodness in the face of his villainy bewitches him. He thinks if he can just possess that goodness, then the dark cloud lying on his soul will lift, and he’ll have something other than villainy to sustain him.” “Then he’s mistaken.” Her pulse trebled as his finger swept the hollow of her throat. “The only person who can lift the dark cloud on his soul is himself.” He paused in his caress. “So he’s doomed, then?” “No!” Her gaze flew to his. “No one is doomed, and certainly not Rockton. There’s still hope for him. There is always hope.” His eyes burned with a feverish light, and before she could look away, he bent to kiss her. It was soft, tender…delicious. Someone moaned, she wasn’t sure who. All she knew was that his mouth was on hers again, molding it, tasting it, making her hungry in the way that only he seemed able to do. “Maria…” he breathed. Seizing her by the arms, he drew her up into his embrace. “My God, I’ve thought of nothing but you since that day in the carriage.

Finally, the inner accessibility and reflectiveness of theoretical knowledge which cannot basically be withheld from anybody, as can certain emotions and volitions, has a consequence that directly offsets its practical results. In the first place, it is precisely because of their general accessibility that factors quite independent of personal capacities decide on the factual utilization of knowledge. This leads to the enormous preponderance of the most unintelligent 'educated' person over the cleverest proletarian. The apparent equality with which educational materials are available to everyone interested in them is, in reality, a sheer mockery. The same is true of the other freedoms accorded by the liberal doctrines which, though they certainly do not hamper the individual from gaining goods of any kind, do however disregard the fact that only those already privileged in some way or another have the possibility of acquiring them. For just as the substance of education - in spite of, or because of it general availability - can ultimately be acquired only through individual activity, so it gives rise to the most intangible and thus the most unassailable aristocracy, to a distinction between high and low which can be abolished neither (as can socioeconomic differences) by a decree or a revolution. Thus it was appropriate for Jesus to say to the rich youth: 'Give away your goods to the poor', but not for him to say: 'Give your education to the underprivileged'. There is no advantage that appears to those in inferior positions to be so despised, and before which they feel so deprived and helpless, as the advantage of education. For this reason, attempts to achieve practical equality very often and in so many variations scorn intellectual education. This is true of Buddha, the Cynics, certain currents in Christianity, down to Robespierre's 'nous n'avons pas besoin de savants'. In speech and writing - which, viewed abstractly, are a manifestation of its communal nature - makes possible its accumulation, and, especially, its concentration so that, in this respect, the gulf between high and low is persistently widened. The intellectually gifted or the materially independent person will have all the more chances for standing out from the masses the larger and more concentrated are the available educational materials. Just as the proletarian today has many comforts and cultural enjoyments that were formerly denied to him, while at the same time - particularly if we look back over several centuries and millennia - the gulf between his way of life and that of the higher strata has certainly become much deeper, so, similarly, the rise in the general level of knowledge as a whole does not by any means bring about a general levelling, but rather its opposite.

On March 17 Napoleon held a consuls’ meeting, which he did most days at this time, a Conseil d’État, which he did every couple of days, and then a military strategy session with his chief cartographer, General Bacler de l’Albe, kneeling on huge large-scale maps of Piedmont spread out on the floor and covered in red and black wax-tipped pins to show the positions of the armies. (Sometimes, when crawling around the floor together on the maps, Napoleon and de l’Albe would bump heads.) In the strategy meeting he allegedly asked Bourrienne where he thought the decisive battle would be fought. ‘How the devil should I know?’ answered his Brienne-educated private secretary. ‘Why, look here, you fool,’ said Napoleon, pointing to the plains of the River Scrivia at San Giuliano Vecchio, explaining how he thought Melas would manoeuvre once the French had crossed the Alps.3 It was precisely there that the battle of Marengo was fought three months later.

