Prepared Teacher Quotes

I've come to believe that there exists in the universe something I call "The Physics of The Quest" — a force of nature governed by laws as real as the laws of gravity or momentum. And the rule of Quest Physics maybe goes like this: "If you are brave enough to leave behind everything familiar and comforting (which can be anything from your house to your bitter old resentments) and set out on a truth-seeking journey (either externally or internally), and if you are truly willing to regard everything that happens to you on that journey as a clue, and if you accept everyone you meet along the way as a teacher, and if you are prepared – most of all – to face (and forgive) some very difficult realities about yourself... then truth will not be withheld from you." Or so I've come to believe.

Early success is a terrible teacher. You're essentially being rewarded for a lack of preparation, so when you find yourself in a situation where you must prepare, you can't do it. You don't know how.

It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

In the end, I’ve come to believe in something I call the ‘physics of the quest’, a force in nature governed by the laws of gravity. The rules of quest physics goes something like this: If you’re brave enough to leave behind everything familiar and comforting and set out on a truth seeking journey either internally or externally, and if you are truly willing to regard everything that happens to you on that journey as a clue and if you accept everyone you meet along the way as a teacher and if you are prepared most of all to face and forgive some of the most difficult realities about yourself, then the truth will not be witheld from you

Jerry Laws, former smokejumper and now high school district superintendent: “We’re making changes in this district. Teachers teaching, not proselytizing, preparing students for life. No social promotions. Good order in every classroom. They must earn what they seek.

From the sound of pattering raindrops I recaptured the scent of the lilacs at Combray; from the shifting of the sun's rays on the balcony the pigeons in the Champs-Elysées; from the muffling of sounds in the heat of the morning hours, the cool taste of cherries; the longing for Brittany or Venice from the noise of the wind and the return of Easter. Summer was at hand, the days were long, the weather was warm. It was the season when, early in the morning, pupils and teachers repair to the public gardens to prepare for the final examinations under the trees, seeking to extract the sole drop of coolness vouchsafed by a sky less ardent than in the midday heat but already as sterilely pure.

Sometimes kids get a mean teacher or a class they don’t like or an inflexible deadline even though that child was “exhausted the night before.” We should not cushion every blow. This is life. Learning to deal with struggle and to develop responsibility is crucial. A good parent prepares the child for the path, not the path for the child. We can still demonstrate gentle and attached parenting without raising children who melt on a warm day.

Homework, I Love You Homework, I love you. I think that you’re great. It’s wonderful fun when you keep me up late. I think you’re the best when I’m totally stressed, preparing and cramming all night for a test. Homework, I love you. What more can I say? I love to do hundreds of problems each day. You boggle my mind and you make me go blind, but still I’m ecstatic that you were assigned. Homework, I love you. I tell you, it’s true. There’s nothing more fun or exciting to do. You’re never a chore, for it’s you I adore. I wish that our teacher would hand you out more. Homework, I love you. You thrill me inside. I’m filled with emotions. I’m fit to be tied. I cannot complain when you frazzle my brain. Of course, that’s because I’m completely insane.

K-12 teachers. Many work in classrooms for as many as thirty-five hours a week; on top of that they must assign, read, and comment on homework, prepare and grade exams, and develop next week’s lesson plans.

But if you're not prepared to learn from the teachers that life gives you, you'll always be ignorant.

Teachers should prepare the student for the student’s future, not for the teacher’s past.

By the time these students enter the workforce, many of the jobs they will apply for ill be in industries that don't even exist yet. That's a hard future to prepare someone for. Teachers have their sights set on the real goal: not to produce Ivy League graduates, but to encourage the development of naturally curious, confident, flexible, and happy learners who are ready for whatever the future has in store.

We should reject the view that high culture, as the possession of an elite, is of no use to those who don’t possess it. This is as false as the view that science or higher mathematics are useless to those who don’t understand them. Scientific knowledge exists because a few talented people are prepared to devote their energy to pursuing it. That is what a university is for: and since you cannot pass on difficult knowledge without discriminating between the students who can absorb it and those who cannot, discrimination is a social good. The same is true of high culture. Those able to acquire it will be a minority and the process of cultural transmission will be critically impeded if that teacher must teach Mozart and Lady Gaga side by side to satisfy some egalitarian agenda.

Most of us hoped to be able to trust. When we were little we did not yet know the human invention of the lie - not only that of lying with words but that of lying with one's voice, one's gesture, one's eyes, one's facial expression. How should the child be prepared for this specifically human ingenuity: the lie? Most of us are awakened, some more and some less brutally, to the fact that people often do not mean what they say or say the opposite of what they mean. And not only "people," but the very people we trusted most - our parents, teachers, leaders.

Teachers should treat students like the potential of who they are becoming and not who they are now. For example when you’re teaching a 12 year old student, remember that in only five years they will likely have a job and/or be preparing for university. This is how you cultivate the greatness in a person.

So I heard on the news that the Tard died and your house burnt down. I bet secretly you're relieved you don't have to live with him anymore in that dump." The whole commotion in the hallway immediately stopped, as if her words had been spoken over the intercom. It became so quiet that you could hear Mina's and Nan's sharp intakes of breath. Mina wasn't prone to violence and was about to think of something mean to say back to Savannah, but she didn't have the chance to, because Nan Taylor, perky, happy-go-lucky Nan Taylor, pulled back her fist and punched Savannah in the face. Savannah wasn't prepared, and fell to the floor. Nan stood over her shocked face and yelled, "No way was he handicapped, or different. He was the most special, coolest and smartest kid ever. And the world is a much sadder place because he's not here. And don't you ever, EVER, insult him again!" Nan shook with anger. The hall was full of students and teachers, and one by one they started to clap.

An English teacher at school once said to her, 'Alice, one thing I hope you never find out is that a broken heart hurts physically.' Nothing she has ever experienced has prepared her for the pain of this. Most of the time her heart feels as though it's waterlogged and her ribcage, her arms, her back, her temples, her legs all ache in a dull, persistent way: but at times like this the incredulity and the appalling irreversibility of what has happened cripple her with a pain so bad she often doesn't speak for days.

So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?

Don't torture yourself over the past. Use it as a teacher. Whatever happened to you in the past, has only prepared you for now.

Ask a physics teacher: Why do elementary particles exist? Is it impossible for them not to exist? (Be prepared for the possibility that your physics teacher doesn’t want to have this conversation.)

Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss. Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've never lost an astronaut in flight. We've never had a tragedy like this. And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together. For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace, that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the universe and discover its truths. They wished to serve, and they did. They served all of us. We've grown used to wonders in this century. It's hard to dazzle us. But for twenty-five years the United States space program has been doing just that. We've grown used to the idea of space, and, perhaps we forget that we've only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers. And I want to say something to the schoolchildren of America who were watching the live coverage of the shuttle's take-off. I know it's hard to understand, but sometimes painful things like this happen. It's all part of the process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and we'll continue to follow them. I've always had great faith in and respect for our space program. And what happened today does nothing to diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and in public. That's the way freedom is, and we wouldn't change it for a minute. We'll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue. I want to add that I wish I could talk to every man and woman who works for NASA, or who worked on this mission and tell them: "Your dedication and professionalism have moved and impressed us for decades. And we know of your anguish. We share it." There's a coincidence today. On this day three hundred and ninety years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and a historian later said, "He lived by the sea, died on it, and was buried in it." Well, today, we can say of the Challenger crew: Their dedication was, like Drake's, complete. The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and "slipped the surly bonds of earth" to "touch the face of God." Thank you.

...the best in any profession is first a teacher

We’ve created a safe, nonjudgemental environment that will leave your child ill-prepared for real-life.

I learned to cook by helping my mother in the kitchen. I assisted her with the canning, and she began assigning me some other tasks like making salad dressing or kneading dough for bread. My first attempt at preparing an entire dinner¾the menu included pork chops Hawaiian, which called for the pork to be marinated in papaya nectar, ginger, cumin, and other spices before being grilled with onions and pineapple cubes¾required an extensive array of exotic ingredients. When he saw my grocery list, my father commented, “I hope she marries a rich man.

