Profession Teacher Quotes

If we want to grow as teachers -- we must do something alien to academic culture: we must talk to each other about our inner lives -- risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract.

Professors go batty too, perhaps more often than other people, although owing to their profession, their madness is less often remarked.

Certainly teachers themselves can do a better job of letting the world know how hard their profession is, but frankly, they have real work to do and a lot of it, so they don't have a whole lot of free time on their hands.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

For Christians to influence the world with the truth of God's Word requires the recovery of the great Reformation doctrine of vocation. Christians are called to God's service not only in church professions but also in every secular calling. The task of restoring truth to the culture depends largely on our laypeople. To bring back truth, on a practical level, the church must encourage Christians to be not merely consumers of culture but makers of culture. The church needs to cultivate Christian artists, musicians, novelists, filmmakers, journalists, attorneys, teachers, scientists, business executives, and the like, teaching its laypeople the sense in which every secular vocation-including, above all, the callings of husband, wife, and parent--is a sphere of Christian ministry, a way of serving God and neighbor that is grounded in God's truth. Christian laypeople must be encouraged to be leaders in their fields, rather than eager-to-please followers, working from the assumptions of their biblical worldview, not the vapid clichés of pop culture.

The future of the world is in my classroom today, a future with the potential for good or bad... Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must never forget these same young people could be the thieves and murderers of the future. Only a teacher? Thank God I have a calling to the greatest profession of all! I must be vigilant every day, lest I lose one fragile opportunity to improve tomorrow.

A tax-supported, compulsory educational system is the complete model of the totalitarian state...The most vindictive resentment may be expected from the pedagogic profession for any suggestion that they should be dislodged from their dictatorial position; it will be expressed mainly in epithets, such as "reactionary," at the mildest. Nevertheless, the question to put to any teacher moved to such indignation is: Do you think nobody would willingly entrust his children to you to pay you for teaching them? Why do you have to extort your fees and collect your pupils by compulsion?

Half of teachers leave the profession within their first four years, and kids with behaviour challenges and their parents are cited as one of the major reasons.

It is a truism that no profession welcomes the end of the work week with more anticipation than teachers.

Your total ignorance of that which you profess to teach merits the death penalty. I doubt whether you would know that St. Cassian of Imola was stabbed to death by his students with their styli. His death, a martyr’s honorable one, made him a patron saint of teachers. Pray to him, you deluded fool, you “anyone for tennis?” golf-playing, cocktail-quaffing pseudo-pedant, for you do indeed need a heavenly patron. Although your days are numbered, you will not die as a martyr—for you further no holy cause—but as the total ass which you really are. ZORRO A sword was drawn on the last line of the page.

Every profession that attracts people for “reasons of the heart” is a profession in which people and the work they do suffer from losing heart. Like teachers, these people are asking, “How can we take heart again so that we can give heart to others?”—which is why they undertook their work in the first place.

The kind of teacher you will become is directly related to the kind of teachers you associate with. Teaching is a profession where misery does more than just love company—it recruits, seduces, and romances it. Avoid people who are unhappy and disgruntled about the possibilities for transforming education. They are the enemy of the spirit of the teacher.

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

Liar-to-children is an honourable and vital profession, otherwise known as ‘teacher’. But what teaching does not do – although many politicians think it does, which is one of the problems – is erect a timeless edifice of ‘facts’.fn3 Every so often, you have to unlearn what you thought you already knew, and replace it by something more subtle.