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

What matters is not how much we remember, but how we remember. As I see it, intelligence is closely related to creativity, to noticing something new, to making unexpected connections between disparate facts. Isaac Newton’s genius consisted of realizing that what makes an apple fall from a tree is the same force that keeps the moon in its orbit around the earth: gravity. Centuries later, in his general theory of relativity, Albert Einstein uncovered another astounding relationship when he noted that the effect of the force of gravity is indistinguishable from the acceleration of a spaceship in outer space or the tug we feel in an elevator when it starts to move. Attempting to memorize facts by rote does nothing more than distract our attention from what really matters, the deeper understanding required to establish meaning and notice connections—that which constitutes the basis of intelligence. The method of loci does nothing to help us understand the things we memorize; it is just a formula for memorization that, in fact, competes against comprehension. As we saw in the previous chapter, Shereshevskii was able to memorize a list effortlessly using the method of loci, but was incapable of grasping its content enough to pick out the liquids from the list or, on another occasion, to realize that he had memorized a sequence of consecutive numbers. Using the method of loci to store these lists left Shereshevskii no room to make any of the categorizations that we perform unconsciously (person, animal, liquid, etc.) or to find basic patterns in a list of numbers. To be creative and intelligent, we must go beyond merely remembering and undertake completely different processes: we must assimilate concepts and derive meaning. Focusing on memorization techniques limits our ability to understand, classify, contextualize, and associate. Like memorization, these processes also help to secure memories, but in a more useful and elaborate way; these are precisely the processes that should be developed and encouraged by the educational system.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6

The suggestion that the Alf Yeom is the work of jinn is surely a curious one. The Quran speaks of the hidden people in the most candid way, yet more and more the educated faithful will not admit to believing in them, however readily they might accept even the harshest and most obscure points of Islamic law. That God has ordained that a thief must pay for his crime with his hand, that a woman must inherit half of what a man inherits-these things are treated not only as facts, but as obvious facts, whereas the existence of conscious beings we cannot see-and all the fantastic and wondrous things that their existence suggests and makes possible-produces profound discomfort among precisely that cohort of Muslims most lauded for their role in that religious "renaissance" presently expected by western observers: young degree-holding traditionalists. Yet how hollow rings a tradition in which the law, which is subject to interpretation, is held as sacrosanct, yet the word of God is not to be trusted when it comes to His description of what He has created. I do not know what I believe.

I think that's quite true. and in fact the people who understand this the best are those who are carrying out the control and domination in the more free societies. like the U.S. and England, where popular struggles have have won a lot of freedoms over the years and the state has limited capacity to coerce. It is very striking that it's precisely in those societies that elite groups—the business world, state managers and so on—recognized early on that they are going to have to develop massive methods of control of attitude and opinion, because you cannot control people by force anymore and therefore you have to modify their consciousness so that they don't perceive that they are living under conditions of alienation, oppression, subordination and so on. In fact, that's what probably a couple trillion dollars are spent on each year in the U.S., very self-consciously, from the framing of television advertisements for two-year olds to what you are taught in graduate school economics programs. It's designed to create a consciousness of subordination and it's also intended specifically and pretty consciously to suppress normal human emotions. Normal human emotions are sympathy and solidarity, not just for people but for stranded dolphins. It's just a normal reaction for people. If you go back to the classical political economists, people like Adam Smith, this was just taken for granted as the core of human nature and society. One of the main concentrations of advertising and education is to drive that out of your mind. And it's very conscious. In fact, it's conscious in social policy right in front of our eyes today. Take the effort to destroy Social Security. Well, what's the point of that? There's a lot of scam about financial problems, which is all total nonsense. And, of course, they want Wall Street to make a killing. Underlying it all is something much deeper. Social Security is based on a human emotion and it's a natural human emotion which has to be driven out of people minds, namely the emotion that you care about other people. You care. It's a social and community responsibility to care whether a disabled widow across town has enough food to eat, or whether a kid across the street can go to school. You have to get that out of people's heads. You have to make them say, "Look, you are a personal, rational wealth maximizer. If that disabled widow didn't prepare for her own future, it's her problem not your problem. It's not your fault she doesn't have enough to eat so why should you care?