Early success is a terrible teacher. You’re essentially being rewarded for a lack of preparation, so when you find yourself in a situation where you must prepare, you can’t do it. You don’t know h

Mountains are both journey and destination. They summon us to climb their slopes, explore their canyons, and attempt their summits. The summit, despite months of preparation and toil, is never guaranteed though tastes of sweet nectar when reached. If my only goal as a teacher and mountaineer is the summit, I risk cruel failure if I do not reach the highest apex. Instead, if I accept the mountain’s invitation to journey and create meaning in each step, success is manifest in every moment.

Hardship in our present life is an atonement for sins committed in our previous existence, or the education necessary to prepare for a higher place in the life to come. That is what your teachers have taught you, haven’t they?

In the years of its rise the movement little by little brought the community's attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, "blood," "folkishness") seeped through Germany, elevating the self-esteem of the "little man," the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon "intellectuals" as unreliable and, among those unreliables, upon the academics as the most insidiously situated.

What we now call education is not education at all, because nobody talks to you about all these things. Your teachers prepare you to pass examinations, but they do not talk to you about living, which is most important; because very few know how to live. Most of us merely survive, we somehow drag along, and therefore life becomes a dreadful thing. Really to live requires a great deal of love, a great feeling for silence, a great simplicity with an abundance of experience; it requires a mind that is capable of thinking very clearly, that is not bound by prejudice or superstition, by hope or fear. All this is life, and if you are not being educated to live, then education has no meaning.

Many children go to school ill-prepared to learn because they are not emotionally ready to learn. Children need to reach appropriate emotional levels of maturity before they are able to learn effectively at their age level. Simply sending a child to a better school or changing teachers is not the answer. We must make sure our children are emotionally ready to learn. (See chapter 9 for more on

What if our understanding of ourselves were based not on static labels or stages but on our actions and our ability and our willingness to transform ourselves? What if we embraced the messy, evolving, surprising, out-of-control happening that is life and reckoned with its proximity and relationship to death? What if, instead of being afraid of even talking about death, we saw our lives in some ways as preparation for it? What if we were taught to ponder it and reflect on it and talk about it and enter it and rehearse it and try it on? What if our lives were precious only up to a point? What if we held them loosely and understood that there were no guarantees? So that when you got sick you weren’t a stage but in a process? And cancer, just like having your heart broken, or getting a new job, or going to school, were a teacher? What if, rather than being cast out and defined by some terminal category, you were identified as someone in the middle of a transformation that could deepen your soul, open your heart, and all the while—even if and particularly when you were dying—you would be supported by and be part of a community? And what if each of these things were what we were waiting for, moments of opening, of the deepening and the awakening of everyone around us? What if this were the point of our being here rather than acquiring and competing and consuming

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

She turns to glance at me over her shoulder and I see that she has her capable face on, the face she wore on my two emergency-room visits, the face of packing the car for a vacation, the face I saw during Glen’s idiotic affair, the face of Thanksgiving dinner preparations for thirty people and the face of teacher’s conferences. It is the face that got me into college and the face that got Glen out of jail after many an arrest during protests. The face of I’ll take care of it. The face of failure is not an option.

We ought to prepare the sermon as if all depended on us, and then we are to trust the Spirit of God, knowing that all depends on Him.

It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.

Colleges and departments of education have developed in response to the need for preparing the tens of thousands of teachers required to staff our immense public school system. That they have a most important function to discharge is plain for all to see. But instead of seeing that their products are equipped with sound learning in the various arts and sciences, they have ignored this and have concentrated almost exclusively upon methods of education. They have erected pseudo-science called "Education," most of whose courses are made up of commonplaces expressed in pretentious jargon.

The teachers of my life saved my life and sent me out prepared for whatever life I was meant to lead. Like everyone else, I had some bad ones and mediocre ones, but I never had one that I thought was holding me back because of idleness or thoughtlessness. They spent their lives with the likes of me and I felt safe during the time they spent with me. The best of them made me want to be just like them. I wanted young kids to look at me the way I looked at the teachers who loved me. Loving them was not difficult for a boy like me. They lit a path for me, and one that I followed with joy.

Many self-help teachers say that our schools only focus on “preparing today’s youths to get good jobs by developing scholastic skills.” They think that’s a bad thing. It’s probably the right thing. Not everyone is suited for entrepreneurship, as statistics seem to suggest. Even future entrepreneurs usually need to begin as employees to get their starting capital and to learn while they work.

She sipped from her bottle. “Okay. Truth or dare.” “Dare.” Okay, she hadn’t expected that. She’d been prepared to ask some lame question that she probably already knew the answer to. Now she had to think of a dare. The driving pulse of music gave her an idea. “Dance with me,” she blurted. He lifted his eyebrows. “That’s your dare?” “Not challenging enough?” He shook his head. “Not nearly.” “You haven’t seen me dance.

What I call my philosophy of teaching is in fact a philosophy of learning. It comes out of Plato, modified. Before true learning can occur, I believe, there must be in the student's heart a certain yearning for the truth, a certain fire. The true student burns to know. In the teacher she recognizes, or apprehends, the one who has come closer than herself to the truth. So much does she desire the truth embodied in the teacher that she is prepared to burn her old self up to attain it. For his part, the teacher recognizes and encourages the fire in the student, and responds to it by burning with an intenser light. Thus together the two of them rise to a higher realm. So to speak.

Like a lot of gym teachers, Coach Babcock loved to torture his students. He felt he had failed as a teacher if his students didn't cry out for mercy. He often bragged that he held the school district's record for causing the most hysterical breakdowns in one afternoon. He used such classic forms of torture as weight training, wrestling, long-distance running, rope climing, wind spirits, chin-ups, and the occasional game of wet dodgeball (the wet ball was superloud when it hit a kid, and it left a huge red welt). But his favorite device of torment was so horrible, so truly evil, that it would drive most children to the brink of madness. It was the square dance. For six weeks of the school year, his students suffered through the Star Promenade, the Slip the Clutch, and the Ferris Wheel. As Babcock saw it, square dancing was the most embarrassing and uncomfortable form of dancing ever created, and a perfect way to prepare his students for the crushing heartbreak of life. Square dancing was a metaphor for like- you got swung around and just when you thought you were free, you got dragged back into the dance. He really thought he was doing the kids a favor.

All this is probably for nothing,' she [her mother] said once we'd hatched the plan. 'Most likely I'll flunk out anyway.' To prepare, she shadowed me during the last months of my senior year of high school, doing all the homework that I was assigned, honing her skills. She replicated my worksheets, wrote the same papers I had to write, read every one of the books. I graded her work, using my teacher's marks as a guide. I judged her a shaky student at best. She went to college and earned straight As

Jesus was not just a moralist whose teachings had some political implications; he was not primarily a teacher of spirituality whose public ministry unfortunately was seen in a political light; he was not just a sacrificial lamb preparing for his immolation, or a God-Man whose divine status calls us to disregard his humanity. Jesus was, in his divinely mandated (i.e., promised, anointed, messianic) prophethood, priesthood, and kingship, the bearer of a new possibility of human, social, and therefore political relationships.

Carlos Vignolo, a masterful professor at the University of Chile, told me that he provocatively suggests that students take classes from the worst teachers in their school because this will prepare them for life, where they won’t have talented educators leading the way.

Much of Chinese society still expected its women to hold themselves in a sedate manner, lower their eyelids in response to men's stares, and restrict their smile to a faint curve of the lips which did not expose their teeth. They were not meant to use hand gestures at all. If they contravened any of these canons of behavior they would be considered 'flirtatious." Under Mao, flirting with./bre/gners was an unspeakable crime. I was furious at the innuendo against me. It had been my Communist parents who had given me a liberal upbringing. They had regarded the restrictions on women as precisely the sort of thing a Communist revolution should put an end to. But now oppression of women joined hands with political repression, and served resentment and petty jealousy. One day, a Pakistani ship arrived. The Pakistani military attache came down from Peking. Long ordered us all to spring-clean the club from top to bottom, and laid on a banquet, for which he asked me to be his interpreter, which made some of the other students extremely envious. A few days later the Pakistanis gave a farewell dinner on their ship, and I was invited. The military attache had been to Sichuan, and they had prepared a special Sichuan dish for me. Long was delighted by the invitation, as was I. But despite a personal appeal from the captain and even a threat from Long to bar future students, my teachers said that no one was allowed on board a foreign ship. "Who would take the responsibility if someone sailed away on the ship?" they asked. I was told to say I was busy that evening. As far as I knew, I was turning down the only chance I would ever have of a trip out to sea, a foreign meal, a proper conversation in English, and an experience of the outside world. Even so, I could not silence the whispers. Ming asked pointedly, "Why do foreigners like her so much?" as though there was something suspicious in that. The report filed on me at the end of the trip said my behavior was 'politically dubious." In this lovely port, with its sunshine, sea breezes, and coconut trees, every occasion that should have been joyous was turned into misery. I had a good friend in the group who tried to cheer me up by putting my distress into perspective. Of course, what I encountered was no more than minor unpleasantness compared with what victims of jealousy suffered in the earlier years of the Cultural Revolution. But the thought that this was what my life at its best would be like depressed me even more. This friend was the son of a colleague of my father's. The other students from cities were also friendly to me. It was easy to distinguish them from the students of peasant backgrounds, who provided most of the student officials.

