Primary Education Quotes

A primary object should be the education of our youth in the science of government. In a republic, what species of knowledge can be equally important? And what duty more pressing than communicating it to those who are to be the future guardians of the liberties of the country?

The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.

The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master's concerns. Now we hear that is is the task of women of Color to educated white women - in the face of tremendous resistance - as to our existence, our differences, our relative roles in our joint survival. This is a diversion of energies and a tragic repetition of racist patriarchal thought.

The primary educational concern of leaders in government and industry was not to make people literate, but to gain control over what people read, what they thought, and how they behaved.

Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the humanities who know nothing of humanity, their own or anyone else’s.

Emma Willard told the legislature that the education of women "has been too exclusively directed to fit them for displaying to advantage the charms of youth and beauty" The problem, she said, was that "the taste of men, whatever it might happen to be, has made into a standard for the formation of the female character." Reason and religion teach us, she said, that "we too are primary existences...not the satellites of men.

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

The primary, the most urgent requirement is the promotion of education. It is inconceivable that any nation should achieve prosperity and success unless this paramount, this fundamental concern is carried forward. The principal reason for the decline and fall of peoples is ignorance. Today the mass of the people are uninformed even as to ordinary affairs, how much less do they grasp the core of the important problems and complex needs of the time.

I know it’s a big struggle—around the world there are fifty-seven million children who are not in primary school, thirty-two million of them girls.

The church knows that an educated man is an unbeliever. That is why there is a continual struggle on the part of the clergy to adulterate education with superstition. To maintain their untenable position they must keep the people shackled to a form of mental slavery. Both fear and superstition are forms of a contagious disease. The ignorance of man produced natural fears of the elements of nature. What he could not understand he attributed to malevolent spirits whose primary purpose was to punish and harm him. Under this spell it seems almost incredible that he ever advanced from his state of primitive ignorance. His fears produced such fantastic monsters of the air that it was first necessary to relieve his tormented mind of these terrifying myths of ghosts and gods before he was able to acquire even the simplest rudiments of knowledge. Man's ignorance and fears made him an easy prey of priests. His gullibility was such that he believed everything he was told. He soon became a slave to these liars and hypocrites.

However, not only are fortunes equal in America, equality extends to some degree to intelligence itself. I do not think that there is a single country in the world where, in proportion to the population, there are so few ignorant and, at the same time, so few educated individuals as in America. Primary education is available to all; secondary is within reach of no one, which can be explained quite easily as the inevitable result, so to speak, of my argument above. Almost all Americans enjoy a life of comfort and can, therefore, obtain the first elements of human knowledge. In America there are few rich people; therefore, all Americans have to learn the skills of a profession which demands a period of apprenticeship. Thus America can devote to general learning only the early years of life. At fifteen, they begin a career; their education ends most often when ours begins. If education is pursued beyond that point, it is directed only towards specialist subjects with a profitable return in mind. Science is studied as if it were a job and only those branches are taken up which have a recognized and immediate usefulness.

No,” I start, hesitantly. “Well, we have to end apartheid for one. And slow down the nuclear arms race, stop terrorism and world hunger. Ensure a strong national defense, prevent the spread of communism in Central America, work for a Middle East peace settlement, prevent U.S. military involvement overseas. We have to ensure that America is a respected world power. Now that’s not to belittle our domestic problems, which are equally important, if not more. Better and more affordable long-term care for the elderly, control and find a cure for the AIDS epidemic, clean up environmental damage from toxic waste and pollution, improve the quality of primary and secondary education, strengthen laws to crack down on crime and illegal drugs. We also have to ensure that college education is affordable for the middle class and protect Social Security for senior citizens plus conserve natural resources and wilderness areas and reduce the influence of political action committees.” The table stares at me uncomfortably, even Stash, but I’m on a roll.

The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people. The Father of his Country, in his Farewell Address, uses this language: Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

education is our basic right. Not just in the West; Islam too has given us this right. Islam says every girl and every boy should go to school. In the Quran it is written, God wants us to have knowledge. He wants us to know why the sky is blue and about oceans and stars. I know it’s a big struggle—around the world there are fifty-seven million children who are not in primary school, thirty-two million of them girls.

Essentially a compromise between Roman and common law, the Code Napoléon consisted of a reasoned and harmonious body of laws that were to be the same across all territories administered by France, for the first time since the Emperor Justinian. The rights and duties of the government and its citizens were codified in 2,281 articles covering 493 pages in prose so clear that Stendhal said he made it his daily reading.38 The new code helped cement national unity, not least because it was based on the principles of freedom of person and contract. It confirmed the end of ancient class privileges, and (with the exception of primary education) of ecclesiastical control over any aspect of French civil society.39 Above all, it offered stability after the chaos of the Revolution.

The primary purposes of the political pamphlets of the early 1700s were neither to enlighten nor educate the masses, but to incite partisan conversation and spread commensurate ideas . . . Facts were not permitted to fetter the views they espoused, and the restraints of objective journalistic credibility were discarded by pamphleteers bent on promoting subjective slant to an insatiable general public for whom political dissonance was an integral part of social interaction.

I would suggest that developing in every student the positive potential that can benefit the world has to be the primary purpose of education, rather than the effort to impart knowledge and skills.

When children are stripped of a primary experience base as confinement schooling must do to justify its existence, the natural sequence of learning is destroyed, a sequence which puts experience first.

An Ad-Hoc Inquiry Concerning the Optimization of the Infrastructure of Primary Educational Institutions at the Interface Between Administration and Instruction, with Special Attention to Group Dynamics Desiderata.

Hence the vogue for double majors. It isn’t enough anymore to take a bunch of electives in addition to your primary focus, to roam freely across the academic fields, making serendipitous connections and discoveries, the way that American higher education was designed (uniquely, among the world’s systems) to allow you to do.

It isn’t enough anymore to take a bunch of electives in addition to your primary focus, to roam freely across the academic fields, making serendipitous connections and discoveries, the way that American higher education was designed (uniquely, among the world’s systems) to allow you to do. You have to get that extra certification now, or what has it all been for?

Starting from the primary schools, there must be compulsory ‘Cosmos’ classes throughout the education period. If a man thinks about and understands the universe, he will have wider horizons; he will be much less conceited and much more realistic.

The goal of the Deep Southern oligarchy has been consistent for over four centuries: to control and maintain a one-party state with a colonial-style economy based on large-scale agriculture and the extraction of primary resources by a compliant, poorly educated, low-wage workforce with as few labor, workplace safety, health care, and environmental regulations as possible.

How have people come to be taken in by The Phenomenon of Man? We must not underestimate the size of the market for works of this kind [pseudoscience/'woo'], for philosophy-fiction. Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

According to Project Drawdown, four of the most effective strategies for mitigating global warming are reducing food waste, educating girls, providing family planning and reproductive healthcare, and collectively shifting to a plant-rich diet. The benefits of these advancements extend far beyond the reduction of greenhouse gas emissions, and their primary cost is our collective effort.

One fundamental difference between American and Oriental culture is the individual’s position in society. In American culture an individual’s interest is primary. This makes American society more aggressively competitive, with a sharper edge and higher performance. In Singapore, the interests of the society take precedence over that of the individual. Nevertheless Singapore has to be competitive in the market for jobs, goods and services. On the other hand the government helps lower income groups to meet their needs for housing, health services and education so that their children will have more of an equal chance to rise through education.

The danger they have been taught to fear from absolutism is not error but intolerance. Relativism is necessary to openness; and this is the virtue, the only virtue, which all primary education for more than fifty years has dedicated itself to inculcating. Openness— and the relativism that makes it the only plausible stance in the face of various claims to truth and various ways of life and kinds of human beings —is the great insight of our times. The true believer is the real danger. The study of history and of culture teaches that all the world was mad in the past; men always thought they were right, and that led to wars, persecutions, slavery, xenophobia, racism, and chauvinism. The point is not to correct the mistakes and really be right; rather it is not to think you are right at all.

Our living quarters were in the same compound as the Eastern District administration. Government offices were mostly housed in large mansions which had been confiscated from Kuomintang officials and wealthy landlords. All government employees, even senior officials, lived at their office. They were not allowed to cook at home, and all ate in canteens. The canteen was also where everyone got their boiled water, which was fetched in thermos flasks. Saturday was the only day married couples were allowed to spend together. Among officials, the euphemism for making love was 'spending a Saturday." Gradually, this regimented life-style relaxed a bit and married couples were able to spend more time together, but almost all still lived and spent most of their time in their office compounds. My mother's department ran a very broad field of activities, including primary education, health, entertainment, and sounding out public opinion. At the age of twenty-two, my mother was in charge of all these activities for about a quarter of a million people. She was so busy we hardly ever saw her. The government wanted to establish a monopoly (known as 'unified purchasing and marketing') over trade in the basic commodities grain, cotton, edible o'fi, and meat. The idea was to get the peasants to sell these exclusively to the government, which would then ration them out to the urban population and to parts of the country where they were in short supply.

(Indeed there were outstanding examples of good governance in India at the time, notably the Travancore kingdom, which in 1819 became the first government in the world to decree universal, compulsory and free primary education for both boys and girls.) The British charges against the rulers they

repeatedly proposed that the state pay for universal primary education as well as fund education at later stages. He was met with opposition from many quarters, mostly those wary of big government or higher taxes. Yet interestingly, one of his most ardent supporters was an old friend and political opponent, the conservative John Adams.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. “I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

Come, let us live with our children."—Frœbel.

Time for reflection and interaction is a casualty of the digital age, and one of the primary goals of higher education should be to reclaim this time.

The primary obligation of educators is to assist in the realization of each student's full humanity.

What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect?

Education had been the primary instrument of change in my own life, my lever upward in the world.

The pioneers of modern education made character formation a primary function of education because they accepted the Judeo-Christian ideas

Children have an elemental hunger for knowledge and understanding, for mental food and stimulation. They do not need to be told or “motivated” to explore or play, for play, like all creative or proto-creative activities, is deeply pleasurable in itself. Both the innovative and the imitative impulses come together in pretend play, often using toys or dolls or miniature replicas of real-world objects to act out new scenarios or rehearse and replay old ones. Children are drawn to narrative, not only soliciting and enjoying stories from others, but creating them themselves. Storytelling and mythmaking are primary human activities, a fundamental way of making sense of our world. Intelligence, imagination, talent, and creativity will get nowhere without a basis of knowledge and skills, and for this education must be sufficiently structured and focused. But an education too rigid, too formulaic, too lacking in narrative, may kill the once-active, inquisitive mind of a child. Education has to achieve a balance between structure and freedom, and each child’s needs may be extremely variable.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

Similarly, a primary objective for Christian educators and a major task of professional pastors, if not the foremost task, should be the wholesale elimination of condemnation and anti-intellectualism from the local church.

The primary difference I see is that unschooling is an invitation to awaken and ennoble capabilities that exist within the child. Where traditional schooling is to fill the child with facts that we, as a collective have decided upon.

Liberal studies means..." said Mrs Chatterway, who prided herself on being an advocate of progressive education, in which role she had made a substantial contribution to the illiteracy rate in several previously good primary schools.

They curtailed the education of the people as needless and too expensive. When the people complained, they placated them by abolishing all grades above the primary and turning the schools into dance halls and free moving-picture theaters.

Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master’s concerns.

It is necessary for the oppressors to approach the people in order, via subjugation, to keep them passive. This approximation, however, does not involve being with the people, or require true communication. It is accomplished by the oppressors' depositing myths indispensable to the preservation of the status quo: for example, the myth that the oppressive order is a "free society"; the myth that all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job; the myth that this order respects human rights and is therefore worthy of esteem; the myth that anyone who is industrious can become an entrepreneur--worse yet, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; the myth of the universal right of education, when of all the Brazilian children who enter primary schools only a tiny fraction ever reach the university; the myth of the equality of all individuals, when the question: "Do you know who you're talking to?" is still current among us; the myth of the heroism of the oppressor classes as defenders of "Western Christian civilization" against "materialist barbarism"; the myth of the charity and generosity of the elites, when what they really do as a class is to foster selective "good deeds" (subsequently elaborated into the myth of "disinterested aid," which on the international level was severely criticized by Pope John XXIII); the myth that the dominant elites, "recognizing their duties," promote the advancement of the people, so that the people, in a gesture of gratitude, should accept the words of the elites and be conformed to them; the myth of private property as fundamental to personal human development (so long as oppressors are the only true human beings); the myth of the industriousness of the oppressors and the laziness and dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and the superiority of the former.

twenty years after the program began, Mexico has achieved gender parity in education—not only at the primary school level but also in high school and college. And Mexico has the world’s highest percentage of computer science degrees awarded to women.