There is an instinct for rank which, more than anything, is already an indication of a high rank. There is a delight in the nuances of respect which permits us to surmise a noble origin and habits. The refinement, good, and loftiness of a soul are put to a dangerous test when something goes past in front of it which is of the first rank, but which is not yet protected by the shudders of authority from prying clutches and crudities: something that goes its way unmarked, undiscovered, tempting, perhaps arbitrarily disguised and hidden, like a living touchstone. The man whose task and practice is to investigate souls will use precisely this art in a number of different forms in order to establish the ultimate value of a soul, the unalterable innate order of rank to which it belongs: he will put it to the test for its instinct of reverence. Différence engendre haine [difference engenders hatred]: the nastiness of some natures suddenly spurts out like dirty water when some sacred container, some precious object from a locked shrine, some book with marks of a great destiny is carried by. On the other hand, there is an involuntary falling silent, a hesitation in the eye, an end to all gestures, things which express that a soul feels close to something most worthy of reverence. The way in which reverence for the Bible in Europe has, on the whole, been maintained so far is perhaps the best piece of discipline and refinement of tradition for which Europe owes a debt of thanks to Christianity: such books of profundity and ultimate significance need for their protection an externally imposed tyranny of authority in order to last for those thousands of years which are necessary to exhaust them and sort out what they mean. Much has been achieved when in the great mass of people (the shallow ones and all sorts of people with diarrhoea) that feeling has finally been cultivated that they are not permitted to touch everything, that there are sacred experiences before which they have to pull off their shoes and which they must keep their dirty hands off - this is almost the highest intensification of their humanity. By contrast, perhaps nothing makes the so-called educated people, those who have faith in "modern ideas," so nauseating as their lack of shame, the comfortable impudence in their eyes and hands, with which they touch, lick, and grope everything, and it is possible that these days among a people, one still finds in the common folk, particularly among the peasants, more relative nobility of taste and tactful reverence than among the newspaper-reading demi-monde of the spirit, among the educated. Friedrich Nietzsche - Beyond Good and Evil

(i) Social benefits. When we first started writing about higher education, we had a good deal of sympathy for the first justification. We no longer do. In the interim we have tried to induce the people who make this argument to be specific about the alleged social benefits. The answer is almost always simply bad economics. We are told that the nation benefits by having more highly skilled and trained people, that investment in providing such skills is essential for economic growth, that more trained people raise the productivity of the rest of us. These statements are correct. But none is a valid reason for subsidizing higher education. Each statement would be equally correct if made about physical capital (i.e., machines, factory buildings, etc.), yet hardly anyone would conclude that tax money should be used to subsidize the capital investment of General Motors or General Electric. If higher education improves the economic productivity of individuals, they can capture that improvement through higher earnings, so they have a private incentive to get the training. Adam Smith's invisible hand makes their private interest serve the social interest. It is against the social interest to change their private interest by subsidizing schooling. The extra students—those who will only go to college if it is subsidized—are precisely the ones who judge that the benefits they receive are less than the costs. Otherwise they would be willing to pay the costs themselves.

There is an excellent short book (126 pages) by Faustino Ballvè, Essentials of Economics (Irvington-on-Hudson, N.Y.: Foundation for Economic Education), which briefly summarizes principles and policies. A book that does that at somewhat greater length (327 pages) is Understanding the Dollar Crisis by Percy L. Greaves (Belmont, Mass.: Western Islands, 1973). Bettina Bien Greaves has assembled two volumes of readings on Free Market Economics (Foundation for Economic Education). The reader who aims at a thorough understanding, and feels prepared for it, should next read Human Action by Ludwig von Mises (Chicago: Contemporary Books, 1949, 1966, 907 pages). This book extended the logical unity and precision of economics beyond that of any previous work. A two-volume work written thirteen years after Human Action by a student of Mises is Murray N. Rothbard’s Man, Economy, and State (Mission, Kan.: Sheed, Andrews and McMeel, 1962, 987 pages). This contains much original and penetrating material; its exposition is admirably lucid; and its arrangement makes it in some respects more suitable for textbook use than Mises’ great work. Short books that discuss special economic subjects in a simple way are Planning for Freedom by Ludwig von Mises (South Holland, 111.: Libertarian Press, 1952), and Capitalism and Freedom by Milton Friedman (Chicago: University of Chicago Press, 1962). There is an excellent pamphlet by Murray N. Rothbard, What Has Government Done to Our Money? (Santa Ana, Calif.: Rampart College, 1964, 1974, 62 pages). On the urgent subject of inflation, a book by the present author has recently been published, The Inflation Crisis, and How to Resolve It (New Rochelle, N.Y.: Arlington House, 1978). Among recent works which discuss current ideologies and developments from a point of view similar to that of this volume are the present author’s The Failure of the “New Economics”: An Analysis of the Keynesian Fallacies (Arlington House, 1959); F. A. Hayek, The Road to Serfdom (1945) and the same author’s monumental Constitution of Liberty (Chicago: University of Chicago Press, 1960). Ludwig von Mises’ Socialism: An Economic and Sociological Analysis (London: Jonathan Cape, 1936, 1969) is the most thorough and devastating critique of collectivistic doctrines ever written. The reader should not overlook, of course, Frederic Bastiat’s Economic Sophisms (ca. 1844), and particularly his essay on “What Is Seen and What Is Not Seen.” Those who are interested in working through the economic classics might find it most profitable to do this in the reverse of their historical order. Presented in this order, the chief works to be consulted, with the dates of their first editions, are: Philip Wicksteed, The Common Sense of Political Economy, 1911; John Bates Clark, The Distribution of Wealth, 1899; Eugen von Böhm-Bawerk, The Positive Theory of Capital, 1888; Karl Menger, Principles of Economics, 1871; W. Stanley Jevons, The Theory of Political Economy, 1871; John Stuart Mill, Principles of Political Economy, 1848; David Ricardo, Principles of Political Economy and Taxation, 1817; and Adam Smith, The Wealth of Nations, 1776.