Mephistopheles' contentious, often ambiguous relationship to Faustus is a reference to tantra just as it is to alchemy. It resembles the shifting tactics of a guru who varies his approach to his pupil in order to dissolve his resistances and prepare him for wider states of consciousness. Both Faustus and the tantric aspirant stimulate and indulge their senses under the guidance of their teachers who encourage them to have sexual encounters with women in their dreams. Both work with magical diagrams or yantras, exhibit extraordinary will, "fly" on visionary journeys, acquire powers of teleportation, invisibility, prophecy, and healing, and have ritual intercourse with women whom they visualize as goddesses. The tantrist [sic] is said to become omniscient as a result of his sacred "marriage," and Faustus produces an omniscient child in his union with the visualized Helen, or Sophia.

For me, teaching is driven entirely by love. Leading with love is revolutionary, but it was certainly not something talked about in any of my academic preparation to become a teacher. Yet, without love we feel disconnected and alone, and this causes so much suffering. Love is essential to the classroom. During

Over my entire career in editing, I don't think I've encountered more than half a dozen difficult authors. By "difficult," I mean a writer who simply does not want changes made to his manuscript and is not even prepared to discuss them. We know the stereotypes: The hotshot journalist jealous of every comma. The poet who claims that his misspellings and eccentric punctuation are inspired. Assistant professors writing a first book for tenure are notorious for their inflexibility, and understandably so: their futures are at stake. They take editing personally; red marks on their manuscripts are like little stab wounds. And then there are vain authors who quarrel when we lowercase their job titles, who want their photos plastered all over the piece or their names in larger type. And don't get me started on writers who don't know what they're talking about, writers who are your boss, writers who are former high school English teachers.

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?

While nearly 80 percent of fifth graders report being engaged at school, that number drops to only 40 percent by the start of high school. And according to Brandon Busteed, executive director of education at Gallup, “Teachers are dead last among all professions Gallup studied in saying their ‘opinions count’ at work and their ‘supervisors create an open and trusting environment.’ 

In the years of its rise the movement little by little brought the community’s attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, “blood,” “folk-ishness”) seeped through Germany, elevating the self-esteem of the “little man,” the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon “intellectuals” as unreliable and, among these unreliables, upon the academics as the most insidiously situated.

As long as high schools strive to list the number of Ivy League schools their graduates attend and teachers pile on work without being trained to identify stress-related symptoms, I fear for our children’s health. I am not mollified by the alums of my daughter’s school who return to tell everyone that the rigor of high school prepared them for college, making their first year easier than they’d anticipated. If they make it that far.

how new that way is will now emerge. But for the moment we need to examine our own answers to the question. Who do we say Jesus is? Would we like to think of him as simply a great human teacher? Would we prefer him as a Superman figure, able to ‘zap’ all the world’s problems into shape? Are we prepared to have the easy answers of our culture challenged by the actual Jesus, by his redefined notion of messiahship, and by the call, coming up in the next section, to follow him in his risky vocation?

In 2 Timothy 4:2–4, Paul the Apostle warned us of the consequences of being ashamed to preach the gospel, saying, “Preach the word; be prepared in season and out of season; correct, rebuke and encourage—with great patience and careful instruction. For the time will come when people will not put up with sound doctrine. Instead, to suit their own desires, they will gather around them a great number of teachers to say what their itching ears want to hear. They will turn their ears away from the truth and turn aside to myths.

Too many of us now allow ourselves to be defined by motherhood and direct every ounce of our energy into our children. This sounds noble on the surface but in fact it's doing no one-- not ourselves, or our children -- any good. Because when we lose ourselves in our mommy selves, we experience this loss as depression. When we disempower ourselves in our mommy selves, we experience this weakness as anxiety. When we desexualize ourselves in our mommy selves, it leads us to feel dead in our skin. All this places an undue burden upon our children. By making them the be-all-and-end-all of our lives, by breaking down the boundaries between ourselves and them so thoroughly, by giving them so much power within the family when they're very small, we risk overwhelming them psychologically and ill-preparing them, socially, for the world of other children and, eventually, other adults. Nursery school and kindergarten teachers are already complaining that our children are so indulged, made so royal at home, that they come to school lacking compassion for others and with real problems functioning socially.

found myself remembering the day in kindergarten when the teachers showed us Dumbo, and I realized for the first time that all the kids in the class, even the bullies, rooted for Dumbo, against Dumbo’s tormentors. Invariably they laughed and cheered, both when Dumbo succeeded and when bad things happened to his enemies. But they’re you, I thought to myself. How did they not know? They didn’t know. It was astounding, an astounding truth. Everyone thought they were Dumbo. Again and again I saw the phenomenon repeated. The meanest girls, the ones who started secret clubs to ostracize the poorly dressed, delighted to see Cinderella triumph over her stepsisters. They rejoiced when the prince kissed her. Evidently, they not only saw themselves as noble and good, but also wanted to love and be loved. Maybe not by anyone and everyone, the way I wanted to be loved. But, for the right person, they were prepared to form a relation based on mutual kindness. This meant that the Disney portrayal of bullies wasn’t accurate, because the Disney bullies realized they were evil, prided themselves on it, and loved nobody.

In a totalitarian state, which is a mirror of his upbringing, this citizen can also carry out any form of torture or persecution without having a guilty conscience. His “will” is completely identical with that of the government. Both Hitler and Stalin had a surprisingly large number of enthusiastic followers among intellectuals. Our capacity to resist has nothing to do with our intelligence but with the degree of access to our true self. Indeed, intelligence is capable of innumerable rationalizations when it comes to the matter of adaptation. Educators have always known this and have exploited it for their own purposes. Grünewald writes that he has never yet found willfulness in an intellectually advanced or exceptionally gifted child. Such a child can, in later life, exhibit extraordinary acuity in criticizing the ideologies of his opponents—and in puberty even the views by his own parents—because in these cases his intellectual powers can function without impairment. Furthermore, the teacher finds the soil already prepared for obedience, and the political leader has only to harvest what has been sown.

Most of us are not prepared to read the Word of God as He deserves. Our training in reading has been typically ordered to anything but reverence. We read in school for tests, developing the art of anticipating the questions of our teachers. We read casually for entertainment and pleasure, as scarce time permits, scanning and skipping around as we freely choose. We read for business, and profit, culling through words for whatever seems of value to us here and now. Words are for us seen as information for our profit, or entertainment or pleasure. Rarely do we have a sense of words as treasure as infinite value, or of food for life of famine, or of clear and clean water in parched, dead-dry desert. Yet the Word of God, in Scripture, is all this and more. His words are a living seed with potentials for full growth that we cannot fully imagine. His words are healing medicine to dying mankind. His words are boundless wealth to the destitute poor, and rejuvenation to those broken by age. His words are all this and more, because they are His words to us, His children whom He loves with a love we can hardly begin to grasp.

What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.