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

In short, teachers are more, not less, likely than many other workers to get fired.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

In some circumstances, a focus on extrinsic rewards (money) can actually diminish effort. Most (or at least many) teachers enter their profession not because of the money but because of their love for children and their dedication to teaching. The best teachers could have earned far higher incomes if they had gone to banking. It is almost insulting to assume that they are not doing what they can to help their students learn, and that by paying them an extra $500 or $1,500, they would exert greater effort. Indeed, incentive pay can be corrosive: it reminds teachers of how bad their pay is, and those who are led thereby to focus on money may be induced to find a better paying job, leaving behind only those for whom teaching is the only alternative. (Of course, if teachers perceive themselves to be badly paid, that will undermine morale, and that will have adverse incentive effects)

If civilization has got the better of barbarism when barbarism had the world to itself, it is too much to profess to be afraid lest barbarism, after having been fairly got under, should revive and conquer civilization. A civilization that can thus succumb to its vanquished enemy, must first have become so degenerate, that neither its appointed priests and teachers, nor anybody else, has the capacity, or will take the trouble, to stand up for it. If this be so, the sooner such a civilization receives notice to quit, the better. It can only go on from bad to worse, until destroyed and regenerated (like the Western Empire) by energetic barbarians.

We all have our unique careers that differ from one another, but the fact is that we must become "teachers and learners" at the end of it all! By the "learning career", we know what other people know; by the "teaching career", we make other people to know what we know!

Always remember, child,’ her first teacher had impressed on her, ‘that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that discipline—training—is about. So train your mind to dwell on sweet perfumes, the touch of this silk, tender raindrops against the shoji, the curve of this flower arrangement, the tranquillity of dawn. Then, at length, you won’t have to make such a great effort and you will be of value to yourself, a value to our profession—and bring honor to our world, the Willow World.…

Henry David Thoreau, Susan B. Anthony, W. E. B. DuBois, and Lyndon B. Johnson are just a few of the famous Americans who taught. They resisted the fantasy of educators as saints or saviors, and understood teaching as a job in which the potential for children’s intellectual transcendence and social mobility, though always present, is limited by real-world concerns such as poor training, low pay, inadequate supplies, inept administration, and impoverished students and families. These teachers’ stories, and those of less well-known teachers, propel this history forward and help us understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion.

at the city level, support for community control didn’t have much to do with teaching and learning. It was about money, political alliances, and power.

Yet annual pay for entry-level elementary school teachers, 97 percent of whom were women, had been frozen for twenty years at $500 (about $13,300 in today’s dollars).

I’d chosen my profession because it meant I could move anywhere; no matter the city, science and math teachers were needed.

Teachers do work that is both personal and political.

Teachers deserve to helm every committee determining school operations rather than policymakers who proclaim what should happen in the classroom despite never having taught in one.

Teachers deserve a well-defined, realistic job description and enough protected school day planning time to fulfill that job within their paid contracted hours.

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

Teachers deserve a safe working environment in which violence is not tolerated from students, parents, or staff, and educators can report it and other transgressions without fear of retaliation.

Of course, there’s no clear line between who creates wealth and who shifts it. Lots of jobs do both. There’s no denying that the financial sector can contribute to our wealth and grease the wheels of other sectors in the process. Banks can help to spread risks and back people with bright ideas. And yet, these days, banks have become so big that much of what they do is merely shuffle wealth around, or even destroy it. Instead of growing the pie, the explosive expansion of the banking sector has increased the share it serves itself.4 Or take the legal profession. It goes without saying that the rule of law is necessary for a country to prosper. But now that the U.S. has seventeen times the number of lawyers per capita as Japan, does that make American rule of law seventeen times as effective?5 Or Americans seventeen times as protected? Far from it. Some law firms even make a practice of buying up patents for products they have no intention of producing, purely to enable them to sue people for patent infringement. Bizarrely, it’s precisely the jobs that shift money around – creating next to nothing of tangible value – that net the best salaries. It’s a fascinating, paradoxical state of affairs. How is it possible that all those agents of prosperity – the teachers, the police officers, the nurses – are paid so poorly, while the unimportant, superfluous, and even destructive shifters do so well?

It’s clear that the teaching profession in America was never designed to offer a lifetime of strong wages or a sustainable workload. Our schools have a 200+ year history of undervaluing the necessary skill sets of a good educator, offering low compensation, and making all-consuming demands on teachers’ personal lives due to the perception of the work as a “calling” which they should gladly sacrifice for.