The chorus of criticism culminated in a May 27 White House press conference that had me fielding tough questions on the oil spill for about an hour. I methodically listed everything we'd done since the Deepwater had exploded, and I described the technical intricacies of the various strategies being employed to cap the well. I acknowledged problems with MMS, as well as my own excessive confidence in the ability of companies like BP to safeguard against risk. I announced the formation of a national commission to review the disaster and figure out how such accidents could be prevented in the future, and I reemphasized the need for a long-term response that would make America less reliant on dirty fossil fuels. Reading the transcript now, a decade later, I'm struck by how calm and cogent I sound. Maybe I'm surprised because the transcript doesn't register what I remember feeling at the time or come close to capturing what I really wanted to say before the assembled White House press corps: That MMS wasn't fully equipped to do its job, in large part because for the past thirty years a big chunk of American voters had bought into the Republican idea that government was the problem and that business always knew better, and had elected leaders who made it their mission to gut environmental regulations, starve agency budgets, denigrate civil servants, and allow industrial polluters do whatever the hell they wanted to do. That the government didn't have better technology than BP did to quickly plug the hole because it would be expensive to have such technology on hand, and we Americans didn't like paying higher taxes - especially when it was to prepare for problems that hadn't happened yet. That it was hard to take seriously any criticism from a character like Bobby Jindal, who'd done Big Oil's bidding throughout his career and would go on to support an oil industry lawsuit trying to get a federal court to lift our temporary drilling moratorium; and that if he and other Gulf-elected officials were truly concerned about the well-being of their constituents, they'd be urging their party to stop denying the effects of climate change, since it was precisely the people of the Gulf who were the most likely to lose homes or jobs as a result of rising global temperatures. And that the only way to truly guarantee that we didn't have another catastrophic oil spill in the future was to stop drilling entirely; but that wasn't going to happen because at the end of the day we Americans loved our cheap gas and big cars more than we cared about the environment, except when a complete disaster was staring us in the face; and in the absence of such a disaster, the media rarely covered efforts to shift America off fossil fuels or pass climate legislation, since actually educating the public on long-term energy policy would be boring and bad for ratings; and the one thing I could be certain of was that for all the outrage being expressed at the moment about wetlands and sea turtles and pelicans, what the majority of us were really interested in was having the problem go away, for me to clean up yet one more mess decades in the making with some quick and easy fix, so that we could all go back to our carbon-spewing, energy-wasting ways without having to feel guilty about it. I didn't say any of that. Instead I somberly took responsibility and said it was my job to "get this fixed." Afterward, I scolded my press team, suggesting that if they'd done better work telling the story of everything we were doing to clean up the spill, I wouldn't have had to tap-dance for an hour while getting the crap kicked out of me. My press folks looked wounded. Sitting alone in the Treaty Room later that night, I felt bad about what I had said, knowing I'd misdirected my anger and frustration. It was those damned plumes of oil that I really wanted to curse out.