History belongs, above all, to the active and powerful man, the man who fights one great battle, who needs the exemplary men, teachers, and comforters and cannot find them among his contemporary companions. Thus, history belongs to Schiller: for our age is so bad, said Goethe, that the poet no longer encounters any useful nature in the human life surrounding him. Looking back to the active men, Polybius calls political history an example of the right preparation for ruling a state and the most outstanding teacher, something which, through the memory of other people's accidents, advises us to bear with resolution the changes in our happiness. Anyone who has learned to recognize the sense of history in this way must get annoyed to see inquisitive travellers or painstaking micrologists climbing all over the pyramids of the great things of the past. There, in the place where he finds the stimulation to breath deeply and to make things better, he does not wish to come across an idler who strolls around, greedy for distraction or stimulation, as among the accumulated art treasures of a gallery. In order not to despair and feel disgust in the midst of weak and hopeless idlers, surrounded by apparently active, but really only agitated and fidgeting companions, the active man looks behind him and interrupts the path to his goal to take a momentary deep breath. His purpose is some happiness or other, perhaps not his own, often that of a people or of humanity collectively. He runs back away from resignation and uses history as a way of fighting resignation. For the most part, no reward beckons him on, other than fame, that is, becoming a candidate for an honoured place in the temple of history, where he himself can be, in his turn, a teacher, consoler, and advisor for those who come later.

Our schools cannot be improved by the blind worship of data. Data are only as good as the measures used to create the numbers and good as the underlying activities. If the measures are shoddy, then the data will be shoddy. If the data reflect mainly the amount of time invested in test preparation activities, then the data are worthless. If the data are based on dumbed-down state tests, then the data are meaningless. A good accountability system, whether for schools, teachers, or students, must include a variety of measures, not only test scores...our schools should be “data-informed”, “not data driven".

I am your teacher and you are learning in my school. My aim is to bring you to completion, unhindered, free from compulsive behavior, unrestrained, without shame, free, flourishing, and happy, looking to God in things great and small—your aim is to learn and diligently practice all these things. Why then don’t you complete the work, if you have the right aim and I have both the right aim and right preparation? What is missing? . . . The work is quite feasible, and is the only thing in our power. . . . Let go of the past. We must only begin. Believe me and you will see.” —EPICTETUS, DISCOURSES, 2.19.29–34

In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.

January 17th REBOOT THE REAL WORK “I am your teacher and you are learning in my school. My aim is to bring you to completion, unhindered, free from compulsive behavior, unrestrained, without shame, free, flourishing, and happy, looking to God in things great and small—your aim is to learn and diligently practice all these things. Why then don’t you complete the work, if you have the right aim and I have both the right aim and right preparation? What is missing? . . . The work is quite feasible, and is the only thing in our power. . . . Let go of the past. We must only begin. Believe me and you will see.” —EPICTETUS, DISCOURSES, 2.19.29–34

History belongs, above all, to the active and powerful man, the one who fights a great battle, who needs the exemplary men, teachers, and comforters and cannot find them among his contemporary companions. That is the way history belonged to Schiller: for our age is so bad, said Goethe, that the poet no longer encounters any useful nature in the human life surrounding him. In considering the active men, Polybius, for example, calls political history the right preparation for ruling a state and the most outstanding teacher, something which, through the memory of other people’s accidents, advises us to bear changes in fortune with resolution.

A mother is a school. Educate her, and you empower a great nation. Mother is a school, when you prepare it, you have prepared a full nation to be of good breed. Mother is a garden, if watered well it flourishes in the best way. Mother is the teacher of all teachers whose accomplishments busied people throughout the horizons. الأُمُّ مدرَسةٌ إِذا أَعددتَها أَعددتَ شَعباً طَيِّبَ الأَعراقِ الأمّ روضٌ إن تعهّده الحيا بالريّ أورق أيماً إيراق الأمّ أستاذ الأساتذة الألى شغلت مآثرهم مدى الآفاق أنا لا أقول دعوا النّساء سوافراً بين الرّجال يجلن في الأسواق يدرجن حيث أرَدن لا من وازع يحذرن رقبته ولا من واقي يفعلن أفعال الرّجال لواهياً عن واجبات نواعس الأحداق تتشكّل الأزمان في أدوارها دولاً وهنّ على الجمود بواقي

The teachers were fully occupied with packing up and making other necessary preparations for the departure of those girls who were fortunate enough to have friends and relations able and willing to remove them from the seat of contagion.  Many, already smitten, went home only to die: some died at the school, and were buried quietly and quickly, the nature of the malady forbidding delay. While disease had thus become an inhabitant of Lowood, and death its frequent visitor; while there was gloom and fear within its walls; while its rooms and passages steamed with hospital smells, the drug and the pastille striving vainly to overcome the effluvia of mortality, that bright May shone unclouded over the bold hills and beautiful woodland out of doors.

Suffering has been a great teacher, cultivating and culturing our conduct. It develops and refines sensibilities, teaches humility and in more than one way, prepares humans to be able to turn to God. It awakens the need for search and exploration and creates that necessity which is the mother of all inventions. Remove suffering as a causative factor in developing man's potential and the wheel of progress would turn back a hundred thousand times. Man may try his hand at altering the plan of things, but frustration would be all he will achieve. Thus, the question of apportioning blame for the existence of suffering upon the Creator should not arise. Suffering, to play its subtle creative role in the scheme of things, is indeed a blessing in disguise.

Everything we do and say will either underline or undermine our discipleship process. As long as there is one unsaved person on my campus or in my city, then my church is not big enough. One of the underlying principles of our discipleship strategy is that every believer can and should make disciples. When a discipleship process fails, many times the fatal flaw is that the definition of discipleship is either unclear, unbiblical, or not commonly shared by the leadership team. Write down what you love to do most, and then go do it with unbelievers. Whatever you love to do, turn it into an outreach. You have to formulate a system that is appropriate for your cultural setting. Writing your own program for making disciples takes time, prayer, and some trial and error—just as it did with us. Learn and incorporate ideas from other churches around the world, but only after modification to make sure the strategies make sense in our culture and community. Culture is changing so quickly that staying relevant requires our constant attention. If we allow ourselves to be distracted by focusing on the mechanics of our own efforts rather than our culture, we will become irrelevant almost overnight. The easiest and most common way to fail at discipleship is to import a model or copy a method that worked somewhere else without first understanding the values that create a healthy discipleship culture. Principles and process are much more important than material, models, and methods. The church is an organization that exists for its nonmembers. Christianity does not promise a storm-free life. However, if we build our lives on biblical foundations, the storms of life will not destroy us. We cannot have lives that are storm-free, but we can become storm-proof. Just as we have to figure out the most effective way to engage our community for Christ, we also have to figure out the most effective way to establish spiritual foundations in each unique context. There is really only one biblical foundation we can build our lives on, and that is the Lord Jesus Christ. Pastors, teachers, and church staff believe their primary role is to serve as mentors. Their task is to equip every believer for the work of the ministry. It is not to do all the ministry, but to equip all the people to do it. Their top priority is to equip disciples to do ministry and to make disciples. Do you spend more time ministering to people or preparing people to minister? No matter what your church responsibilities are, you can prepare others for the same ministry. Insecurity in leadership is a deadly thing that will destroy any organization. It drives pastors and presidents to defensive positions, protecting their authority or exercising it simply to show who is the boss. Disciple-making is a process that systematically moves people toward Christ and spiritual maturity; it is not a bunch of randomly disconnected church activities. In the context of church leadership, one of the greatest and most important applications of faith is to trust the Holy Spirit to work in and through those you are leading. Without confidence that the Holy Spirit is in control, there is no empowering, no shared leadership, and, as a consequence, no multiplication.

The unreal is the illogical. And this age seems to have a capacity for surpassing even the acme of illogicality, of anti-logicality: it is as if the monstrous reality of the war had blotted out the reality of the world. Fantasy has become logical reality, but reality evolves the most a-logical phantasmagoria. An age that is softer and more cowardly than any preceding age suffocates in waves of blood and poison-gas; nations of bank clerks and profiteers hurl themselves upon barbed wire; a well-organized humanitarianism avails to hinder nothing, but calls itself the Red Cross and prepares artificial limbs for the victims; towns starve and coin money out of their own hunger; spectacled school-teachers lead storm-troops; city dwellers live in caves; factory hands and other civilians crawl out on their artificial limbs once more to the making of profits. Amid a blurring of all forms, in a twilight of apathetic uncertainty brooding over a ghostly world, man like a lost child gropes his way by the help of a small frail thread of logic through a dream landscape that he calls reality and that is nothing but a nightmare to him. The melodramatic revulsion which characterizes this age as insane, the melodramatic enthusiasm which calls it great, are both justified by the swollen incomprehensibility and illogicality of the events that apparently make up its reality. Apparently! For insane or great are terms that can never be applied to an age, but only to an individual destiny. Our individual destinies, however, are as normal as they ever were. Our common destiny is the sum of our single lives, and each of these single lives is developing quite normally, in accordance, as it were, with its private logicality. We feel the totality to be insane, but for each single life we can easily discover logical guiding motives. Are we, then, insane because we have not gone mad?