The primary objective of Federal efforts in family life and sex education has been to reduce unwanted pregnancy rates among teenagers, while the primary goal of most sex educators appears to be encouragement of healthy attitudes about sex and sexuality.

An abolitionist is, as I have developed that notion, one who (1) maintains that we cannot justify animal use, however “humane” it may be; (2) rejects welfare campaigns that seek more “humane” exploitation, or single-issue campaigns that seek to portray one form of animal exploitation as morally worse than other forms of animal exploitation (e.g., a campaign that seeks to distinguish fur from wool or leather); and (3) regards veganism, or the complete rejection of the consumption or use of any animal products, as a moral baseline. An abolitionist regards creative, nonviolent vegan education as the primary form of activism, because she understands that the paradigm will not shift until we address demand and educate people to stop thinking of animals as things we eat, wear, or use as our resources.

The trillion-dollar pharmaceutical industry puts its research money into the search for magic bullets in the form of chemicals because pills mean money. If energy healing could be made into tablet form, drug manufacturers would get interested quickly. Instead, they identify deviations in physiology and behavior that vary from some hypothetical norm as unique disorders or dysfunctions, and then they educate the public about the dangers of these menacing disorders. Of course, the over-simplified symptomology used in defining the dysfunctions prevalent in drug company advertisements has viewers convinced they are afflicted by that particular malady. “Do you worry? Worry is a primary symptom of ‘medical condition’ called anxiety disorder. Stop your worry. Tell your doctor you want Addictazac, the new passion-pink drug.

Poor health was not just the result of random acts, bad luck, bad behavior or unfortunate genetics. Deliberate public policy decision about housing, education, parks and streets were the key drivers of racial differences in mortality. Crime kept people off the streets and limited their ability to exercise. The lack of grocery stores limited dietary choices. The lack of primary care doctors and specialists in these communities made chronic disease care more difficult. The degradation and loss of hospital services in these communities affected hospital-based outcomes. … The chronic underfunding of critical health services at Cook County Hospital and other safety-net providers contributed to these poor outcomes as well. The deleterious impact of social structures such as urban poverty and racism on health has been called 'structural violence.

Mass education was designed to turn independent farmers into docile, passive tools of production. That was its primary purpose. And don’t think people didn’t know it. They knew it and they fought against it. There was a lot of resistance to mass education for exactly that reason. It was also understood by the elites. Emerson once said something about how we’re educating them to keep them from our throats. If you don’t educate them, what we call “education,” they’re going to take control — “they” being what Alexander Hamilton called the “great beast,” namely the people.

Her approach, guided by Mook and informed by the demands of winning the primary, was to build a coalition focused on core strengths: African Americans, Latinos, college-educated whites, and women. But the more she catered to them, the more she pushed away other segments of the electorate.

Not only that, but the Swedes managed to be rich and successful as well, unlike Britain, say, where the primary goal of socialists always seemed to be to make everyone as poor and backward as a shop steward in a British Leyland factory. For years, Sweden was to me the perfect society. It was hard enough to come to terms with the fact that the price to be paid for this was a scandalously high cost of living and an approach to life that had all the gusto of an undertakers’ convention, but to find now that there was litter everywhere and educated people peeing on shop fronts was almost too much.

We are committed to involving as many people as possible, as young as possible, as soon as possible. Sometimes too young and too soon! But we intentionally err on the side of too fast rather than too slow. We don’t wait until people feel “prepared” or “fully equipped.” Seriously, when is anyone ever completely prepared for ministry? Ministry makes people’s faith bigger. If you want to increase someone’s confidence in God, put him in a ministry position before he feels fully equipped. The messages your environments communicate have the potential to trump your primary message. If you don’t see a mess, if you aren’t bothered by clutter, you need to make sure there is someone around you who does see it and is bothered by it. An uncomfortable or distracting setting can derail ministry before it begins. The sermon begins in the parking lot. Assign responsibility, not tasks. At the end of the day, it’s application that makes all the difference. Truth isn’t helpful if no one understands or remembers it. If you want a church full of biblically educated believers, just teach what the Bible says. If you want to make a difference in your community and possibly the world, give people handles, next steps, and specific applications. Challenge them to do something. As we’ve all seen, it’s not safe to assume that people automatically know what to do with what they’ve been taught. They need specific direction. This is hard. This requires an extra step in preparation. But this is how you grow people. Your current template is perfectly designed to produce the results you are currently getting. We must remove every possible obstacle from the path of the disinterested, suspicious, here-against-my-will, would-rather-be-somewhere-else, unchurched guests. The parking lot, hallways, auditorium, and stage must be obstacle-free zones. As a preacher, it’s my responsibility to offend people with the gospel. That’s one reason we work so hard not to offend them in the parking lot, the hallway, at check-in, or in the early portions of our service. We want people to come back the following week for another round of offending! Present the gospel in uncompromising terms, preach hard against sin, and tackle the most emotionally charged topics in culture, while providing an environment where unchurched people feel comfortable. The approach a church chooses trumps its purpose every time. Nothing says hypocrite faster than Christians expecting non-Christians to behave like Christians when half the Christians don’t act like it half the time. When you give non-Christians an out, they respond by leaning in. Especially if you invite them rather than expect them. There’s a big difference between being expected to do something and being invited to try something. There is an inexorable link between an organization’s vision and its appetite for improvement. Vision exposes what has yet to be accomplished. In this way, vision has the power to create a healthy sense of organizational discontent. A leader who continually keeps the vision out in front of his or her staff creates a thirst for improvement. Vision-centric churches expect change. Change is a means to an end. Change is critical to making what could and should be a reality. Write your vision in ink; everything else should be penciled in. Plans change. Vision remains the same. It is natural to assume that what worked in the past will always work. But, of course, that way of thinking is lethal. And the longer it goes unchallenged, the more difficult it is to identify and eradicate. Every innovation has an expiration date. The primary reason churches cling to outdated models and programs is that they lack leadership.

A modern princess—of England, say, or Monaco— serves the purpose of being an adornment in the fantasy life of the public. Consequently, she receives the kind of education that one might think of giving to a particularly splendid papier-mâché angel before putting it at the top of the Christmas tree: an education whose main goal is proficiency in the arts of looking pretty and standing straight. Our century, whatever virtues it may have, is not an optimal time for princesses. Things were different in the Renaissance. Intelligence had a primary value then. At almost every level of the social order, education was meant to create true amateurs—people who were in love with quality. A gentleman or lady needed to be at least minimally skilled in many arts, because that was considered the fittest way of appreciating the good things in life and honoring the goodness itself. Nor did being well-rounded mean smoothing over your finest points and becoming like the reflection of a smile in a polished teaspoon. Intelligence walked hand in hand with individuality, although having finely sharpened points of view did not, it was felt, require you to poke other people with them. If wit was a rapier, courtesy was the button at the end of the blade.

If they enjoy reading and are motivated to read outside of school, they are more likely to become expert readers than those who were put off books by being forced to learn to read before they were ready. When I was in a Finnish primary school, I peeked my head into one classroom to see Grade 1 children silently reading to themselves.

Middle-class women, barred from higher education, began to monopolize the profession of primary-school teaching. As teachers, they read more, communicated more, and education itself became subversive of old ways of thinking. They began to write for magazines and newspapers, and started some ladies’ publications. Literacy among women doubled between 1780 and 1840. Women became health reformers. They formed movements against double standards in sexual behavior and the victimization of prostitutes. They joined in religious organizations. Some of the most powerful of them joined the antislavery movement. So, by the time a clear feminist movement emerged in the 1840s, women had become practiced organizers, agitators, speakers.

... schools in many industrialized nations were not, for the most part, designed to produce innovative thinkers or questioners -- their primary purpose was to produce workers. The author Seth Godin writes, "Our grandfathers and great grandfathers built schools to train people to have a lifetime of productive labor as part of the industrialized economy. And it worked." To create good workers, educations systems put a premium on compliancy and rote memorization of basic knowledge -- excellent qualities in an industrial worker. (Or, as the cartoonist and Simpsons creator Matt Groening puts it, "it seems the main rule that traditional schools teach is how to sit in rows quietly, which is perfect training for grown-up work in a dull office or factory, but not so good for education.") And not so good for questioning: To the extent a school is like a factory, students who inquire about "the way things are" could be seen as insubordinate. It raises, at least in my mind, a question that may seem extreme: If schools were build on a factory model, were they actually designed to squelch questions?

What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines. But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ... What if education wasn't first and foremost about what we know, but about what we love?

A primary purpose of school - and this is true for our culture's science and religion as well - is to lead us away from our own experience. The process of schooling does not give birth to human beings - as education should but never will so long as it springs from the collective consciousness of our culture - but instead it teaches us to value abstract rewards at the expense of our autonomy, curiosity, interior lives, and time. This lesson is crucial to individual economic success ("I love art," my students would say, "but I've got to make a living"), to the perpetuation of our economic system (What if all those who hated their jobs quit?), and it is crucial, as should be clear now, to the rationale that causes all mass atrocities.

Jesus said, “Behold, I send you out as sheep in the midst of wolves. Therefore be wise as serpents and harmless as doves.” (Matthew 10:16) To be fully prepared for spiritual warfare, we need to be trained on the weapons of our warfare. The primary purpose of this book is to provide this training for you and your church. The first step you must take is to educate yourselves, then to remain alert and aware.

For Jefferson, there was one step crucial to creating a genuine natural aristocracy. The poor and rich had to have equal access to a good education. That's why, despite being soemthing of a liberatarian, he repeatedly proposed that the state pay for universal primary education as well as fund education at later stages. He was met with opposition from many quarters, mostly those wary of big government or highter taxes. Yet interestingly, one of this most ardent supporters was an old friend and political opponent, the conservative John Adams. "The whole people must take upon themselves the education of the whole people, and must be willing to bear the expenses of it," Adams wrote. "There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people.

As Putnam demonstrates, poorer, less-educated parents tend to believe that their primary task is getting their children to obey, as opposed to better-educated parents, who emphasize helping their children understand why they ought to obey a given rule. Reading, reasoning, and problem-solving with their parents help children develop the higher-order skills that make them better equipped to face the challenges of a fluid, complex world.

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

Those Americans who have the power to end racism as we know it, to become tough on racism, and to build the postracial society that the postracialists actually don’t want to see—these people have known the facts throughout the storied lifetime of Angela Davis. Powerful Americans also knew the facts during the lifetimes of Cotton Mather, Thomas Jefferson, William Lloyd Garrison, and W. E. B. Du Bois. It is the primary job of the powerful to know the facts of America. So trying to educate knowledgeable people does not make much sense. Trying to educate these powerful producers or defenders or ignorers of American racism about its harmful effects is like trying to educate a group of business executives about how harmful their products are. They already know, and they don’t care enough to end the harm. History is clear. Sacrifice, uplift, persuasion, and education have not eradicated, are not eradicating, and will not eradicate racist ideas, let alone racist policies. Power will never self-sacrifice away from its self-interest. Power cannot be persuaded away from its self-interest. Power cannot be educated away from its self-interest. Those who have the power to abolish racial discrimination have not done so thus far, and they will never be persuaded or educated to do so as long as racism benefits them in some way.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

Parents in the early half of the twentieth century were primarily concerned with the development of character in their children. They wanted to be certain that their children were ready to cope with adversity, for it was surely coming to them one day whether in personal or national life. The development of character involves self-discipline and often sacrifice of one's own desires for the good of self and others. Montessori education, developed in this historical period, reflects this emphasis on the formation of the child's character. However, parents today are more likely to say their primary wish for their children is that they be happy. In pursuit of this goal they indulge their children, often unconsciously, to a degree that is startling to previous generations. All parents need to remember that true happiness comes through having character and discipline, and living a life of meaningful contribution -- not by having and doing whatever you wish.

I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like [Frederick] Douglass, [Harriet] Tubman, and [Harriet] Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy; it illuminates the exceptional in order to implicitly blame those who cannot, in the most brutal circumstances, attain superhuman heights. It does this instead of blaming the system, the people who built it, the people who maintained it. In overly mythologizing our ancestors, we forget an all-too-important reality: the vast majority were ordinary people, which is to say they were people just like everyone else. This ordinariness is only shameful when used to legitimate oppression. This is its own quiet violence.

We have looked at three things that will never appear on a transcript, and yet are vital to the classical tradition of education. First, the primary purpose of education is wisdom and virtue, and every part of the program should serve to teach learners how to think and act rightly. Second, humility is vital to the pursuit of virtue because it keeps us teachable. Third, our approach to knowledge should be relational, synthetic, so that we develop a foundational understanding of the unity of knowledge and our own place in the universe.