This view seems to us an example of the kind of egalitarianism discussed in the preceding chapter: letting parents spend money on riotous living but trying to prevent them from spending money on improving the schooling of their children. It is particularly remarkable coming from Coons and Sugarman, who elsewhere say, "A commitment to equality at the deliberate expense of the development of individual children seems to us the final corruption of whatever is good in the egalitarian instinct"18—a sentiment with which we heartily agree. In our judgment the very poor would benefit the most from the voucher plan. How can one conceivably justify objecting to a plan, "however much it improved [the] education" of the poor, in order to avoid "government finance of" what the authors call "economic segregation," even if it could be demonstrated to have that effect? And of course, it cannot be demonstrated to have that effect. On the contrary, we are persuaded on the basis of considerable study that it would have precisely the opposite effect—though we must accompany that statement with the qualification that "economic segregation" is so vague a term that it is by no means clear what it means. The egalitarian religion is so strong that some proponents of restricted vouchers are unwilling to approve even experiments with unrestricted vouchers. Yet to our knowledge, none has ever offered anything other than unsupported assertions to support the fear that an unrestricted voucher system would foster "economic segregation." This view also seems to us another example of the tendency of intellectuals to denigrate parents who are poor. Even the very poorest can—and do—scrape up a few extra dollars to improve the quality of their children's schooling, although they cannot replace the whole of the present cost of public schooling. We suspect that add-ons would be about as frequent among the poor as among the rest, though perhaps of smaller amounts.

Loth as one is to agree with CP Snow about almost anything, there are two cultures; and this is rather a problem. (Looking at who pass for public men in these days, one suspects there are now three cultures, in fact, as the professional politician appears to possess neither humane learning nor scientific training. They couldn’t possibly commit the manifold and manifest sins against logic that are their stock in trade, were they possessed of either quality.) … Bereft of a liberal education – ‘liberal’ in the true sense: befitting free men and training men to freedom – our Ever So Eminent Scientists nowadays are most of ’em simply technicians. Very skilled ones, commonly, yet technicians nonetheless. And technicians do get things wrong sometimes: a point that need hardly be laboured in the centenary year of the loss of RMS Titanic. Worse far is what the century of totalitarianism just past makes evident: technicians are fatefully and fatally easily led to totalitarian mindsets and totalitarian collaboration. … Aristotle was only the first of many to observe that men do not become dictators to keep warm: that there is a level at which power, influence, is interchangeable with money. Have enough of the one and you don’t want the other; indeed, you will find that you have the other. And of course, in a world of Eminent Scientists who are mere Technicians at heart, pig-ignorant of liberal (in the Classical sense) ideas, ideals, and even instincts, there is exerted upon them a forceful temptation towards totalitarianism – for the good of the rest of us, poor benighted, unwashed laymen as we are. The fact is that, just as original sin, as GKC noted, is the one Christian doctrine that can be confirmed as true by looking at any newspaper, the shading of one’s conclusions to fit one’s pay-packet, grants, politics, and peer pressure is precisely what anyone familiar with public choice economics should expect. And, as [James] Delingpole exhaustively demonstrates, is precisely what has occurred in the ‘Green’ movement and its scientific – or scientistic – auxiliary. They are watermelons: Green without and Red within. (A similar point was made of the SA by Willi Münzenberg, who referred to that shower as beefsteaks, Red within and Brown without.)

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

The average man has the greatest fear of death and in reality, thinks of it most rarely. The important man concerns himself with it most emphatically and nevertheless fears it the least. The one lives blindly from day to day, sins heedlessly, in order suddenly to collapse before the inevitable. The other observes its coming most carefully and, to be sure, looks it in the eye with calm and composure. Such is exactly the case in the lives of nations. It is often terrible to see how little men want to learn from history, how with such imbecilic indifference they gloss over their experiences, how thoughtlessly they sin without considering that it is precisely through their sins that so and so many nations and states have perished, indeed vanished from the earth. And indeed, how little they concern themselves with the fact that even for the short time-span for which we possess an insight into history, states and nations have arisen which were sometimes almost gigantic in size but which two thousand years later vanished without a trace, that world powers once ruled cultural spheres of which only sagas give us any information, that giant cities have sunk into ruins, and that their rubble heap has hardly survived to show present-day mankind at least the site at which they were located. The cares, hardships and sufferings of these millions and millions of individual men, who as a living substance were at one time the bearers and victims of these events, are almost beyond all imagination. Unknown men. Unknown soldiers of history. And truly, how indifferent is the present. How unfounded its eternal optimism and how ruinous its willful ignorance, its incapacity to see and its unwillingness to learn. And if it depended on the broad masses, the game of the child playing with the fire with which he is unfamiliar would repeat itself uninterruptedly and also to an infinitely greater extent. Hence it is the task of men who feel themselves called as educators of a people to learn on their own from history and to apply their knowledge practically, without regard to the view, understanding, ignorance or even the refusal of the mass. The greatness of a man is all the more important, the greater his courage, in opposition to a generally prevailing but ruinous view, to lead by his better insight to general victory. His victory will appear all the greater, the more enormous the resistances which had to be overcome, and the more hopeless the struggle seemed at first.