Book authors are in high demand for speaking engagements and appearances; they are the new ‘celebrity’ and celebrities gain access. Authors not only make money from royalties or book advances but from their keynotes, presentations and strategically branded product lines. This includes entrepreneurial ideas for you to extend yourself beyond just writing and prepares you to add speaking and consulting to your revenue stream. You have to begin to look outside book sales and towards the speaking market. There are radio, interviews, news, television, small channel television keynotes, lectures, seminars and workshops. These types of events have the possibility to be much more lucrative than just selling books. In essence, the book builds and brands you in the public eye. It gives you credibility and the opportunity to be more than you are. It enables you to now be a voice, a teacher, a leader, an expert - after all, you wrote the book on it!

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

The methods of meditation taught by the Buddha in the Pali Canon fall into two broad systems. One is the development of serenity (samatha), which aims at concentration (samādhi); the other is the development of insight (vipassanā), which aims at understanding or wisdom (paññā). In the Buddha’s system of mental training the role of serenity is subordinated to that of insight because the latter is the crucial instrument needed to uproot the ignorance at the bottom of saṁsāric bondage. The attainments possible through serenity meditation were known to Indian contemplatives long before the advent of the Buddha. The Buddha himself mastered the two highest stages under his early teachers but found that, on their own, they only led to higher planes of rebirth, not to genuine enlightenment (MN 26.15–16). However, because the unification of mind induced by the practice of concentration contributes to clear understanding, the Buddha incorporated the techniques of serenity meditation and the resulting levels of absorption into his own system, treating them as a foundation and preparation for insight and as a “pleasant abiding here and now.

Yes, you say, but many of the fathers were saved and even became teachers without the languages. That is true. But how do you account for the fact that they so often erred in the Scriptures?…Even St. Augustine himself is obliged to confess…that a Christian teacher who is to expound the Scriptures must know Greek and Hebrew in addition to Latin. Otherwise, it is impossible to avoid constant stumbling; indeed, there are plenty of problems to work out even when one is well versed in the languages...it is a still greater sin and loss that we do not study languages, especially in these days when God is offering and giving us men and books and every facility and inducement to this study, and desires his Bible to be an open book. O how happy the dear fathers would have been if they had had our opportunity to study the languages and come thus prepared to the Holy Scriptures! What great toil and effort it cost them to gather up a few crumbs, while we with half the labor—yes, almost without any labor at all—can acquire the whole loaf! O how their effort puts our indolence to shame! Yes, how sternly God will judge our lethargy and ingratitude!

From the day I entered in to this world and opened My eyes N to The day I passed away from this world and closed My eyes U cared of me ...... U taught me...... U shown d ryt path.... U cried for me.... U missed me... U loved me.... I never forget d moment ... I hold ur hand to start walking on d floor I never forget d moment .. U r afraid of me when I started walking for d first time U taught me how to eat U showed me how to read U taught me how to respect others U cared of me when I felt sick U prayed for god for my happiness U blessed me to achieve all my goals U cherished me when I won medals U fought with others when they spoke wrong abt me U buyed clothes for d spcl moment of mine U prepared fruit salads n made me to eat U roamed along with me U waited for me N U made me believe U r my first sight U r my first luv U r my first teacher U r my first guide U r my first goddesses U r my belief N u r the only one who gives every thing N expects nothing in all aspects of my life Forgive if i can't love u more than u love me Give me some time to make u realize I am loving u...... ♡♡♡♡ MOM ♡◆◆◆◆◆◆◆◆◆◆●●●●●●●◆◆◆◆◆◆◆◆◆♡

whatever temptations he may have felt. Besides, he had a much more normal social life than you might think. I wasn’t going to mention this, but he once told me he had a close woman friend in Montreal, a teacher at McGill University.” “Well, he can’t have seen her very often since coming here.” “What is it you’re saying? There’s some sort of new evidence that he got the girl pregnant?” “No, not really. I don’t know. I don’t want to get into it just yet. I just want to be prepared to show in court that even if he did succumb to the temptation, he didn’t necessarily kill her.” “Didn’t necessarily kill her! I can’t and won’t believe that there’s a shred of truth to these trumped-up charges.” “Neither can I, sweetheart,” Mom told Charlie. Charlie stood up. “Who wants to go for a dip? We aren’t going to have many more warm nights, or days either, for swimming.” “Fall’s coming and that’s a fact,” Dad said. “The swamp maples along the river between here and the Common are already starting to turn red.” “I think fall’s my very favorite season,” Mom said in a musing voice. Charlie laughed. “You say that about every season. ‘Spring’s my favorite, summer’s my favorite, fall’s my very favorite season!

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

Sgt. Jack was a hard-ass teacher, but kids need hard-ass teachers sometimes. I know that might hurt your ears because things are different now. We are warned of the lasting effects of stress on children, and to compensate, parents strategize about how to make their children’s lives comfortable and easy. But is the real world always comfortable? Is it easy? Life is not G-rated. We must prepare kids for the world as it is. Our generation is training kids to become full-fledged members of Entitlement Nation, which ultimately makes them easy prey for the lions among us. Our ever-softening society doesn’t just affect children. Adults fall into the same trap. Even those of us who have achieved great things. Every single one of us is just another frog in the soon-to-be-boiling water that is our soft-ass culture. We take unforeseen obstacles personally. We are ready to be outraged at all times by the evil bullshit of the world. Believe me, I know all about evil and have dealt with more bullshit than most, but if you catalog your scars to use them as excuses or a bargaining chip to make life easier for yourself, you’ve missed an opportunity to become better and grow stronger. Sgt. Jack knew what awaited me as an adult. He was preparing me for the grip of life. Whether he knew it or not, the man was training me to be a savage.

Sometimes when we’re being tested by discouragement, it seems God is silent. We pray and we don’t hear anything. We read the Scripture and still come away feeling like God is a million miles away. But remember, this is a test. When you’re in school, teachers never talk during tests. They stand up at the front of the room very quietly just watching all of the students taking the exam. The teachers have been preparing you in the days and weeks prior to the test. Often, they’ve put in extra hours making sure everyone has the opportunity to succeed. On test day, they want to see if you’ve learned the lessons. They know that you have the information you need. They know you’re prepared. You’re ready. Now all you’ve got to do is put into practice what you’ve learned. God works the same way as your teachers here on earth. When He is silent, don’t assume He has left you. He is right there with you during the test. The silence means only that God has prepared you, and now He is watching to see if you have learned. He would not give you the test unless He knew you were ready. God is not mad at you when He is silent. He has not forsaken you. His silence is a sign that He has great confidence in you. He knows you have what it takes. He knows you will come through the test victoriously or He would not have permitted you to be tested.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

I know that you are preparing to fight." There were screams amongst the students, some of whom clutched each other, looking around in terror for the source of the sound. "Your efforts are futile. You cannot fight me. I do not want to kill you. I have great respect for the teachers of Hogwarts. I do not want to spill magical blood." There was silence in the Hall now, the kind of silence that presses against the eardrums, that seems too huge to be contained by walls. "Give me Harry Potter," said Voldemort's voice, "and they shall not be harmed.Give me Harry Potter and I shall leave the school untouched. Give me Harry Potter and you will be rewarded. "You have until midnight." The silence swallowed them all again. Every head turned, every eye in the place seemed to have found Harry, to hold him forever in the glare of thousands of invisible beams. Then a figure rose from the Slytherin table and he recognized Pansy Parkinson as she raised a shaking arm and screamed, "But he's there! Potter's there. Someone grab him!" Before Harry could speak, there was a massive movement. The Gryffindors in front of him had risen and stood facing, not Harry, but the Slytherins. Then the Hufflepuffs stood, and almost at the same moment, the Ravenclaws, all of them with their backs to Harry, all of them looking toward Pansy instead, and Harry, awestruck and overwhelmed, saw wands emerging everywhere, pulled from beneath cloaks and from under sleeves. "Thank you, Miss Parkinson." said Professor McGonagall in a clipped voice."You will leave the Hall first with Mr. Filch. If the rest of your House could follow.