He guides the humble in what is right and teaches them his way. PSALM 25:9 JUNE 22 After a speaking engagement in Florida, my hosts assigned a Navy captain to fly me home. En route, the captain told me that there was a very heavy overcast in New York. “As a matter of fact,” he said, “we’ll have to go in on instruments.” We went down, down, down. And finally, I saw the lights of the runway and we came right up to the ramp. It was a beautiful landing. The captain said, “The primary ingredient for a good landing is faith. I have to have faith in these instruments. If I didn’t, I might think, ‘Well, maybe this instrument isn’t exactly right, so I’ll make this adjustment.’ And that could have tragic consequences.” Your religious education is your instrument panel for safe navigation through the long flight of the years. When clouds gather, storms develop, and trouble looms, if you lose faith in your instruments, you can be lost. But if you have faith in the teachings of the Bible, in prayer, in the church, in goodness, love, and hope, your instruments will bring you through.

A century ago, historians of technology felt that individual inventors were the main actors that brought about the Industrial Revolution. Such heroic interpretations were discarded in favor of views that emphasized deeper economic and social factors such as institutions, incentives, demand, and factor prices. It seems, however, that the crucial elements were neither brilliant individuals nor the impersonal forces governing the masses, but a small group of at most a few thousand people who formed a creative community based on the exchange of knowledge. Engineers, mechanics, chemists, physicians, and natural philosophers formed circles in which access to knowledge was the primary objective. Paired with the appreciation that such knowledge could be the base of ever-expanding prosperity, these elite networks were indispensable, even if individual members were not. Theories that link education and human capital to technological progress need to stress the importance of these small creative communities jointly with wider phenomena such as literacy rates and universal schooling.

What, then, would it mean to imagine a system in which punishment is not allowed to become the source of corporate profit? How can we imagine a society in which race and class are not primary determinants of punishment? Or one in which punishment itself is no longer the central concern in the making of justice? An abolitionist approach that seeks to answer questions such as these would require us to imagine a constellation of alternative strategies and institutions, with the ultimate aim of removing the prison from the social and ideological landscapes of our society. In other words, we would not be looking for prisonlike substitutes for the prison, such as house arrest safeguarded by electronic surveillance bracelets. Rather, positing decarceration as our overarching strategy, we would try to envision a continuum of alternatives to imprisonment—demilitarization of schools, revitalization of education at all levels, a health system that provides free physical and mental care to all, and a justice system based on reparation and reconciliation rather than retribution and vengeance. The creation of new institutions that lay claim to the space now occupied by the prison can eventually start to crowd out the prison so that it would inhabit increasingly smaller areas of our social and psychic landscape. Schools can therefore be seen as the most powerful alternative to jails and prisons. Unless the current structures of violence are eliminated from schools in impoverished communities of color—including the presence of armed security guards and police—and unless schools become places that encourage the joy of learning, these schools will remain the major conduits to prisons. The alternative would be to transform schools into vehicles for decarceration.

There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.

Sorry I’m late, dear. I was snatching babies and children from the jaws of death.” I thought that as a pediatrician I would be taken care of and protected, that if people knew I was a pediatrician they wouldn’t break into my house or mug me, that I wouldn’t have to stop and chat after minor car accidents, that my way would be smoothed. I wanted to be someone no one could take exception to. When I told a professor at Harvard that I wanted to go into primary care, he said that it would be a waste of a Harvard education. He had done primary care. It was easy. With a Harvard education we could cure generations rather than individuals. So it wasn’t enough that I was in medical school. I was supposed to be lining up to cure generations. And I’d thought I was crazy.

The tyranny of merit arises from more than the rhetoric of rising. It consists in a cluster of attitudes and circumstances that, taken together, have made meritocracy toxic. First, under conditions of rampant inequality and stalled mobility, reiterating the message that we are responsible for our fate and deserve what we get erodes solidarity and demoralizes those left behind by globalization. Second, insisting that a college degree is the primary route to a respectable job and a decent life creates a credentialist prejudice that undermines the dignity of work and demeans those who have not been to college; and third, insisting that social and political problems are best solved by highly educated, value-neutral experts is a technocratic conceit that corrupts democracy and disempowers ordinary

INTRODUCTION It has long been the opinion of many of the more progressive teachers of the United States that, next to Herakles, Odysseus is the hero closest to child-life, and that the stories from the "Odyssey" are the most suitable for reading-lessons. These conclusions have been reached through independent experiments not related to educational work in foreign countries. While sojourning in Athens I had the pleasure of visiting the best schools, both public and private, and found the reading especially spirited. I examined the books in use and found the regular reading-books to consist of the classic tales of the country, the stories of Herakles, Theseus, Perseus, and so forth, in the reader succeeding the primer, and the stories of Odysseus, or Ulysses, as we commonly call him, following as a third book, answering to our second or third reader.

Washington's Farewell Address consists of a series of warnings about the danger of disunion. The North and the South, the East and the West, ought not to consider their interests separate or competing, Washington urged, "your union ought to be considered as a main prop of your liberty." Parties, he warned, were the "worst enemy" of every government, agitating "the community with ill-founded jealousies and false alarms," kindling "the animosity of one part against another," and even fomenting "riot and insurrection". As to the size of the Republic, "Is there a doubt whether a common government can embrace so large a sphere? Let experience solve it." The American experiment must go on. But it could only thrive if the citizens were supported by religion and morality, and if they were well educated. "Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge," he urged. "In proportion as the structure of a government gives force to public opinion, it is essential that the public opinion should be enlightened.

recent research indicates that unstructured play in natural settings is essential for children’s healthy growth. As any parent or early childhood educator will attest, play is an innate drive. It is also the primary vehicle for youngsters to experience and explore their surroundings. Compared to kids confined indoors, children who regularly play in nature show heightened motor control—including balance, coordination, and agility. They tend to engage more in imaginative and creative play, which in turn fosters language, abstract reasoning, and problem-solving skills, together with a sense of wonder. Nature play is superior at engendering a sense of self and a sense of place, allowing children to recognize both their independence and interdependence. Play in outdoor settings also exceeds indoor alternatives in fostering cognitive, emotional, and moral development. And individuals who spend abundant time playing outdoors as children are more likely to grow up with a strong attachment to place and an environmental ethic. When asked to identify the most significant environment of their childhoods, 96.5 percent of a large sample of adults named an outdoor environment. In

It had been a quiet few days for Hungry Paul since his Yahtzee conversation with Leonard, quiet days not being uncommon in his schedule. This had given him the opportunity to ponder the expansion and contraction of the universe as observed in localised form in the life of his best friend. Edwin Hubble, had he looked inside Leonard with his telescope, would have recorded that everything was just as the universe would ordain it. The thing is, for Hungry Paul the world was a complicated place, with people themselves being both the primary cause and chief victims of its complexity. He saw society as a sort of chemistry set, full of potentially explosive ingredients which, if handled correctly could be fascinating and educational, but which was otherwise best kept out of reach of those who did not know what they were doing. Though his life had been largely quiet and uneventful, his choices had turned out to be wise ones: he had already lived longer than Alexander the Great, and had fewer enemies, too. But he had now become awakened by the thought that, no matter how insignificant he was when compared to the night sky, he remained subject to the same elemental forces of expansion. The universe, it seemed, would eventually come knocking. And so it was that over a mid-morning scone he read a short article in the local freesheet with a sense of cosmic destiny.

Pull approaches differ significantly from push approaches in terms of how they organize and manage resources. Push approaches are typified by "programs" - tightly scripted specifications of activities designed to be invoked by known parties in pre-determined contexts. Of course, we don't mean that all push approaches are software programs - we are using this as a broader metaphor to describe one way of organizing activities and resources. Think of thick process manuals in most enterprises or standardized curricula in most primary and secondary educational institutions, not to mention the programming of network television, and you will see that institutions heavily rely on programs of many types to deliver resources in pre-determined contexts. Pull approaches, in contrast, tend to be implemented on "platforms" designed to flexibly accommodate diverse providers and consumers of resources. These platforms are much more open-ended and designed to evolve based on the learning and changing needs of the participants. Once again, we do not mean to use platforms in the literal sense of a tangible foundation, but in a broader, metaphorical sense to describe frameworks for orchestrating a set of resources that can be configured quickly and easily to serve a broad range of needs. Think of Expedia's travel service or the emergency ward of a hospital and you will see the contrast with the hard-wired push programs.

The introduction to the original book as I found it in Greece contains many interesting points, since it shows that educators in foreign countries, notably in Germany, had come to the same conclusion with our best American teachers. The editor of the little Greek reading-book says: "In editing this work we have made use not only of Homer's 'Odyssey,' but also of that excellent reader which is used in the public schools of Germany, Willman's 'Lesebuch aus Homer.' We have divided the little volume into three parts, the first of which gives a short resumé of the war against Troy and the destruction of that city, the second the wanderings of Odysseus till his arrival in Ithaca, the third his arrival and the killing of the wooers. We have no apology to make in presenting this book to the public as a school-book, since many people superior to us have shown the need of such books in school-work. The new public schools, as is well known, have a mission of the highest importance. They do not aim, as formerly, at absolute knowledge pounded into the heads of children in a mechanical way. Their aim is the mental and ethical development of the pupils. Reading and writing lead but half way to this goal. With all nations the readers used in the public schools are a collection of the noblest thoughts of their authors." The Greek editor had never read the inane rat and cat stories of American school "readers" when he wrote that.

The development of a working alliance is crucial because it addresses a psychic phobia associated with relationships that is common in complex trauma clients. As we discussed, when primary relationships are sources of profound disillusionment, betrayal, and emotional pain, any subsequent relationship with an authority figure who offers an emotional bond or other assistance might be met with a range of emotions, such as fear, suspicion, anger, or hopelessness on the negative end of the continuum and idealization, hope, overdependence, and entitlement on the positive. Therapy offers a compensatory relationship, albeit within a professional framework, that has differences from and restrictions not found in other relationships. On the one hand, the therapist works within professional and ethical boundaries and limitations in a role of higher status and education and is therefore somewhat unattainable for the client. On the other, the therapist's ethical and professional mandate is the welfare of the client, creating a perception of an obligation to meet the client's needs and solve his or her problems. Furthermore, the therapist is expected to both respect the client's privacy and accept emotional and behavioral difficulties without judgment, while simultaneously being entitled to ask the client about his or her most personal and distressing feelings, thoughts and experiences. Developing a sense of trust in the therapist, therefore, is both expected and fraught with inherent difficulties that are amplified by each client's unique history of betrayal trauma, loss, and relational distress.

As I see it, the War on Drugs—more than any other government program or political initiative—gave rise to mass incarceration as defined above. Although the political dynamics that gave birth to the system date back to slavery, the drug war marked an important turning point in American history, one that cannot be measured simply by counting heads in prisons and jails. The declaration and escalation of the War on Drugs marked a moment in our past when a group of people defined by race and class was viewed and treated as the “enemy.” A literal war was declared on a highly vulnerable population, leading to a wave of punitiveness that permeated every aspect of our criminal justice system and redefined the scope of fundamental constitutional rights. The war mentality resulted in the militarization of local police departments and billions invested in drug law enforcement at the state and local levels. It also contributed to astronomical expenditures for prison building for people convicted of all crimes and the slashing of billions from education, public housing and welfare programs, as well as a slew of legislation authorizing legal discrimination against millions of people accused of drug offenses, denying them access to housing, food stamps, credit, basic public benefits, and financial aid for schooling. This war did not merely increase the number of people in prisons and jails. It radically altered the life course of millions, especially black men who were the primary targets in the early decades of the war. Their lives and families were destroyed for drug crimes that were largely ignored on the other side of town. Those who define “mass incarceration” narrowly, to include only individuals currently locked in prisons or jails, erase from public view the overwhelming majority of

He continues: "Happily the Greek nation, more than any other, abounds in literary masterpieces. Nearly all of the Greek writings contain an abundance of practical wisdom and virtue. Their worth is so great that even the most advanced European nations do not hesitate to introduce them into their schools. The Germans do this, although their habits and customs are so different from ours. They especially admire Homer's works. These books, above all others, afford pleasure to the young, and the reason for it is clearly set forth by the eminent educator Herbart: "'The little boy is grieved when told that he is little. Nor does he enjoy the stories of little children. This is because his imagination reaches out and beyond his environments. I find the stories from Homer to be more suitable reading for young children than the mass of juvenile books, because they contain grand truths.' "Therefore these stories are held in as high esteem by the German children as by the Greek. In no other works do children find the grand and noble traits in human life so faithfully and charmingly depicted as in Homer. Here all the domestic, civic, and religious virtues of the people are marvellously brought to light and the national feeling is exalted. The Homeric poetry, and especially the 'Odyssey,' is adapted to very young children, not only because it satisfies so well the needs which lead to mental development, but also for another reason. As with the people of olden times bravery was considered the greatest virtue, so with boys of this age and all ages. No other ethical idea has such predominance as that of prowess. Strength of body and a firm will characterize those whom boys choose as their leaders. Hence the pleasure they derive from the accounts of celebrated heroes of yore whose bravery, courage, and prudence they admire.