Using one’s beauty was the only way a smart girl could get by, at least that’s how it was back then, though even for a smart girl there were really only three professions. You could be a nurse or a teacher or a wife.

The problem? There has been no parallel effort to help our sons become multipurpose men. The female-only scholarships and affirmative action for our daughters to enter the STEM professions is not matched by the male-only scholarships and affirmative action for our sons to enter the "caring professions" -- elementary school teachers, social workers, nurses, dental hygienists, marriage and family therapists, or becoming a full-time dad.

there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A school master will prefer to have a couple of dumbheads in class than a … genius. … His task is not to produce extravagant intellectuals but good Latinists, arimeticians and sober decent folk. … We have the consolation that among true geniuses the wounds always heal. … they create their art in spite of school. Once dead and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. … Time and again the ones who are detested by their teachers … are afterwards the ones who add to society's treasure.

I had one criticism to make of my teachers. I had heard a few of them say, "Oh, I'm just a teacher." This burned me up. I told my teachers to never say this. I told them to walk proudly, with their heads held high, and to thank God they had chosen the teaching profession--the mother of all professions; that they were members working in the front line of American democracy. that they were the ground roots and not the brace roots of American democracy.

Always remember, child,’ her first teacher had impressed on her, ‘that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that discipline—training—is about. So train your mind to dwell on sweet perfumes, the touch of this silk, tender raindrops against the shoji, the curve of this flower arrangement, the tranquillity of dawn. Then, at length, you won’t have to make such a great effort and you will be of value to yourself, a value to our profession—and bring honor to our world, the Willow World . . .

K-12 teaching is a low-status profession in this country, and in academia, teaching (what is already known) is less highly valued than research (expanding what is known). Teaching teachers is then the lowest of the low, totem pole-wise.

First, Paul is anxious that everyone who professes Christian faith should allow the gospel to transform the whole of their lives, so that the outward signs of the faith express a living reality that comes from the deepest parts of the personality. Second, he is also anxious that each Christian, and especially every teacher of the faith, should know how to build up the community in mutual love and support, rather than, by the wrong sort of teaching or behaviour, tearing it apart.

What’s more, veteran teachers who work long-term in high-poverty schools with low test scores are actually more effective at raising student achievement than is the rotating cast of inexperienced teachers who try these jobs out but flee after one to three years.

Some educators even repeat the old saw that “I learn as much from my students as they learn from me!” (With due respect to my colleagues in the teaching profession who use this expression, I am compelled to say: if that’s true, then you’re not a very good teacher.) The

The standards which teachers are required to maintain are continually rising. Their work takes on a new dignity. It is rising above a calling, above a profession, into the realm of art. It must be dignified by technical training, ennobled by character, and sanctified by faith.

Take public speaking: I spent all of my twenties and early thirties avoiding it. When I once asked a speech teacher about my aversion, she explained that dancers and writers were especially difficult to teach to speak in public, since both had chosen a profession in which they didn’t have to talk—and I had been both.