For the bus ride, which Delaney estimated would be ninety minutes, she had prepared a mix of happy journeying music, which she activated as they pulled out of the campus gate. The first song was by Otis Redding, and the first message came via her phone. Woman-hater, it said, with a link to an unsigned and evidence-less post hinting that he had been unkind to an ex-girlfriend who he’d met shortly before the bay and the dock and the sitting. Thanks for the early-morning pick-me-up! the writer said, meaning that Delaney had ruined the day and tacitly endorsed Redding’s newly alleged misogyny. Delaney skipped to the next song, Lana Del Rey’s “High by the Beach,” and then quickly figured it was too big a risk so skipped ahead. The third song, the Muppets’ “Movin’ Right Along,” was unknown to most on the bus, and survived its three-minute length, during which a handful of passengers furiously tried to find a reason the song was complicit in evil committed or implied. Delaney skipped the next song, by Neil Diamond, thinking any Jewish singer dubious in light of the Israeli sandwich debacle, skipped songs six and seven (from Thriller), briefly considered the Ronettes’ “Be My Baby” but then remembered Phil Spector, and so finally settled on a young Ghanian rapper she’d recently discovered. His first song was hunted down quickly in a hail of rhetorical buckshot—as a teen, the rapper had zinged a borderline joke about his female trigonometry teacher—so Delaney turned off the shared music, leaving everyone, for the next eighty-one minutes, to their earbuds and the safety of their individualized solitude.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

The reformers believe that scores will go up if it is easy to fire teachers and if unions are weakened. But is this true? No. The only test scores that can be used comparatively are those of the National Assessment of Educational Progress, because it is a no-stakes test. No one knows who will take it, no one knows what will be on the test, no student takes the full test, and the results are not reported for individuals or for schools. There is no way to prepare for NAEP, so there is no test prep. There are no rewards or punishments attached to it, so there is no reason to cheat, to teach to the test, or to game the system. So, let’s examine the issues at hand using NAEP scores as a measure. The states that consistently have the highest test scores are Massachusetts, New Jersey, and Connecticut. Consistently ranking at the bottom are states in the South and the District of Columbia. The highest-ranking states have strong teachers’ unions and until recently had strong tenure protections for teachers. The lowest-ranking states do not have strong teachers’ unions, and their teachers have few or no job protections. There seems to be no correlation between having a strong union and having low test scores; if anything, it appears that the states with the strongest unions have the highest test scores. The lowest-performing states have one thing in common, and that is high poverty. The District of Columbia has a strong union and high poverty; it also has intense racial isolation in its schools. It has very low test scores. Most of the cities that rank at the very bottom on NAEP have teachers’ unions, and they have two things in common: high poverty and racial isolation.

And one of the things that has most obstructed the path of discipleship in our Christian culture today is this idea that it will be a terribly difficult thing that will certainly ruin your life. A typical and often-told story in Christian circles is of those who have refused to surrender their lives to God for fear he would “send them to Africa as missionaries.” And here is the whole point of the much misunderstood teachings of Luke 14. There Jesus famously says one must “hate” all their family members and their own life also, must take their cross, and must forsake all they own, or they “cannot be my disciple” (Luke 14:26–27, 33). The entire point of this passage is that as long as one thinks anything may really be more valuable than fellowship with Jesus in his kingdom, one cannot learn from him. People who have not gotten the basic facts about their life straight will therefore not do the things that make learning from Jesus possible and will never be able to understand the basic points in the lessons to be learned. It is like a mathematics teacher in high school who might say to a student, “Verily, verily I say unto thee, except thou canst do decimals and fractions, thou canst in no wise do algebra.” It is not that the teacher will not allow you to do algebra because you are a bad person; you just won’t be able to do basic algebra if you are not in command of decimals and fractions. So this counting of the cost is not a moaning and groaning session. “Oh how terrible it is that I have to value all of my ‘wonderful’ things (which are probably making life miserable and hopeless anyway) less than I do living in the kingdom! How terrible that I must be prepared to actually surrender them should that be called for!” The counting of the cost is to bring us to the point of clarity and decisiveness. It is to help us to see. Counting the cost is precisely what the man with the pearl and the hidden treasure did. Out of it came their decisiveness and joy. It is decisiveness and joy that are the outcomes of the counting.

Sometimes when we’re being tested by discouragement, it seems God is silent. We pray and we don’t hear anything. We read the Scripture and still come away feeling like God is a million miles away. But remember, this is a test. When you’re in school, teachers never talk during tests. They stand up at the front of the room very quietly just watching all of the students taking the exam. The teachers have been preparing you in the days and weeks prior to the test. Often, they’ve put in extra hours making sure everyone has the opportunity to succeed. On test day, they want to see if you’ve learned the lessons. They know that you have the information you need. They know you’re prepared. You’re ready. Now all you’ve got to do is put into practice what you’ve learned. God works the same way as your teachers here on earth. When He is silent, don’t assume He has left you. He is right there with you during the test. The silence means only that God has prepared you, and now He is watching to see if you have learned. He would not give you the test unless He knew you were ready. God is not mad at you when He is silent. He has not forsaken you. His silence is a sign that He has great confidence in you. He knows you have what it takes. He knows you will come through the test victoriously or He would not have permitted you to be tested. The key is to remain upbeat and not be discouraged or bitter. Put into practice what you’ve learned. Stay in faith. Hang on to your happiness. Treat others kindly. Be a blessing. If you do that, you will pass the test and flourish in a new season. God will bring things out of you that you didn’t even know were in you. Understand, if you don’t allow the enemy to discourage you, one of his greatest weapons has been lost. Today is a new day. God is breathing new hope into your heart and new vision into your spirit. He is the Glory and the lifter of our heads. Look up with a fresh vision, and God will do for you what He promised David. He will lift you out of the pit. He will set your feet on a rock. He will put a new song in your heart. You won’t drag through life defeated and depressed. You will soar through life full of joy, full of faith, full of victory.

Q. How can I be certain that what I fear will happen will never really happen? A. Sadly, the answer is you can't be certain! If you suffer from OCD you probably want a 100 percent guarantee that you will never do anything dangerous or that no harm will ever come to you or your family members. Unfortunately, life does not work like this. If I think about it, I know that there is no guarantee that I won't be hit by a car coming home from work today - but somehow my brain automatically accepts the very small chance of this happening and so permits me to go on living my life. More than two thousand years ago the Buddha (a great psychologist besides being a religious teacher) warned that one of the key things that makes us suffer is that we always want more than we will actually get - whether what we want is material like gold and jewels, or (my addition) in the case of OCD, more certainty than you will ever achieve. Thus the solution the Buddha might have offered you in northern India those thousands of years ago might have been something like this: "To stop suffering you must learn to accept that you will never achieve as much certainty as you want, no matter how much you pursue it; so it is up to you to choose: Either accept this truth and live your life happily, or fight against this truth and continue to suffer." Let me say it again for emphasis: you will never be certain that you won't act on the urges you have, or that the terrible things you fear will happen will not actually happen - but I can assure you that the odds of these things actually happening are small enough that it is not worth wasting your life trying (in vain) to get 100 percent certainty. Better to trust in yourself, your religious beliefs, or in evolution having prepared us well for surviving in this world. If evidence from brain studies better helps to convince you this is true, brain imaging studies of OCD sufferers now suggest that there really is something wrong with their "certainty system"; whatever automatically lets someone without OCD feel that things are OK does not function correctly in the OCD sufferer's brain (who then tries to convince himself that everything is OK, eventually becoming tired and frustrated when he cannot use other brain functions to achieve 100 percent certainty).