Just for a moment, imagine that you live in a magnificent ethereal world of indescribable beauty—a world consisting of subtle energies, where every thought you create instantly molds and shapes the immediate environment around you. Imagine a perfect world where your thoughts instantly create any reality you choose. Whatever your heart desires is suddenly made manifest before you. It is a glorious land overflowing with living light, a land where death, disease, and limitations are nonexistent. Imagine yourself in an ideal world where everyone is free to explore and develop their creative pursuits and experience their unlimited potential. Does this sound like heaven? Just think what an immature or undisciplined being could and would do in this ideal thought-responsive world. Picture the chaos and destruction that a single primitive mind could create. One undisciplined mind would wreak complete havoc, destroying the perfection of the subtle environments and the privacy of all the inhabitants. Now for a moment imagine what kind of educational environment would be the perfect training ground for this undisciplined mind. What kind of school would you create to educate this primitive state of consciousness? What kind of lessons would effectively train this disruptive mind to coexist in the thought-responsive heavenly dimensions? Welcome to the slowed-down molecular training ground of consciousness. Welcome to the dense training ground of matter, where focused thoughts are required in order to create and prosper. Welcome to the ideal environment where the young and undisciplined mind can learn by trial and error without contaminating the pure realm of spirit. Welcome to your life. This is one of the primary spiritual lessons we are here to learn. The unaware remain in the dense outer dimensions of the universe until they learn to exercise complete responsibility for their thoughts and actions. They then must learn to escape from the dense gravity field consisting of matter, form, and emotion. Eventually they recognize and break free from the illusions of form and to consciously pursue and experience their spiritual essence.

In 1933 things were still being taught in the higher educational establishments which had been proven by science to be false as long ago as 1899. The young man who wishes to keep abreast of the times, therefore, had to accept a double load on his unfortunate brain. In a hundred years' time, the number of people wearing spectacles, and the size of the human brain, will both have increased considerably; but the people will be none the more intelligent. What they will look like, with their enormous, bulging heads, it is better not to try to imagine; they will probably be quite content with their own appearance, but if things continue in the manner predicted by the scientists, I think we can count ourselves lucky that we shall not live to see them! When I was a schoolboy, I did all I could to get out into the open air as much as possible—my school reports bear witness to that ! In spite of this, I grew up into a reasonably intelligent young man, I developed along very normal lines, and I learnt a lot of things of which my schoolfellows learnt nothing. In short, our system of education is the exact opposite of that practised in the gymnasia of ancient days. The Greek of the golden age sought a harmonious education; we succeed only in producing intellectual monsters. Without the introduction of conscription, we should have fallen into complete decadence, and it is thanks to this universal military service that the fatal process has been arrested. This I regard as one of the greatest events in history. When I recall my masters at school, I realise that half of them were abnormal; and the greater the distance from which I look back on them, the stronger is my conviction that I am quite right. The primary task of education is to train the brain of the young. It is quite impossible to recognise the potential aspirations of a child of ten. In old days teachers strove always to seek out each pupil's weak point, and by exposing and dwelling on it, they successfully killed the child's self-confidence. Had they, on the contrary, striven to find the direction in which each pupil's talents lay, and then concentrated on the development of those talents, they would have furthered education in its true sense. Instead, they sought mass-production by means of endless generalisations. A child who could not solve a mathematical equation, they said, would do no good in life. It is a wonder that they did not prophesy that he would come to a bad and shameful end! Have things changed much to-day, I wonder? I am not sure, and many of the things I see around me incline me to the opinion that they have not.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s. In a world where education is predominantly verbal, highly educated people find it all but impossible to pay serious attention to anything but words and notions. There is always money for, there are always doctrines in, the learned foolery of research into what, for scholars, is the all-important problem: Who influenced whom to say what when? Even in this age of technology the verbal humanities are honoured. The non-verbal humanities, the arts of being directly aware of the given facts of our existence, are almost completely ignored. Every individual is at once the beneficiary and the victim of the linguistic tradition into which he has been born - the beneficiary in as much as language gives access to the accumulated records of other people's experience, the victim in so far as it confirms him in the belief that reduced awareness is the only awareness and as it bedevils his sense of reality, so that he is all too apt to take his concepts for data, his words for actual things. That which, in the language of religion, is called "this world" is the universe of reduced awareness, expressed, and, as it were, petrified by language.

I am not suggesting that elements of the Personality Ethic—personality growth, communication skill training, and education in the field of influence strategies and positive thinking—are not beneficial, in fact sometimes essential for success. I believe they are. But these are secondary, not primary traits.

In Ireland the older and truer conception was never lost sight of. It persisted into Christian times when a Kieran or an Enda or a Colmcille gathered his little group of foster-children (the old word was still used) around him; they were collectively his family, his household, his clann — many sweet and endearing words were used to mark the intimacy of that relationship. It seems to me that there has been nothing nobler in the history of education than this development of the old Irish plan of fosterage under a Christian rule, when to the pagan ideals of strength and truth there were added the Christian ideals of love and humility. And this, remember, was not the education system of an aristocracy, but the education system of a people. It was more democratic than any education system in the world today. Our very divisions into primary, secondary, and university crystallise a snobbishness partly intellectual and partly social. At Clonard, Kieran, the son of a carpenter, sat in the same class as Colmcille, the son of a king. To Clonard or to Aran or to Clonmacnois went every man, rich or poor, prince or peasant, who wanted to sit at Finnian’s or at Enda’s or at Kieran’s feet and to learn of his wisdom. Always it was the personality of the teacher that drew them there. And so it was all through Irish history. A great poet or a great scholar had his foster-children who lived at his house or fared with him through the country. Even long after Kinsale the Munster poets had their little groups of pupils; and the hedge schoolmasters of the nineteenth century were the last repositories of a high tradition.

The OECD study also found that women’s words translated into action. As female political representation increased in Greece, Portugal and Switzerland, these countries experienced an increase in educational investment. Conversely, as the proportion of female legislators in Ireland, Italy and Norway decreased in the late 1990s, those countries experienced ‘a comparable drop in educational expenditures as a percentage of GDP’. As little as a single percentage point rise in female legislators was found to increase the ratio of educational expenditure. Similarly, a 2004 Indian study of local councils in West Bengal and Rajasthan found that reserving one-third of the seats for women increased investment in infrastructure related to women’s needs.5 A 2007 paper looking at female representation in India between 1967 and 2001 also found that a 10% increase in female political representation resulted in a 6% increase in ‘the probability that an individual attains primary education in an urban area’.

Much of the British conquest and expansion before 1857 took place against either benign, or not particularly oppressive, native rulers. The Maratha Peshwas, the Mysore rulers and the chess-playing Nawab of Oudh, to name three, were not accused of misgovernance: they were merely too powerful for colonial comfort or too rich to avoid attracting British avarice. (Indeed there were outstanding examples of good governance in India at the time, notably the Travancore kingdom, which in 1819 became the first government in the world to decree universal, compulsory and free primary education for both boys and girls.)

For example, in many developing countries, children, and in particular girls, do not spend enough time at school, even when school is free, to learn as they should. To change this, the following strategies have been suggested: •Unconditional cash transfers for girls; •Cash transfers for girls, conditional on attendance; •Merit scholarships for girls; •Free primary school uniforms; •Deworming through primary schools; •Providing information to parents about the increased wages of those who stay at school. All of these strategies look plausible. When resources for education are scarce, as they always are, especially in developing countries, which one should be tried? In the absence of randomized testing, it would be impossible to know. But the Jameel Poverty Action Lab has tested them and found that the last one on the list is by far the most cost-effective. Every $100 spent on providing information to parents about the increased wages of those who stay at school results in an amazing 20.7 additional years spent at school! Deworming through primary schools is also highly cost-effective, leading to 13.9 additional years spent at school per $100 spent. Of the remaining interventions, the first two are relatively ineffective, both gaining less than 1 additional year per $100, and the cash transfers, whether conditional or unconditional, gain less than one-tenth of an additional year per $100.8 The most effective method thus results in more than two hundred times the benefits of the two least effective methods, which means that for every $100 spent on one of the least effective methods, $99.50 is wasted. When resources are limited and education is so important to the future of children, that waste means that many human beings do not achieve their full potential.

Government alone cannot restore the economy to health. Innovation is a primary driver of economic growth. One way of measuring inventive creativeness is through patent applications. Chetty, along with Alex Bell, Xavier Jaravel, Neviana Petkova, and John Van Reenen, studied the childhoods of more than a million patent holders, linking family income with elementary test scores and other key factors. Children at the top of their third-grade math class were the most likely to become inventors—but only if they also came from a high-income family. High-scoring children who were from low-income or minority families were no more likely to become inventors than affluent children with mediocre scores. Successful inventors were also less likely to be women, Black, Latino, or from the Southeast. Chetty called these failed inventors the “lost Einsteins.” “If women, minorities, and children from low-income families were to invent at the same rate as white men from high-income (top 20%) families, the rate of innovation in America would quadruple,” the authors said. The most ominous finding by Chetty and his colleagues was the effect of Covid-19 on educational progress. Using a popular math program called Zearn, the economists plotted the achievement of children from upper-income families versus those from lower incomes. When schools shut down and instruction switched to remote learning, children in the upper-income tier suffered a small drop in the lessons completed, but low-income children fell in a hole—a 60 percent drop in the rate of progress in learning math. The long-term economic prospects for those children are dire. “We’re likely to see further erosion of social mobility the longer this lasts,” Chetty said. The American dream was drifting farther out of reach for another generation.

We train animals but we educate people. As a leader you are a teacher. Your primary job is to develop your people.

Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.

Poverty comes not from lack of higher education but from lack of primary education.

However, what Ben-Ghiat is not telling you is that the theory about “the Authoritarian Personality” originates with the Frankfurt School, and she omits the most important historical fact about this theory—the agenda behind it. As we noted in the previous chapter, the psychological theories and research that came out of the Frankfurt School were designed to ignite a Marxist cultural revolution to take down America by destroying Christianity, traditional marriage and the nuclear family, biblical moral values, and patriotism. The Frankfurt School launched their Marxist cultural revolution through venues like political correctness, education, media, arts, literature, sex, religion, and psychology. These Marxist professors partnered with Austrian neurologist Sigmund Freud, who developed the theory of psychoanalysis. Together, they created the still-popular theory that the repression of sexual urges of any kind, especially through Christian or biblical teachings and a strong father-centered family structure, creates severe psychological problems that give rise to phenomena such as “the Authoritarian Personality.” One of the primary tenets of Marxism and communism is to destroy the concept of the individual and replace it with groupthink where people find their identities by being part of the team, group, or collective. Individuality is considered a product of capitalism and Christianity. In the ideal Marxist society, the individual disappears, the collective emerges, and the state replaces God. A strong individual leader who has enough self-confidence to be fearless and doesn’t need the approval of the collective is a direct threat to Marxism. This is because the Authoritarian Leader possesses the power, along with the people who follow him, to stop or overthrow a Marxist revolution. The primary motive for the creation of the Authoritarian Leader theory is to use it as a

The UN report was not yet done depressing me. The next section revealed that over 100 million children of primary-school age were not enrolled in school. One hundred million. Mao once said that a single death is a tragedy, but a million deaths is a statistic.

Keynes concluded that citizens both rich and poor would have to be led gradually out of capitalism, a base and repugnant system of morals. His fellow liberals in the 1920s debated the morality and efficacy of capitalism, as well as the correctness of the view that, as one Liberal politician put it, “man’s primary concern is to satisfy in ever ampler degree his physical needs.” For Keynes, this might be human nature, but his entanglement with Bateson and Pearson had immersed him in the notion that biological nature was malleable. Greed would be driven out not just by education but by the eugenic cultivation of “special talents.” It would be replaced by “some of the most sure and certain principles of religion and traditional virtue—that avarice is a vice, that the exaction of usury is a misdemeanour, and the love of money is detestable, that those walk most truly in the paths of virtue and sane wisdom who take least thought for the morrow.” In the meantime, however, Keynes conceded capitalism’s efficacy. In order to improve productivity to the point where everyone’s needs could be easily satisfied, the coming century still demanded devotion to the god of greed. The goal of the next hundred years of capitalism would be its own extirpation.

there is a growing body of belief that our current educational system’s primary goal is to train good employees.