Augustine relates in his Confessions how it was decisive for his own path when he learned that the famous philosopher Marius Victorinus had become a Christian. Victorinus had long refused to join the Church because he took the view that he already possessed in his philosophy all the essentials of Christianity, with whose intellectual premises he was in complete agreement.10 Since from his philosophical thinking, he said, he could already regard the central Christian ideas as his own, he no longer needed to institutionalize his convictions by belonging to a Church. Like many educated people both then and now, he saw the Church as Platonism for the people, something of which he as a full-blown Platonist had no need. The decisive factor seemed to him to be the idea alone; only those who could not grasp it themselves, as the philosopher could, in its original form needed to be brought into contact with it through the medium of ecclesiastical organization. That Marius Victorinus nevertheless one day joined the Church and turned from Platonist into Christian was an expression of his perception of the fundamental error implicit in this view. The great Platonist had come to understand that a Church is something more and something other than an external institutionalization and organization of ideas. He had understood that Christianity is not a system of knowledge but a way. The believers’ “We” is not a secondary addition for small minds; in a certain sense it is the matter itself—the community with one’s fellowmen is a reality that lies on a different plane from that of the mere “idea”. If Platonism provides an idea of the truth, Christian belief offers truth as a way, and only by becoming a way has it become man’s truth. Truth as mere perception, as mere idea, remains bereft of force; it only becomes man’s truth as a way that makes a claim upon him, that he can and must tread. Thus belief embraces, as essential parts of itself, the profession of faith, the word, and the unity it effects; it embraces entry into the community’s worship of God and, so, finally the fellowship we call Church. Christian belief is not an idea but life; it is, not mind existing for itself, but incarnation, mind in the body of history and its “We”. It is, not the mysticism of the self-identification of the mind with God, but obedience and service: going beyond oneself, freeing the self precisely through being taken into service by something not made or thought out by oneself, the liberation of being taken into service for the whole.

Most disconcerting of all were those experiences in which the patient's consciousness appeared to expand beyond the usual boundaries of the ego and explore what it was like to be other living things and even other objects. For example, Grof had one female patient who suddenly became convinced she had assumed the identity of a female prehistoric reptile. She not only gave a richly detailed description of what it felt like to be encapsuled in such a form, but noted that the portion of the male of the species' anatomy she found most sexually arousing was a patch of colored scales on the side of its head. Although the woman had no prior knowledge of such things, a conversation Grof had with a zoologist later confirmed that in certain species of reptiles, colored areas on the head do indeed play an important role as triggers of sexual arousal. Patients were also able to tap into the consciousness of their relatives and ancestors. One woman experienced what it was like to be her mother at the age of three and accurately described a frightening event that had befallen her mother at the time. The woman also gave a precise description of the house her mother had lived in as well as the white pinafore she had been wearing—all details her mother later confirmed and admitted she had never talked about before. Other patients gave equally accurate descriptions of events that had befallen ancestors who had lived decades and even centuries before. Other experiences included the accessing of racial and collective memories. Individuals of Slavic origin experienced what it was like to participate in the conquests of Genghis Khan's Mongolian hordes, to dance in trance with the Kalahari bushmen, to undergo the initiation rites of the Australian aborigines, and to die as sacrificial victims of the Aztecs. And again the descriptions frequently contained obscure historical facts and a degree of knowledge that was often completely at odds with the patient's education, race, and previous exposure to the subject. For instance, one uneducated patient gave a richly detailed account of the techniques involved in the Egyptian practice of embalming and mummification, including the form and meaning of various amulets and sepulchral boxes, a list of the materials used in the fixing of the mummy cloth, the size and shape of the mummy bandages, and other esoteric facets of Egyptian funeral services. Other individuals tuned into the cultures of the Far East and not only gave impressive descriptions of what it was like to have a Japanese, Chinese, or Tibetan psyche, but also related various Taoist or Buddhist teachings.