As we pulled up at the big school gates, I saw tears rolling down my dad’s face. I felt confused as to what part of nature or love thought this was a good idea. My instinct certainly didn’t; but what did I know? I was only eight. So I embarked on this mission called boarding school. And how do you prepare for that one? In truth, I found it really hard; there were some great moments like building dens in the snow in winter, or getting chosen for the tennis team, or earning a naval button, but on the whole it was a survival exercise in learning to cope. Coping with fear was the big one. The fear of being left and the fear of being bullied--both of which were very real. What I learned was that I couldn’t manage either of those things very well on my own. It wasn’t anything to do with the school itself, in fact the headmaster and teachers were almost invariably kind, well-meaning and good people, but that sadly didn’t make surviving it much easier. I was learning very young that if I were to survive this place then I had to find some coping mechanisms. My way was to behave badly, and learn to scrap, as a way to avoid bullies wanting to target me. It was also a way to avoid thinking about home. But not thinking about home is hard when all you want is to be at home. I missed my mum and dad terribly, and on the occasional night where I felt this worst, I remember trying to muffle my tears in my pillow while the rest of the dormitory slept. In fact I was not alone in doing this. Almost everyone cried, but we all learned to hide it, and those who didn’t were the ones who got bullied. As a kid, you can only cry so much before you run out of tears and learn to get tough. I meet lots of folks nowadays who say how great boarding school is as a way of toughening kids up. That feels a bit back-to-front to me. I was much tougher before school. I had learned to love the outdoors and to understand the wild, and how to push myself. When I hit school, suddenly all I felt was fear. Fear forces you to look tough on the outside but makes you weak on the inside. This was the opposite of all I had ever known as a kid growing up. I had been shown by my dad that it was good to be fun, cozy, homely--but then as tough as boots when needed. At prep school I was unlearning this lesson and adopting new ways to survive. And age eight, I didn’t always pick them so well.

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

Lesson one: Pack light unless you want to hump the eight around the mountains all day and night. By the time we reached Snowdonia National Park on Friday night it was dark, and with one young teacher as our escort, we all headed up into the mist. And in true Welsh fashion, it soon started to rain. When we reached where we were going to camp, by the edge of a small lake halfway up, it was past midnight and raining hard. We were all tired (from dragging the ridiculously overweight packs), and we put up the tents as quickly as we could. They were the old-style A-frame pegged tents, not known for their robustness in a Welsh winter gale, and sure enough by 3:00 A.M. the inevitable happened. Pop. One of the A-frame pegs supporting the apex of my tent broke, and half the tent sagged down onto us. Hmm, I thought. But both Watty and I were just too tired to get out and repair the first break, and instead we blindly hoped it would somehow just sort itself out. Lesson two: Tents don’t repair themselves, however tired you are, however much you wish they just would. Inevitably, the next peg broke, and before we knew it we were lying in a wet puddle of canvas, drenched to the skin, shivering, and truly miserable. The final key lesson learned that night was that when it comes to camping, a stitch in time saves nine; and time spent preparing a good camp is never wasted. The next day, we reached the top of Snowdon, wet, cold but exhilarated. My best memory was of lighting a pipe that I had borrowed off my grandfather, and smoking it with Watty, in a gale, behind the summit cairn, with the teacher joining in as well. It is part of what I learned from a young age to love about the mountains: They are great levelers. For me to be able to smoke a pipe with a teacher was priceless in my book, and was a firm indicator that mountains, and the bonds you create with people in the wild, are great things to seek in life. (Even better was the fact that the tobacco was homemade by Watty, and soaked in apple juice for aroma. This same apple juice was later brewed into cider by us, and it subsequently sent Chipper, one of the guys in our house, blind for twenty-four hours. Oops.) If people ask me today what I love about climbing mountains, the real answer isn’t adrenaline or personal achievement. Mountains are all about experiencing a shared bond that is hard to find in normal life. I love the fact that mountains make everyone’s clothes and hair go messy; I love the fact that they demand that you give of yourself, that they make you fight and struggle. They also induce people to loosen up, to belly laugh at silly things, and to be able to sit and be content staring at a sunset or a log fire. That sort of camaraderie creates wonderful bonds between people, and where there are bonds I have found that there is almost always strength.

The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

Given that at all times, so long as there have been human beings, there have also been herds of human beings (racial groups, communities, tribes, peoples, states, churches) and always a great many followers in relation to the small number of those issuing orders - and taking into consideration also that so far nothing has been better and longer practised and cultivated among human beings than obedience, we can reasonably assume that typically now the need for obedience is inborn in each individual, as a sort of formal conscience which states "You are to do something or other without conditions, and leave aside something else without conditions," in short, "Thou shalt." This need seeks to satisfy itself and to fill its form with some content. Depending on its strength, impatience, and tension, it seizes on something, without being very particular, like a coarse appetite, and accepts what someone or other issuing commands - parents, teachers, laws, class biases, public opinion - shouts in people's ears. The curiously limitation of human development - the way it hesitates, takes so long, often regresses, and turns around on itself - is based on the fact that the herd instinct of obedience is passed on best and at the expense of the art of commanding. If we imagine this instinct at some point striding right to its ultimate excess, then there would finally be a total lack of commanders and independent people, or they would suffer inside from a bad conscience and find it necessary first to prepare a deception for themselves in order to be able to command, as if they, too, were only obeying orders. This condition is what, in fact, exists nowadays in Europe: I call it the moral hypocrisy of those in command. They don't know how to protect themselves from their bad conscience except by behaving as if they were carrying out older or higher orders (from ancestors, the constitution, rights, law, or even God), or they even borrow herd maxims from the herd way of thinking, for example, as "the first servant of their people" or as "tools of the common good." On the other hand, the herd man in Europe today makes himself appear as if he is the single kind of human being allowed, and he glorifies those characteristics of his thanks to which he is tame, good natured, and useful to the herd, as the really human virtues, that is, public spiritedness, wishing everyone well, consideration, diligence, moderation, modesty, forbearance, and pity. For those cases, however, where people believe they cannot do without a leader and bell wether, they make attempt after attempt to replace the commander by adding together collections of clever herd people All the representative constitutional assemblies, for example, have this origin. But for all that, what a blissful relief, what a release from a pressure which is growing unbearable is the appearance of an absolute commander for these European herd animals. The effect which the appearance of Napoleon made was the most recent major evidence for that: - the history of the effect of Napoleon is almost the history of the higher happiness which this entire century derived from its most valuable men and moments.

Martha would come over every week and check on Mia and work with her on relaxation and breathing exercises to prepare for the natural labor. Jenny was on board with the natural thing too, so of course she and Mia dragged Tyler and me to the Bradley Birthing Method classes. It was hysterical; we had to get in all kinds of weird poses with the girls while they mimicked being in labor. We would massage their backs while they were perched on all fours, moaning. One of the hardest things I’ve ever done is contain my laughter during those classes. Mia was the freakin’ teacher’s pet because she was taking it so seriously. Right around the third class, they showed us a video of a live birth. I had nightmares for a week after that. Tyler and I agreed that we had to find a way to get out of going to the classes. We hadn’t mutually agreed on a plan, so during the fifth class, Tyler took it upon himself and used his own bodily gifts to get us into a heap of trouble. Tyler is lactose intolerant, and he has to take these little white tablets every time he eats cheese. The morning of the class, he stopped by the studio with a half-eaten pizza. I didn’t even think twice about it until that night in class during our visualization exercises when this god-awful, horrendous odor overtook our senses. At first everyone kept quiet and just looked around for the source. There wasn’t a sound to accompany the lethal attack, so everyone went into investigation mode, staring each other down. Mia began to gag. I heard Jenny cry a little behind us. Finally when I turned toward Tyler, I noticed he had the most triumphant glimmer in his eyes. I completely lost my shit. I was rolling around, laughing hysterically. Mia grabbed the hood of my sweatshirt and pulled me to my feet. “Outside, now!” She was scowling as she dragged me along. When we passed Tyler, she pointed to him angrily. “You too, joker.” Mia and Jenny pressed us up against the brick wall outside and then gave us the death stare, both of them with their arms crossed over their blooming bellies. They whispered something to each other and then turned and walked off, arm in arm. We followed. “Come on, you guys, it was funny.” Jenny stopped dead in her tracks and turned. She jabbed her index finger into my chest and said, “Yes, it is funny. When you’re five! Not when you’re in a room full of pregnant women. Do you know how sensitive our noses are?” I shrugged. “It wasn’t me.” “Oh, I know he’s a child,” she said but wouldn’t even look at Tyler. “And you are too, Will, for encouraging it.” Mia was glaring at me with a disappointed look, and then she shook her head and turned to continue down the street. Jenny caught up and walked away with her. “God, they’re so sensitive,” I whispered to Tyler. “Yeah, I kinda feel bad.” Without turning around, Mia yelled to us, “You guys don’t have to come anymore. Jenny and I can be each other’s partners.” I turned to Tyler and mouthed, “It worked!” I had a huge smile on my face. Tyler and I high-fived. “Why don’t you guys go celebrate? I know that’s what you wanted,” Jenny yelled back as they made a sharp turn down the sidewalk and down the stairs to the subway. “Nothing gets past them,” Tyler said