Urbanization, by making people more anonymous and less dependent on their village networks, has permitted greater mixing of the castes. New jobs lowered the importance of the caste network in finding employment opportunities and increased the incentives for young people from lower castes to get educated. In part the village community was also perhaps less bad than Ambedkar had feared. Villages have proven capable of collective action that transcends caste lines, for example, when they embraced universal primary education and free school meals for all children, regardless of caste.

Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master’s concerns. Now we hear that it is the task of women of colour to educate white women – in the face of tremendous resistance – as to our existence, our differences, our relative roles in our joint survival. This is a diversion of energies and a tragic repetition of racist patriarchal thought.

For generations, linguists had very little idea what to make of this kind of variation. On the whole, most linguists were inclined to consider the speech of educated people as the primary object of description and investigation, while the vernacular speech of uneducated people was usually dismissed as being of no consequence – except in dialectology, in which the speech of elderly, uneducated, rural speakers was commonly considered to be the most suitable for investigation. Since earlier linguists were overwhelmingly male, there was perhaps also a comparable tendency to treat men’s speech as the norm, while women’s speech, where it differed, was often disregarded as inconsequential. Otherwise, however, the very high degree of variation within a single community was, for the most part, simply ignored: at best it was considered to be a peripheral and insignificant aspect of language, no more than erratic and even random departures from the norms, while at worst it was regarded as a considerable nuisance, as a collection of tiresome details getting in the way of good descriptions.

Children who grow up in poor neighborhoods have few adult role models who have been educationally and occupationally successful. Their ability to do well in school is compromised from stress that can result from exposure to violence. They have few, if any, summer job opportunities. Libraries and bookstores are less accessible. There are fewer primary care physicians. Fresh food is harder to get. Airborne pollutants are more present, leading to greater school absence from respiratory illness. The concentration of many disadvantaged children in the same classroom deprives each child of the special attention needed to be successful.

but it’s mostly maths skills from primary school—not beyond—that actually get used in adulthood,

The primary source of plantation wealth was a completely captive and unpaid labor force. Owners didn’t need more than a handful of white workers per plantation. They didn’t need an educated populace, whether Black or white; such a thing was in fact counter to their financial interest. And their farms didn’t depend on many local customers, whether individuals or businesses:

Solution Bank and Education is always a primary concern for people all over the world. There are many indifferent skills that people learn through life. Some of them are more relevant than others, depending on their specific profession. In this case, we are talking about the importance of mathematics in life. solution bank Today, we will talk about the benefits that come from the use of mathematics in life. We are also going to mention the importance of the use of a good solution bank database. Mathematics is part of everything that we do in life. Being good with numbers is not only valuable for pass academic tests. There is a reason why mathematics is so essential during our academic journey. The use of mathematics and the science of mathematics is essential in our lives. Mathematics has been crucial for our evolution, and everything about how we have evolved ties up with numbers. It is thanks to that evolution that we have managed to achieve outstanding results in every aspect of life. When people are good with numbers, they can solve any problems without relying on calculators on their smartphones. Not only that but being good at mathematics can help you decide if a business proposal is good for you. Quick thinking about numbers is going to be super important in many scenarios. You do not want to ask people to let you check a calculator when a negotiation is taking place. The one thing that people want to do is ensure that they can have the skills to run numbers in their head. The value of great resources Understanding mathematics and practicing the complexities of this science is essential for the best possible results. This is the reason why the use of solution bank material is so important. One of the hardest things for people who are trying to learn mathematics is to understand the reasons behind a problem or a challenge. There are many cases when math becomes too difficult because of a lack of resources for learning. This is why the solution banks are so great for this purpose. They can make things much easier for anyone that is looking to achieve optimal results. The best thing to ensure that things work out as expected is to have suitable material for your studies. Many times people have mentioned that one of the main things that separate success from failure is the resources. This means that those preparing themselves and honing their skills with the right kind of resources will always have the upper hand. The popularity of solution banks has grown immensely. This is a clear indicator that this kind of material is beneficial to people. That is a very relevant thing to say because the availability of these solution bank databases can be a huge advantage. The main thing that many people who excel at mathematics are doing is practicing with the right resources. This can be difficult for those who don’t know where to find those resources, but once they do, things become much more accessible. When someone feels that their mathematics is not on point, it can be hard to achieve the results they want. With that said, with the right kind of resources, things can be completely changed and made much better. The way that people work when it comes to education is always going to be relevant. The main thing to consider is that it can be hard to make progress without proper focus on the correct type of studies. This is the type of discipline that can be very useful. Handling this the best possible way means being able to make use of the best material. This does speed up the process of handling mathematics and understanding them at a deeper level. The importance of an excellent academic performance People who seek tutoring for math are doing the right thing because they want to excel. Academic performance is going to be an excellent way for people to achieve optimal results in their careers.

The declaration and escalation of the War on Drugs marked a moment in our past when a group of people defined by race and class was viewed and treated as the 'enemy.' A literal war was declared on a highly vulnerable population, leading to a wave of punitiveness that permeated every aspect of our criminal justice system and redefined the scope of fundamental constitutional rights. The war mentality resulted in the militarization of local police departments and billions invested in drug law enforcement at the state and local levels. It also contributed to astronomical expenditures for prison building for people convicted of all crimes and the slashing of billions from education, public housing and welfare programs, as well as a slew of legislation authorizing legal discrimination against millions of people accused of drug offenses, denying them access to housing, food stamps, credit, basic public benefits, and financial aid for schooling. This war did not merely increase the number of people in prisons and jails. It radically altered the life course of millions, especially black men who were the primary targets in the early decades of the war. Their lives and families were destroyed for drug crimes that were largely ignored on the other side of town. Those who define 'mass incarceration' narrowly, to include only individuals currently locked in prisons or jails, erase from public view the overwhelming majority of people ensnared by the system. Twice as many people are on probation or parole in this country as are locked in literal cages. The United States has a staggering 2.3 million people in prison-a higher rate of incarceration than any country in the world-but it also has another 4.5 million people under state control outside of prisons, on probation or parole. More than 70 million Americans-over 20 percent of the entire U.S. population, overwhelming poor and disproportionately people of color-now have criminal records that authorize legal discrimination for life. The New Jim Crow was intended to help people see that it is a serious mistake to think of mass incarceration as simply a problem of too many people in prisons and jails. It is that, but it is also much, much more. Prison statistics barely begin to capture the enormity of this crisis. And yet for too many, the discussion begins and ends there.

My father was born in 1935. In his lifetime the world’s population more than tripled—from roughly 2.3 billion to about 7.7 billion. But over the same period, world GDP increased fifteen-fold, and GPD per capita has increased from approximately $3,000 to nearly $15,000.5 That’s enough money to permit every man, woman, and child on the planet to meet the core requirements for human happiness: to have enough to eat, decent shelter, and physical security. We are more peaceful and inclusive than our ancestors would have believed possible. In 1800 slavery was legal almost everywhere, and women did not have the right to vote. Now forced labor is only legal in three countries, and women can vote everywhere there is voting. Almost no one lived in a democracy in 1800. Now more than half of humanity does so; nearly every child receives some form of primary education; and 86 percent of the world’s population can read and write. The young are much more likely to believe

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

local authority has issued educational guidelines suggesting that in order to make transgender children feel more accepted, teachers in primary schools should tell children that ‘all genders’, including boys, can have periods.5 And in the US a Federal bill was passed in May 2019 which redefines sex to include ‘gender identity’.

Before there was a Human Mind System, there was the Sovereign Integral. The HMS is the most opaque and distorted veil that has stood between humanity and its true self, perverting its self-expression within the domains we call reality. The Human Mind System is separated into three primary functional mechanisms: The unconscious or genetic mind, the subconscious, and the conscious. These three components intermingle to form what most people term consciousness. The unconscious, genetic mind is the repository of all humanity; the subconscious is the repository of the family bloodlines; and the conscious mind is the repository of the individual. However, and this is important to understand, the foundational patterns of thought are primarily from the subconscious and genetic mind structures of consciousness. Thus, while the individual believes themselves to be individual, unique, separate, and one-of-a-kind, in reality they are not. Not in the context of HMS. You can conceptualize yourself as a copy of the human family folded inside a copy of your parents and bloodlines, placed into an individualized expression: you. The “You” is an HMS particularized into one expression, but its roots are entirely planted in the soil of humanity and parental lineage, all of which is downloaded into the developing fetus before birth. This is precisely why, after ten thousand generations, we continue to operate in the same patterns of greed, separation, and self-destruction. The image in the mirror is upgraded with better “clothing” and more sophisticated masks, but underneath, the image remains the same feelings, the same thoughts, and the same behaviors. Social and cultural engineering via the entertainment and educational systems conspire to entrain the individual during their developmental years (3-14 years old), activating the programs and subsystems of the HMS to ensure that the individual is properly prepared to conform to the reality matrix of their time and place. Even those who are non-conformists, who fancy themselves “outside the box”, are well within the perimeter of the HMS.

A British State of Education report found that four-fifths of teachers are worried about children not being prepared for starting primary school (which in the UK happens at age five) due to poor social skills and delayed speech, which many of the teachers attribute to parents’ excessive use of smartphones and tablets. “There is limited parent/child interaction,” one teacher writes, according to the Guardian. “Four-year-olds know how to swipe a phone but haven’t a clue about conversations.” According to the survey, as many as a third of the students who are enrolled in primary school are not ready for the classroom.

that elements of the Personality Ethic—personality growth, communication skill training, and education in the field of influence strategies and positive thinking—are not beneficial, in fact sometimes essential for success. I believe they are. But these are secondary, not primary traits. Perhaps, in utilizing our human capacity to build on the foundation of generations before us, we have inadvertently become so focused on our own building that we have forgotten the foundation that holds it up; or in reaping for so long where we have not sown, perhaps we

The cost was not, as I have been led to believe, that women had been prevented from working. Quite the opposite: we have been doing all of the work, around the clock, for centuries. Somebody, after all, must wash and feed and train the kids and get the food and clean the house and care for the sick and elderly. That work is physically depleting, logistically daunting, and relentless. It is not a job, but a constant gaping demand for labor. It's a ceaseless work that has gobbled up our energy and stamina, eroded our collective health, and starved our communal mind of oxygen for generations. We did the work, taught our daughters to do the work (assuming we survive their births), and then we died. That was it. Domestic toil had ground us, one after the next, to dust. We have not been educated because then, naturally, we might balk at the work. We might have the audacity to point out that we were doing all the work. We might ask the man to do some of the work, themselves. And they didn't want to do that work. Nobody wants to do the work, if they can escape it. Still we go around thinking about our primary problem, the essence of our position, is that men explain things to us or that we make less money for the same job. but, most basically, it's the work —the work that we still, somehow, have not managed to escape. It is the work we pretend doesn't exist.

In 1984, French sociologist Pierre Bourdieu explored the social patterning of consumption and taste in Distinction: A Social Critique of the Judgement of Taste. Bourdieu found that family socialization processes and educational experiences are the primary determinants of taste for a wide range of cultural goods, including food, dress, and home decor.

However, it still has a backward agricultural sector of 62 per cent of the people, where there are farmer suicides because of inability to repay loans. There is a national unemployment rate that is of over 15 per cent of the adult labour force, a prevalence of child labour arising out of nearly 50 per cent of children not making it to school beyond standard five, a deeply malfunctioning primary and secondary educational system, and 300 million illiterates and 250 million people in dire poverty.

For good or ill, the law always educates, even when it is silent. And although the law can never “make men moral,” it can, in a secondary way, profoundly assist or thwart the primary efforts of individuals, parents, spouses, friends, families, churches, and other primary bodies to make men moral.

We as human beings should always shoot the goal for success. This means, perseverance is always the primary key for our success in society.

Africa is a huge continent; it would take several lifetimes of thousands of researchers testing in hundreds of languages to collect a valid sample of anything, especially IQ. Most Africans do their schooling in a second language, not their mother tongue. How many people would accept to be tested for their IQ level not in their primary language?

t o improve the physical capacity of the horse, a trainer must learn to value its qualities and to compensate for its flaws. Physical training of an athlete, particularly a human athlete, requires a deep understanding of the sporting discipline in question. It is in this same spirit that the chapters in this book describing the biomechanics and physical training of the horse as an athlete have been developed. The presentation of these concepts begins with a series of simplified and educational reminders on the biomechanics of the muscles underlying overall movement. The primary body system involved in active physical exercise is the muscular system and the first three chapters focus on the muscular groups and actions of the forelimb, the hindlimb and the neck and trunk, and this leads to a chapter discussing the biomechanics of lowering of the neck. To evaluate the usefulness of an exercise and to understand its mode of action, including its advantages and disadvantages, it is essential to have a basic understanding of musculotendinous functional anatomy. An understanding of these fundamental ideas is directly applicable to the later chapters, which focus on training and the core exercises for a horse. Training a horse for every discipline brings together two specific but complementary areas, which are often worked on at the same time: conditioning and strengthening. The aim of conditioning is to develop respiratory capacity and to improve cardiovascular function. This results in a greater ability to perform with prolonged effort, while also improving the recovery time after this effort. Strengthening of the horse has two main goals: (1) to improve the flexibility of joints secondary to the action of ligaments and muscles (these structures have an intrinsic role in the control and stability of joints) and (2) to develop effective muscular contraction and coordination, making movements more fluid, lighter and confident (1, 2).

From our primary schools to secondary schools, to tertiary institutions, there must be a mass campaign to educate our people in the value of labour.

the primary responsibilities of the site intervention team are to: • Determine the specific learning needs of each student in need of intensive support • Diagnose the cause(s) of the student’s struggles in Tier 1 and Tier 2 • Determine the most appropriate intervention(s) to address the student’s needs • Frequently monitor the student’s progress to see if interventions are achieving the desired outcomes • Revise the student’s intervention(s) when they are not achieving the desired outcomes • Determine when special education identification is appropriate

as with private planes and private lifts, so with private education; there has arisen an increasingly segregated system of private primary and secondary schools for the wealthy. It’s not very subtle. Where does John Paulson send his children to school? His twin daughters attended preschool at the 92nd Street Y, which costs over $20,000 per student per year—yes, for nursery. Paulson is on their board. He also manages some of their investments, which he has guaranteed against losses. Many other board members have sent children to the school; four of them also manage money for the institution. This is not unusual. One of Mr Paulson’s daughters, having left nursery behind, now attends Spence, another exclusive private school in Manhattan. Mr Paulson is on their board too.

The Nagari Pracharini Sabha sought to popularize the Nagari script through its magazine Nagari Pracharini Patrika and the literary journal Saraswati founded in 1900. In 1897, when Madan Mohan Malaviya presented Sir Antony MacDonnell, lieutenant governor of the North-Western Provinces and Oudh, with the Nagari Pracharini Sabha’s petition Court Character and Primary Education in N-W P. and Oudh accompanied by 60,000 signatures, the response was non-committal.6 Therefore, MacDonnell’s order in 1900 on the use of Nagari as a court script came as a surprise. It was a battle very smoothly won, from which a bruised Urdu would never recover. The division—Hindi for Hindus, Urdu for Muslims7—had more or less been completed, exemplifying

When Hinshaw and Scheffler make the provocative statement that the primary trigger of ADHD is compulsory education, they are fully aware of the heritability of the underlying symptoms and problems. Their direct implication is that ADHD reveals itself through the ever-increasing push for academic and job performance in an increasingly competitive world economy.

With hindsight, going to Nottingham High School transformed my whole life. I think that six boys and six girls from Highbury Primary School had got through the 11-plus and they should all have gone to High Pavement Grammar School or Manning Grammar School for Girls. But not all of them were allowed to take up their places because their parents either did not wish them to belong to such grand establishments, or possibly – and perhaps more likely – they could not afford the compulsory uniform. And two of the girls were not allowed to go to Manning because their parents could not see the point of girls having a secondary education at all.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s.

large-frame pattern recognition, and the most complex forms of communication are cognitive areas where people still seem to have the advantage, and also seem likely to hold on to it for some time to come. Unfortunately, though, these skills are not emphasized in most educational environments today. Instead, primary education often focuses on rote memorization of facts, and on the skills of reading, writing, and arithmetic—the

Education Children in Italy must go to school from age six until age fourteen. Primary school goes through age eleven, when children move to lower secondary school (like middle school in North America). About 80 percent of children continue their education through high school or go to a technical institute. Students who go to college usually attend one in their own city and live at home. Few universities have housing for students. University education in Italy began in ancient times. A school of medicine was founded in Salerno in the ninth century. The University of Bologna, founded in the eleventh century, is probably the oldest full university in Europe. It has about one hundred thousand students. The University of Rome was founded by the Catholic Church in about 1300 and remained primarily a religious institution for hundreds of years. When Rome became part of modern Italy, the university became a state university. Often called La Sapienza, meaning “Knowledge,” it is Europe’s largest university, with nearly 150,000 students.

The institutionalization of the radical ethos in the academy has brought with it not only an increasing politicization of the humanities, but also an increasing ignorance of the humanistic legacy. Instead of reading the great works of the past, students watch movies, pronounce on the depredations of patriarchal society, or peruse second- or third-rate works dear to their ideological cohort; instead of reading widely among primary texts, they absorb abstruse commentaries on commentaries, resorting to primary texts only to furnish illustrations for their pet critical "theory." Since many older professors have themselves been the beneficiaries of the kind of traditional education they have rejected and are denying their students, it is the students who are the real losers in this fiasco.

Without ever having met the Dharma, the Buddha’s legacy to the world, and without having developed a good heart, everything we do can only be the cause of the lower realms. Our education is solely for this purpose. We go to kindergarten, primary school, high school and then college and university just to create the causes of the lower realms. I don’t think I have ever put it this way before.

Another program that evolved from the Cultivating Emotional Balance project is Stress Management and Relaxation Techniques (SMART) in Education, an eight-week, 11-session program that involves after-school or evening sessions for a total of 36 contact hours. With the support of the Impact Foundation, this program was developed by Margaret Cullen, a licensed therapist, MBSR instructor, one of the developers of CEB, and a primary facilitator for CEB research.

The proper concern of a primary school is not education in a narrow sense, and still less preparation for later life, but the present lives of the children.

Voters in the Republican primary in South Carolina who handed Trump a walkover victory declared terrorism to be their foremost concern, one that eclipsed a low-wage economy; deteriorating living standards that have led to an actual increase in the death rate of the GOP’s core demographic of late-middle aged, non-college educated whites; and the most expensive and least available health care in the “developed” world. So while Trump—a Vietnam-era draft avoider who appeared not even to know what the nuclear triad was—could hardly be considered a product of the national security sector of the Deep State, his demagogic skills and authoritarian demeanor placed him in a far better position than his rivals to exploit the national neurosis created by the war on terror.

Here are a few more important principals that our dogs live by: • Bonding with those I love and care about is of primary importance. • I forgive others quickly and completely. • If it runs from me, I should chase it. If it chases me, I should run from it. • I never approach someone head-on. That might be seen as threatening. • If something scares me, I try to look larger. If it terrifies me, I try to look smaller. • If it’s human, I try extremely hard to make it happy.

What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? And what if this had as much to do with our bodies as with our minds?

After the publication of a report in 1967 by Bridget Plowden, an amateur educationalist, describing primary schooling, Britain’s education system had become an ideological battleground. Masked by a scattering of platitudes about improving schools, Plowden recommended the destruction of traditional education. Children, she wrote, should no longer sit in rows of desks but instead gather in groups around tables to encourage self-learning. She also recommended that the eleven-plus examination, a three-part test (English, maths and intelligence) taken in one day that irrevocably determined a child’s educational fate – either to blossom in a grammar school or be consigned to failure in a secondary modern school – should be abandoned. Grammar schools should be replaced by non-selective comprehensives that mixed children of all standards. With cross-party support, successive Labour and Conservative governments implemented her recommendations.

It’s still running today. If you examined the years since 1800 in twenty-year increments, and charted every way that human welfare can be expressed in numbers—not just annual per capita GDP, which climbed to more than $6,000 by 2000, but mortality at birth (in fact, mortality at any age); calories consumed; prevalence of infectious disease; average height of adults; percentage of lifetime spent disabled; percentage of population living in poverty; number of rooms per person; percentage of population enrolled in primary, secondary, and postsecondary education; illiteracy; and annual hours of leisure time—the chart will show every measure better at the end of the period than it was at the beginning. And the phenomenon isn’t restricted to Europe and North America; the same improvements have occurred in every region of the world. A baby born in France in 1800 could expect to live thirty years—twenty-five years less than a baby born in the Republic of the Congo in 2000. The nineteenth-century French infant4 would be at significantly greater risk of starvation, infectious disease, and violence, and even if he or she were to survive into adulthood, would be far less likely to learn how to read.

Liked Following Message More Contact Us .. Status Photo / VideoOffer, Event + . Write something... . 1 Draft Created Saturday, November 5 at 4:05pm. See draft. . The Year of “Alphabetization In the Cuban post revolution era it was at “Che” Guevara who promoted educational and health reforms. 1961 became the “Year of Cuban Literacy” or the “Campaña Nacional de Alfabetización en Cuba,” meaning the “Year of Alphabetization in Cuba.” The illiteracy rate had increased throughout Cuba after the revolution. Fidel Castro in a speech told prospective literacy teachers, “You will teach, and you will learn,” meaning that this educational program would become a two-way street. Both public and private schools were closed two months earlier, for the summer than usual, so that both teachers and students could voluntarily participate in this special ambitious endeavor. A newly uniformed army of young teachers went out into the countryside, to help educate those in need of literacy education. It was the first time that a sexually commingled group would spend the summer together, raising the anxiety of many that had only known a more Victorian lifestyle. For the first time boys and girls, just coming of age, would be sharing living conditions together. This tended to make young people more self-sufficient and thought to give them a better understanding of the Revolution. It is estimated that a million Cubans took part in this educational program. Aside from the primary purpose of decreasing illiteracy, it gave the young people from urban areas an opportunity to see firsthand what conditions were like in the rural parts of Cuba. Since it was the government that provided books and supplies, as well as blankets, hammocks and uniforms, it is no surprise that the educational curriculum included the history of the Cuban Revolution, however it made Cuba the most literate countries in the world with a UNESCO literacy rate in 2015, of 99.7%. By Captain Hank Bracker, author of the award winning book “The Exciting Story of Cuba,” Follow Captain Hank Bracker on Facebook, Goodreads, his Website account and Twitter.

Rather than equating the terms 'local' and 'cosmopolitan' with geographical areas (rural and urban respectively), sociologist Wade Clark Roof suggests that these terms refer to character types who can be found in a diversity of settings in the United States. Locals are strongly oriented toward community or neighborhood, favor commitments to primary groups (family, neighborhood, fraternal and community organizations), tend to personalize their interpretations of social experience, and are more traditional in their beliefs and values. Cosmopolitans, on the other hand, are oriented toward the world outside the residential community, prefer membership in professional or special interest organizations, and are more open to social change and more tolerant of diversity in belief than locals. While a disproportionate number of locals are found in smaller communities, studies indicate that other factors - such as length of residence in a community, age, and educational level - play an even stronger role in determining orientation.

A primary goal of educators remained to reinforce the social hierarchy. Historian David Ayres showed that the Buddhist notion of individual helplessness is the central factor in that process. As he wrote, “Students were equipped to become citizens in a system in which they were taught to refer to themselves as slaves and to willingly accept the necessity of their subservience to individuals of higher social status.” From

(Indeed there were outstanding examples of good governance in India at the time, notably the Travancore kingdom, which in 1819 became the first government in the world to decree universal, compulsory and free primary education for both boys and girls.)

America is polarized and divided beyond repair unless we renew our conviction that the health of our nation comes first. That we concentrate on repairing not only our stressed infrastructure, but also our people. Free or reasonably priced education beyond secondary school is more than a political issue; it is the primary solution to our nation’s long term problems.” Captain Hank Bracker

Discovery of one’s self, of one’s specific individual powers and potential capacities, learning how to develop them and use them as a socialized human being that cares about the needs of other individuals—would have to become the primary task of a new humanist education.