Arthur was tired out. He had been broken by the two battles which he had fought already, the one at Dover, the other at Barbara Down. His wife was a prisoner. His oldest friend was banished. His son was trying to kill him. Gawaine was buried. His Table was dispersed. His country was at war. Yet he could have breasted all these things in some way, if the central tenet of his heart had not been ravaged. Long ago, when his mind had been a nimble boy's called Wart—long ago he had been taught by an aged benevolence, wagging a white beard. He had been taught by Merlyn to believe that man was perfectible: that he was on the whole more decent than beastly: that good was worth trying: that there was no such thing as original sin. He had been forged as a weapon for the aid of man, on the assumption that men were good. He had been forged, by that deluded old teacher, into a sort of Pasteur or Curie or patient discoverer of insulin. The service for which he had been destined had been against Force, the mental illness of humanity. His Table, his idea of Chivalry, his Holy Grail, his devotion to Justice: these had been progressive steps in the effort for which he had been bred He was like a scientist who had pursued the root of cancer all his life. Might—to have ended it— to have made men happier. But the whole structure depended on the first premise: that man was decent. Looking back at his life, it seemed to him that he had been struggling all the time to dam a flood, which, whenever he had checked it, had broken through at a new place, setting him his work to do again. It was the flood of Force Majeur. During the earliest days before his marriage he had tried to match its strength with strength—in his battles against the Gaelic confederation—only to find that two wrongs did not make a right. But he had crushed the feudal dream of war successfully. Then, with his Round Table, he had tried to harness Tyranny in lesser forms, so that its power might be used for useful ends. He had sent out the men of might to rescue the oppressed and to straighten evil —to put down the individual might of barons, just as he had put down the might of kings. They had done so—until, in the course of time, the ends had been achieved, but the force had remained upon his hands unchastened. So he had sought for a new channel, had sent them out on God's business, searching for the Holy Grail. That too had been a failure, because those who had achieved the Quest had become perfect and been lost to the world, while those who had failed in it had soon returned no better. At last he had sought to make a map of force, as it were, to bind it down by laws. He had tried to codify the evil uses of might by individuals, so that he might set bounds to them by the impersonal justice of the state. He had been prepared to sacrifice his wife and his best friend, to the impersonality of Justice. And then, even as the might of the individual seemed to have been curbed, the Principle of Might had sprung up behind him in another shape—in the shape of collective might, of banded ferocity, of numerous armies insusceptible to individual laws. He had bound the might of units, only to find that it was assumed by pluralities. He had conquered murder, to be faced with war. There were no Laws for that.

Sometimes we think we are not capable of doing certain things. I hear comments from my students such as, “My brain isn’t wired to do math,” or “I am not good at math.” It is true that there are people who are better at math than you, but that does not mean you can’t do it. This just means you need to put in more effort than others do. Focusing on our weaknesses may hinder our progress. We may think that we must be born with certain skills and abilities; they must be in our genes. This is not the case. Do you think Nephi could build a ship? Could the brother of Jared have caused light to come into dark barges? Do you think Noah could have built an ark that would hold two of every animal species on the earth? Do you think Moses had the power to part a sea? Actually, no. None of these men had the power to do any of these things. However, they all had something in common. They all knew how to tap into the power of someone who could—the Savior’s power. It is so important that we learn how to tap into that power. The Atonement literally means “at-one-ment,” or becoming one with God. The Savior gave us the power to become gods. He enabled us so we would be able to perform miracles through Him. But we must understand that this kind of power is not free. There is only one thing that the Savior, through His Atonement, gave us for free and that is the power to overcome death. Everything else that He offers must come “after all we can do.” [2] For example, Jesus Christ promises us eternal life, but only after we have faith in Him, obey His commandments, and endure to the end. Similarly, He gives us power to move mountains, but only after doing all we can and having trust in Him. The power to change our lives, change the world, and perform miracles is within each of us. However, we need to have enough humility to realize that, in the end, we are not the ones performing the miracles—He is. Occasionally, I have a student who does not do their homework, rarely comes to class, and then comes at the end of the semester and asks, “Sister Qumsiyeh, is there anything I can do to pass? Do you offer any extra credit?” I know some of you are smiling right now because you know you have done this to your teachers. This is what I wish I could say to the student who asks that question: “You need to invent a time machine and go back and do what you should have done this semester. You failed because you did not try your best. It is too late.” Do we all really hope to stand before the Savior at the Judgement Day and expect Him to save us without us doing our part? Do we really expect Him to allow us into the celestial kingdom and to just save us? No, that is not how the Atonement works. It does not work without us having tried our best. Of course, our best may not be enough. In fact, it hardly ever is. But if we do our best and have faith in Him, He magnifies our efforts. The brother of Jared could not make the 16 stones shine, but he spent hours preparing them and then humbly took them to the Lord and basically said, “Here is my small effort; magnify it.” This the Lord did. [3] Elder David A. Bednar said, “The power of the Atonement makes repentance possible and quells the despair caused by sin; it also strengthens us to see, do, and become good in ways that we could never recognize or accomplish with our limited mortal capacity.

deliberately prepared and honed from the contrast of your life experience), for there is much that we want to convey to our physical friends. We want you to understand the magnificence of your Being, and we want you to understand who-you-really-are and why you have come forth into this physical dimension. It is always an interesting experience to explain to our physical friends those things that are of a Non-Physical nature, because everything that we offer to you must then be translated through the lens of your physical world. In other words, Esther receives our thoughts, like radio signals, at an unconscious level of her Being, and then translates them into physical words and concepts. It is a perfect blending of the physical and Non-Physical that is occurring here. As we are able to help you understand the existence of the Non-Physical realm from which we are speaking, we will thereby assist you in understanding more clearly who-you-are. For you are, indeed, an extension of that which we are. There are many of us here, and we are gathered together because of our current matching intentions and desires. In your physical environment, we are called Abraham, and we are known as Teachers, meaning those who are currently broader in understanding, who may lead others to that broader understanding. We know that words do not teach, that only life experience teaches, but the combination of life experience coupled with words that define and explain can enhance the experience of learning—and it is in that spirit that we offer these words. There are Universal Laws that affect everything in the Universe—everything that is Non-Physical and everything that is physical. These Laws are absolute, they are Eternal, and they are omnipresent (or everywhere). When you have a conscious awareness of these Laws, and a working understanding of them, your life experience is tremendously enhanced. In fact, only when you have a conscious working knowledge of these Laws are you able to be the Deliberate Creator of your own life experience. You Have an Inner Being While you certainly are the physical Being that you see here in your physical setting, you are much more than that which you see with your physical eyes. You are actually an extension of NonPhysical Source Energy. In other words, that broader, older, wiser Non-Physical you is now also focused into the physical Being that you know as you. We refer to the Non-Physical part of you as your Inner Being. Physical Beings often think of themselves as either dead or alive, and in that line of thinking they sometimes acknowledge that they existed in the Non-Physical realm before coming forth into their physical body, and that, following their physical death, they will return to that Non-Physical realm. But few people actually understand that the Non-Physical part of them remains currently, powerfully, and predominantly focused in the Non-Physical realm while a part of that perspective flows into this physical perspective and their now physical body. An understanding of both of these perspectives and their relationship to each other is essential for a true understanding of whoyou-are and of how to understand what you have intended as you came forth into this physical body. Some call that Non-Physical part the “Higher Self” or “Soul.” It matters not what you call it, but it is of great value for you to acknowledge that your Inner Being exists, for only when you consciously understand the relationship between you and your Inner Being do you have true guidance. We