When Mathematics unfold through Origamis, when video games target Medicine and Education, when architecture embraces nature, when we defy gravity, when physics dance, and dance clubs play Einstein, when we stop playing war, when TV starts saying something, when we produce without wasting, when engineering meets humanity’s primary needs, when all of these are not just casualties, but a standard we all live UP to: Then we’ll know. I’ll know: we really live in the 21st century

Whole generations of Americans growing up today have absolutely no idea that the heritage of this nation is based on the Bible. Even many older adults, who grew up under a different educational system, have become convinced that America was founded by a group of “separationists” whose primary goal was to create an environment where all public places like schools, courts, and government buildings would be “religion-free zones.” Many Americans today live as if they really believe that the Founding Fathers intended for us to experience both liberty and licentiousness. Many have been led to believe that our Founders would be comfortable with the moral filth and unrighteousness we now live with every day in America. Sometimes it seems that any idea may be expressed in America today except the truth of the Gospel of Jesus Christ.

Involvement in the life of the community was a vital part of every citizen's daily life; preparing the next generation for such a civic life was the schools' primary mission.

Literary subjects as a whole enjoyed a great popularity at the Salon of 1839. France had a passionate addiction throughout the twenties and thirties to English literature, English history, and Goethe. This addiction is seen, for instance, in the extraordinary popularity of the historical novels of Walter Scott. Their pages held not only events and figures of profound interest to a history-curious society, but also a wealth of descriptive detail about the material side of life in other times: what people did, what their homes were like, how they spoke, how they dressed, what they fought about, what they believed in, and—most entertaining—whom they loved. These accounts, told by a fictional observer of the lower class, found universal favor. The educated admired Scott’s erudition, while all social strata loved his use of local color, description, and melodramatic anecdotes. Scott’s historical novel, by format and methods, is the primary literary source of the genre historique in history painting. Both were equally popular in the arts. Both directly reflect bourgeois tastes and were dependent for their proliferation on a new literate, commercial society. By the early thirties, the Scott repertoire was so well known that a Salon audience would have found the stories recognizable without a catalog entry.

The regular public schools ... have become more secular ... and more value-free. The education profession's cherished "progressivism" is part of the reason. And the close scrutiny of fierce watchdog groups ... has made schools and educators gun-shy. In recent years, however, perhaps the strongest influences have been postmodern relativism and multiculturalism, which first trickled, then gushed from university campuses into primary and secondary school classrooms. If scholars, teachers, and those who train them abjure fixed distinctions between right and wrong, if all judgments are said to depend upon one's unique perspective or background rather than universal standards of truth, beauty, or virtue, if every form of family, society, and polity is deemed equal to all other forms, and if every group's mores and values must be taught ... who is there (in school) to help children determine what it means to be an American, how to behave, and what to believe?

The task of defining Jesus's message fell instead to a new crop of educated, urbanized, Greek-speaking Diaspora Jews who would become the primary vehicles for the expansion of the new faith. As these extraordinary men and women, many of them immersed in Greek philosophy and Hellenistic thought, began to reinterpret Jesus's message so as to make it more palatable both to their fellow Greek-speaking Jews and to their gentile neighbors in the Diaspora, they gradually transformed Jesus from a revolutionary zealot to a Romanized demigod, from a man who tried and failed to free the Jews from Roman oppression to a celestial being wholly uninterested in any earthly matter.

The two things that will hold us in deception are ignorance and pride. First, we must realize that God does not desire that we be ignorant. Our primary source of truth is the Word of God. You may be believing something about God, yourself or others that is contrary to the Bible. That is one reason we as Christians must know the Bible. The more we know what it really says, the less of an opening Satan has to lie to us. The belt of truth and the sword of the Spirit, which is the Word of God (see Eph. 6:14,17) are, therefore, two very important elements of our spiritual armor as Christians. Pride also works to hold us in deception. This happens when we refuse to acknowledge that we have been deceived because, after all, we know better. Pride is an especially vulnerable area for those who may have grown up in church or have pursued higher Christian education. Satan can be holding us in bondage to sin that we refuse to see. But as my good friend Cindy Jacobs often says, “If you don’t think you can be deceived, you already are!

older learners are more efficient than younger learners. By using their metalinguistic knowledge, memory strategies, and problem-solving skills, they make the most of second or foreign language instruction. In educational settings, learners who begin learning a second language at primary school level do not always achieve greater proficiency in the long run than those who begin in adolescence. Furthermore, there are countless anecdotes about older learners (adolescents and adults) who achieve excellence in the second language.

In addition, traditional medical education has always taught doctors to find one cause for all of the patient’s symptoms. This is deeply ingrained in every physician’s education. We generally are not taught to look for multifactorial causes of an illness. Therefore, if a Lyme disease patient presents with thirty-five different symptoms, the established paradigm would be to try and explain these complaints according to the accepted medical model: one primary diagnosis. If the doctor could not find a single etiology, or cause, for your symptoms, it must be because it is psychological in nature, and you are crazy. Or the answer might be elusive because the symptoms can’t be understood in the HMO-dictated fifteen-minute time frame. Or perhaps the physician hasn’t looked hard enough, or just sees the world through one narrow diagnostic lens.

frustration has flared up over the Common Core initiative, involving the implementation of national reading and maths standards for primary and secondary school children. The Gates Foundation played a central role in bringing the standards to fruition. Spending over $233 million to back the standards, the foundation dispersed money liberally to both conservative and progressive interest groups. The two major teachers' unions, the National Education Association and the American Federation of Teachers, each received large donations, as did the US Chamber of Commerce. Gates himself suggested that a benefit of the standards is that they open avenues towards increasing digital learning. In 2014, Microsoft announced it was partnering with Pearson to load Pearson's Common Core classroom material onto Microsoft's Surface tablet. Previously, the iPad was the classroom frontrunner; the Pearson partnership helps to make Microsoft more competitive.

Curiosity is the primary fuel that drives lifelong education.

The Georgia Constitution states it clearly: “The provision of an adequate public education for the citizens shall be a primary obligation of the State of Georgia.” Note the term “public education.” Taxpayers are not obligated to provide a private education but a public education. If you want a private education, you may certainly go get one. But the taxpayers of Georgia are under no obligation to pay for it.

the primary task of the Church is not to educate man, is not to heal him physically or psychologically, it is not to make him happy. I will go further; it is not even to make him good. These are things that accompany salvation; and when the Church performs her true task she does incidentally educate men and give them knowledge and information, she does bring them happiness, she does make them good and better than they were. But my point is that those are not her primary objectives. Her primary purpose is not any of these; it is rather to put man into the right relationship with God, to reconcile man to God.

recouping the church subsidies was pivotal in the Republic’s release of funds for other reforms, especially for (public) primary education.

Decades-old studies have shown that primary care physicians sued less often are those more likely to spend time educating patients about their care, more likely to use humor and laugh with their patients and more likely to try to get their patients to talk and express their opinions. It seems that more likable physicians are less likely to have claims filed against them.

Perkins kept a folder titled “Notes on the Male Mind” and recorded this episode in it. It played a major role in her political education: “I learned from this that the way men take women in political life is to associate them with motherhood. They know and respect their mothers—99 percent of them do. It’s a primitive and primary attitude. I said to myself, ‘That’s the way to get things done. So behave, dress, and so comport yourself that you remind them subconsciously of their mothers.’ 

Located at 6° 17′ 57″ N, 10° 47′ 41″ W, on the Atlantic coast near Cape Mesurado, The city and outlying districts are administered by the Monrovia City Corporation. Monrovia is Liberia’s capitol city and has a population of over a million people. According to the 2008 census Monrovia had a population of 1,010,970. A total of 29% of the total population of Liberia lives in Monrovia, making it the country's most populous city. In mid-1950, when President Tubman’s administration governed the country, it had 250,000 people or an estimated quarter of that number. At that earlier time the minority group of Afro-Americans controlled Liberia but the indigenous tribes having the he majority of the population had very little say in the running of the country. More recently, because of interracial marriages between ethnic Liberians and Lebanese nationals a significant mixed-race population has developed. Because most of these people are merchants they primarily lived in Monrovia. During the civil wars and the ensuing unrest, most American Liberians fled to the United States and other countries. After the restructuring of the Liberian government very few returned to Liberia creating an educational deficit or brain-drain. More recently some are returning to Liberia but not without problems. The primary fear is that they will bring back money earned overseas and will be in a position to recapture economic power and eventually the government.

In Egypt in 1960, 30 percent of all children in the land around the Nile died before their fifth birthday. The Nile delta was a misery for children, with all sorts of dangerous diseases and malnutrition. Then a miracle happened. The Egyptians built the Aswan Dam, they wired electricity into people’s homes, improved education, built up primary health care, eradicated malaria, and made drinking water safer. Today, Egypt’s child mortality rate, at 2.3 percent, is lower than it was in France or the United Kingdom in 1960.

A somber energy settled inside the classroom, like the darkness outside. Our goal, BSU officers told each other, was to free the Jena 6. But were we willing to do anything? Were we willing to risk our freedom for their freedom? Not if our primary purpose was making ourselves feel better. We formulate and populate and donate to cultural and behavioral and educational enrichment programs to make ourselves feel better, feeling they are helping racial groups, when they are only helping (or hurting) individuals,

Wisdom, love, and service is the primary purpose of being educated

philosopher Joubert was to regret the disappearance of the old schools: They were in fact small, elementary universities. In them, students received a very complete primary education.… There were chairs of philosophy and mathematics, subjects by which so much store is set; history, geography, and other branches of knowledge about which people talk played a role, not prominently and with fanfare, as they do today, but secretly and surreptitiously, so to speak. They were fused, insinuated, and conveyed with other subjects.… A little of everything was taught and … the chords of every disposition were sounded. Every mind was urged to know itself, and all talents to be developed. Taught rather slowly, with little ceremony and almost imperceptibly, students thought they knew little, and remained modest.… They left the old schools knowing they were ignorant and ignorant of what they knew. They departed eager to learn more, and full of love and respect for men they thought were learned.52

The Right of Children to Free and Compulsory Education Act, 2009, has made it every Indian child’s right to access full-time elementary education of satisfactory and equitable quality until the age of fourteen. Estimates vary, but India has a shortage of almost half a million teachers and over eight million primary school-age children still do not attend school.

Considers American Sign Language (ASL) to be the natural language of the Deaf culture and urges recognition of ASL as the primary language

Not many decades ago, the primary motivation for attaining a college education shifted, from lifelong learning to the immediate end of earning wages, from receiving an education to making a living.

A century on in 1984, black feminist, activist and poet Audre Lorde wrote in Sister Outsider: Essays and Speeches: ‘Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master’s concerns. Now we hear that it is the task of women of colour to educate white women – in the face of tremendous resistance – as to our existence, our differences, our relative roles in our joint survival. This is a diversion of energies and a tragic repetition of racist patriarchal thought.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

Among educated ex-users there appear to be three primary factors associated with relapse: (1) a natural suppression of memories of recovery's early challenges, (2) they rewrite, amend or decide to test the Law and (3) they pretend that they have a legitimate excuse to break or ignore it.

There exists today a dangerous relationship between the extreme left and the extreme right, and between black rage and white fear. The confrontation tactics of the one evoke a reactionary response from the other. When the would-be revolutionaries of the new left manhandle professors, occupy buildings, and destroy property, the right wins new adherents. When sincere but misdirected young black people engage in violence in the name of justice, they are strengthening those very forces which in the past have inflicted violence and injustice upon the Negro community. Such acts of protest may be cathartic, may appear to be bold and militant; but let us be very clear--their primary effect is to bring about a political reaction. These acts have set loose a wave of panic in this country, and opportunistic right-wing demagogues understand the nature of that panic and are building their political futures upon it. These demagogues do not believe in meeting the black community's urgent needs for income and education. Indeed, social justice, by removing the cause of social unrest, would threaten the very base of fear upon which they stand. Their program is the billy club and their staunchest ally the police arm of the state. They believe in repression. The lessons of these recent developments should be clear. An assault upon our democratic institutions will not reform them but destroy them. Violence will lead to more violence, not to social justice. And the fundamental tragedy is that the absence of justice will provoke more people to engage in violent acts. We must find a way out of this vicious cycle.

[T]he education system in America is designed to keep wealth and resources for the privileged and to keep the poor and the crushed folks at the bottom, with rare exceptions usually amplified and promoted for PR purposes. If education’s primary purpose is to save people through knowledge and social mobility, then the millions of Americans, including many Black people, who don’t have access to good education as do the rich and privileged children getting prepped up early on for ivy league schools, is a clear indication that the American education is a huge failure.

41. The idols of the tribe have their foundation in human nature itself, and in the tribe or race of men. For it is a false assertion that the sense of man is the measure of things. On the contrary, all perceptions both of the sense and of the mind are according to the measure of the individual, and not according to the measure of the universe. And the human understanding is like a false mirror, which, receiving rays irregularly, distorts and discolors the nature of things by mingling its own nature with it. 42. The idols of the cave are the idols of the individual man. For every one (besides the errors common to human nature in general) has a cave or den of his own, which refracts and discolors the light of nature, owing either to his own proper and peculiar nature; or to his education and conversation with others; or to the reading of books and the authority of those whom he esteems and admires; or to the differences of impressions, accordingly as they take place in a mind preoccupied and predisposed or in a mind indifferent and settled; or the like. So that the spirit of man (according as it is meted out to different individuals) is in fact a thing variable and full of perturbation, and governed as it were by chance.

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

3. Human knowledge and human power meet in one; for where the cause is not known, the effect cannot be produced. Nature to be commanded must be obeyed; and that which is in contemplation is as the cause is in operation as the rule. [ … ] 11. As the sciences we now have do not help us in finding out new works, so neither does the logic we now have help us in finding out new sciences. 12. The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search for truth. So it does more harm than good. 13. The syllogism is not applied to the first principles of science, and is applied in vain to intermediate axioms, being no match for the subtlety of nature. It commands assent therefore to the proposition, but does not take hold of the thing. 14. The syllogism consists of propositions, propositions consist of words, words are symbols of notions. Therefore, if the notions themselves (which is the root of the matter) are confused and too hastily abstracted from the facts, there can be no firmness in the superstructure. Our only hope therefore lies in a true induction. 15. There is no soundness in our notions, whether logical or physical. Substance, quality, passion, essence itself are not sound notions; much less are heavy, light, dense, rare, moist, dry, generation, corruption, attraction, repulsion, element, matter, form, and the like. But all are fantastical and ill defined. 16. Our notions of less general species, as man, dog, dove, and of the intermediate perceptions of the sense, as hot, cold, black, white, do not materially mislead us; yet even these are sometimes confused by the flux and alteration of matter and the mixing of one thing with another. All the others which men have adopted up to now are but wanderings, not being abstracted and formed from things by proper methods. 17. Nor is there less willfulness and wandering in the construction of axioms than in the formation of notions, not excepting even those very principles which are obtained by common induction, but much more in the axioms and lower propositions educed by the syllogism.

the primary purpose of college is to become a learner.

Some of our findings were surprising in that they challenge some popularly held beliefs about what makes a teacher effective. For example, style of organization for mathematics teaching was not a predictor of how effective teachers were. Whole-class ‘question-and-answer’ teaching styles were used by both highly effective and comparatively less effective teachers. Similarly, individualized work and small-group work were used by teachers across the range of effectiveness. At the school level, setting across an age group was used in schools with both high and low proportions of highly effective teachers. The same published mathematics schemes were used by highly effective and comparatively much less effective teachers. Our findings also raised questions about the sort of mathematical knowledge teachers need in order to be effective. Despite what might be expected, being highly effective was not positively associated with higher levels of qualifications in mathematics. The amount of continuing professional development in mathematics education that teachers had undertaken was a better predictor of their effectiveness than the level to which they had formally studied mathematics.

Some fifty-seven million children of primary school age are out

Rather than pigeon-holing learners into aural, visual, verbal, etc. types, Pashler et al. ‘think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning (2008: 117). ‘Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open’ (ibid.). Besides, an approach that focuses on what learners have in common, rather than on what differentiates them, is ultimately more practicable. The alternative – small groups of like-minded learners getting individualized instruction – is a luxury few educational institutions or systems can afford, even if there were any psychological basis for it.

Education in Italy is paid for by the state. All children must attend school between the ages of six and 14. Most go to local state schools, although there are some private schools where parents pay for their children’s education. Children leave primary school at the age of 11, taking an exam before entering middle school. At 14, it is possible to leave school altogether, but most pupils take another exam to qualify for further education. According to their skills and interests they might choose to continue with academic studies at a liceo (grammar school), or they may prefer technical studies, taking an arts course at an academy, or training to become a teacher. Pupils in further education can take an exam which, if they pass, entitles them to a place at a university. There are some government grants for university students, although most of them pay about 200,000 lire ($160) each year in fees. In recent years, the Italian government has made a great effort to improve standards of education and to make sure that everyone learns to read and write. However, the northern, more industrial part of the country still has better equipped schools than the less populated south.

As late as 1900, only a single medical school in the United States—Johns Hopkins—required that applicants have a college degree. Many schools, according to a 1910 Carnegie Foundation report on the state of American medical education, did not even require that their students have finished four years of high school. Their primary criterion for acceptance was the ability and willingness to pay tuition. None

Monrovia is Liberia’s capital city and has a population of over a million people. According to the 2008 census Monrovia had a population of 1,010,970. A total of 29% of the total population of Liberia lives in Monrovia, making it the country's most populous city. In mid-1950, when President Tubman’s administration governed the country, it had an estimated quarter of that number. At that earlier time the minority of Afro-Americans controlled Liberia but the native tribes in the majority had very little say in the running of the country. More recently, because of interracial marriages between ethnic Liberians and Lebanese nationals a significant mixed-race population especially in and around Monrovia had developed. Because of civil unrest most American Liberians fled to the United States and other countries. After the restructuring of the Liberian government very few returned to Liberia creating an educational deficit or brain-drain. More recently more are returning to Liberia but not without problems. The primary fear is that they will bring back money earned overseas and will be in a position to recapture power and eventually the government. Photo Caption: Monrovia Liberia

second model, that of a technical or trade school, would conceive the primary task of psychoanalytic education to be the learning of a clearly defined skill or trade, with no emphasis on artistic creativity. Teachers

Pakistan’s poor performance in education is not a function of poverty but of according lower priority by successive governments. There are forty-three countries in the world that are poorer than Pakistan on a per capita GDP basis45 but twenty-four of them send more children to primary school than Pakistan does. Pakistan’s budgetary allocation for education—a meagre 2.6 per cent of GDP in 2015—is abysmally low and actual expenditure—1.5 per cent of GDP—is even less. Pakistan spends around seven times more on its military than on primary education. According to one estimate, just one-fifth of Pakistan’s military budget would be sufficient to finance universal primary education.

Coe’s expansive boundaries encompassed more than two million acres of the southern Everglades, Florida Bay, Ten Thousand Islands, Big Cypress, and the upper Keys, stretching as far north as fifteen miles above the Tamiami Trail highway and as far east as the barrier reefs in the Atlantic. The primary goa was the preserve the ecosystems’ vast diversity of habitats in their primitive condition- pinelands and marshlands, estuaries and sloughs, dwarf cypress and elk horn coral. A secondary goal was half a million annual visitors, buts the botanist David Fairchild explained at a congresisonal hearing, the Everglades was not Yosemite, and its entertainment value would be only part of its appeal. It would also educate children, provide a unique laboratory for scientists, protect rare flora and fauna from extinction, and “Startle Americans out of the runs which an exclusive association with he human animal produces in the mind of man.

So if you are investing money to improve health on Level 1 or 2, you should put it into primary schools, nurse education, and vaccinations. Big impressive-looking hospitals can wait.

It was common for my father to sit my sisters down and tell them things like, "I saw a girl working in the bank in town, and she was a girl just like you." My parents had never completed primary school. They couldn't speak English or even read that well. My parents only knew the language of numbers, buying and selling, but they wanted more for their kids. That's why my father had scraped the money together and kept Annie in school, despite the famine and other troubles.

Primary school students participated in a pen pal program that linked them with seniors who were members of the Grange, the Garden Club,

Project-based homeschooling is concerned with the underlying motives, habits, and attitudes of thinking and learning. However you feel about knowledge and skills — whether you’re a Latin-loving classicist or a relaxed unschooler or somewhere in-between — the point of project-based homeschooling is to devote some time to helping your child direct and manage his own learning. This does not have to comprise your entire curriculum. (Though it can.) It does not have to be the primary focus of your learning life. (Though it can be.) But it is essential. It is the part of your child’s education that is focused on that underlying machinery. It is the part of your child’s learning life that is focused on your child’s very specific and unique interests, talents, and passions. It is the part of your child’s learning when he is not only free to explore whatever interests him, but he receives attention, support, and consistent, dependable mentoring to help him succeed.

Despite the empire’s problems, however, its former emperor had succeeded in making Byzantium a shining beacon of civilization. The architectural triumph of the Hagia Sophia had only been possible by sophisticated advances in mathematics, and it soon spawned a flourishing school dedicated to improving the field. In Byzantium, primary education was available for both genders, and thanks to the stability of Justinian’s rule, virtually every level of society was literate. Universities throughout the empire continued the Aristotelian and Platonic traditions that were by now over a millennium old, and the works of the great scientists of antiquity were compiled in both public and private libraries. The old western provinces under barbarian rule, by contrast, were quickly sinking into the brutish chaos of the Dark Ages, with recollections of advanced urban life a fading memory. Literacy declined precipitously as the struggle to scratch out an existence made education an unaffordable luxury, and it would have disappeared completely without the church. There, writing was still valued, and remote monasteries managed to keep learning dimly alive. But throughout the West, trade slowed to a crawl, cities shrank, and the grand public buildings fell into disrepair.

Pew survey found that 45 percent of the poorest Americans use a mobile phone as their primary internet device. Same with nearly half of all Americans aged 18–29, and particularly among minorities and the less-educated. Young, poor, not white:

Great Roofing Tips You Should Check Out To make sure that you get the right roof for your needs, learn more about it before you hire someone to install one. This article is going to teach you a few things that can help you to have a roofing project that goes well. You just might learn a thing or two about roofing that can save you some time or money. Don't mess around with your roof if the weather is inclement. Not only does it make it more dangerous for you to go up there, but it can also ruin the work you're attempting to do. Wait for nice weather, both temperature and storm-wise, and then take advantage of the beautiful day. Always be safe when you're up on your roof. If you don't know what you're doing, don't go up there! Wear the right safety gear and don't do anything that puts your body at risk. Remember to bring along the right tools for the job as well to ensure you do the work right. Safety should always be your primary concern when repairing a roof. A quick way to seriously injure yourself is to try to work on your roof in wet conditions. Put a bucket beneath any leaks until the weather improves, then go inspect the roof and see if it's possible for you to repair it. Gutter To protect the integrity of your roof, clean the gutters regularly. Many roof problems, such as leaking, are caused by back-ups in the gutter system. Having a clogged gutter means that rain and snow cannot adequately drain and that puts an extra burden on your roofing materials. Buy tools to make cleaning the gutters faster and easier on you. If you have a hard time getting debris out of your gutter, you may want to bring in some new tools. Try fastening a metal angle on the end of a long board, then move the material towards you with a raking motion. Afterwards, clear out extra debris with a wire brush. While you should give your gutter periodic deep cleanings, there are certain things you should get away from your gutter the moment you see them. Litter, twigs, and pine needles are all big clogging culprits, and knocking them out of the way will help you prevent problems with your own gutter. These short tips have given you the knowledge you needed. These tips will maximize your knowledge of roofing. It can be a nightmare to repair or replace your roof if you are not educated on the matter.

A key decision made early on was to build a school that would help us kindergarten through twelfth grade. No other school in the county has this range of students, and few public schools anywhere in the country do either. indeed, at one point, the planners considered building only an elementary and middle school, and perhaps create is sattelite of one of the nearby high schools within the town. According to Rosen, they went for the K-12 idea for 2 primary reasons. First, a lot of educational research has found advantages in keeping siblings together in school. There is continuity for students, teachers, and families. Plus, parents can devote more time to volunteering at a single school. Second, there was a feeling that resources could be shared among the grades. For instance, if the high school had an excellent physics teacher, from time to time that teacher could also work with children in the lower grades.

Farming is a prison to most Burundians.8 In the countryside, especially in the north and center, people desperately want to reduce their dependence on the land. The three big ways for young people to escape poverty are education, migration, and hard work. To Burundians, secondary education is crucial: the primary if not the sole image ordinary people have when thinking about an escape from poverty is that of the fonctionnaire – not a matter of public service but of individual gain. More generally, urban migration is the crucial way by which young people try to make a decent living for themselves and their families; it is a way to prepare the conditions for marriage as well.

The state has not the right to monopolize education. Education is a legitimate form of private enterprise, subject indeed to a certain amount of government regulation, but there is notrhing in its nature that makes it a public or private monopoly. The reason is that the primary right to educate their children belongs to the parents. In understanding the work of education, the state is simply supplying the parents with facilities to fulfill their duty. If the parents have other facilities at their command, they have no obligation to use those the state provides. (p. 437)

Let’s get one thing straight: The robots are not destined to take all the jobs. That happens only if we let them—if we don’t accelerate innovation in the labor/education/start-up realms, if we don’t reimagine the whole conveyor belt from primary education to work to lifelong learning.