Over the years I have read many, many books about the future, my ‘we’re all doomed’ books, as Connie liked to call them. ‘All the books you read are either about how grim the past was or how gruesome the future will be. It might not be that way, Douglas. Things might turn out all right.’ But these were well-researched, plausible studies, their conclusions highly persuasive, and I could become quite voluble on the subject. Take, for instance, the fate of the middle-class, into which Albie and I were born and to which Connie now belongs, albeit with some protest. In book after book I read that the middle-class are doomed. Globalisation and technology have already cut a swathe through previously secure professions, and 3D printing technology will soon wipe out the last of the manufacturing industries. The internet won’t replace those jobs, and what place for the middle-classes if twelve people can run a giant corporation? I’m no communist firebrand, but even the most rabid free-marketeer would concede that market-forces capitalism, instead of spreading wealth and security throughout the population, has grotesquely magnified the gulf between rich and poor, forcing a global workforce into dangerous, unregulated, insecure low-paid labour while rewarding only a tiny elite of businessmen and technocrats. So-called ‘secure’ professions seem less and less so; first it was the miners and the ship- and steel-workers, soon it will be the bank clerks, the librarians, the teachers, the shop-owners, the supermarket check-out staff. The scientists might survive if it’s the right type of science, but where do all the taxi-drivers in the world go when the taxis drive themselves? How do they feed their children or heat their homes and what happens when frustration turns to anger? Throw in terrorism, the seemingly insoluble problem of religious fundamentalism, the rise of the extreme right-wing, under-employed youth and the under-pensioned elderly, fragile and corrupt banking systems, the inadequacy of the health and care systems to cope with vast numbers of the sick and old, the environmental repercussions of unprecedented factory-farming, the battle for finite resources of food, water, gas and oil, the changing course of the Gulf Stream, destruction of the biosphere and the statistical probability of a global pandemic, and there really is no reason why anyone should sleep soundly ever again. By the time Albie is my age I will be long gone, or, best-case scenario, barricaded into my living module with enough rations to see out my days. But outside, I imagine vast, unregulated factories where workers count themselves lucky to toil through eighteen-hour days for less than a living wage before pulling on their gas masks to fight their way through the unemployed masses who are bartering with the mutated chickens and old tin-cans that they use for currency, those lucky workers returning to tiny, overcrowded shacks in a vast megalopolis where a tree is never seen, the air is thick with police drones, where car-bomb explosions, typhoons and freak hailstorms are so commonplace as to barely be remarked upon. Meanwhile, in literally gilded towers miles above the carcinogenic smog, the privileged 1 per cent of businessmen, celebrities and entrepreneurs look down through bullet-proof windows, accept cocktails in strange glasses from the robot waiters hovering nearby and laugh their tinkling laughs and somewhere, down there in that hellish, stewing mess of violence, poverty and desperation, is my son, Albie Petersen, a wandering minstrel with his guitar and his keen interest in photography, still refusing to wear a decent coat.

Byron had said teaching was an underpaid and underappreciated profession. He’d said it drained the life out of people. He’d said the system takes advantage of teachers and sets them up to fail, so why would any intelligent, reasonable person with an aptitude for science or mathematics or engineering ever willingly accept a teacher’s salary to do a teacher’s job?

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.

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

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

Moreover, with the possible exception of high school—level math teachers, there is little evidence that better students make better teachers. Some nations, such as Finland, have been able to build a teaching force made up solely of star students. But other places, such as Shanghai, have made big strides in student achievement without drastically adjusting the demographics of who becomes a teacher.

So the fact that Nietzsche feels that Christ died too early is a general idea only; we really have the need to ask the question: "What would Jesus have taught if he had been a married man, with eight children for instance? How would he have dealt with certain situations in life which only occur when you are in life, when you share it?" Of course he was in his own life but it was a very partial one - he was not really in life as we know it. He would perhaps be a good teacher inasmuch as one is meant to live his particular life, the life of a philosophical tramp who really has the idealistic purpose of teaching a new saving truth, who recognizes no other responsibility. You see, he had no profession and no human connections which were valid to him. He separated himself from his family, was the lord of his disciples, who had to follow him while he had to follow no one, being under no obligations. This is an exceedingly simple situation, tragically simple, which is so rare that one cannot assume that the teaching coming from such a life can be possible or applicable to an entirely different type of life. Jung, C. G.. Nietzsche's Zarathustra: Notes of the Seminar given in 1934-1939. Two Volumes: 1-2, unabridged (Jung Seminars) (p. 779-780)

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers… Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting.

You might wonder why a waitress, bricklayer, or doctor—individuals neither born into a warrior heritage nor involved in the profession of arms—would want to think of themselves as warriors in today’s society. One could have asked Funakoshi the same question. If you recall, the warrior caste in Okinawa and Japan were abolished shortly after his birth. He no longer had any legal status as a warrior. In fact, he was a school teacher by occupation. But that didn’t change his identity. He was still a member of an elite part of society. Warriors are special people. Since they understand the concept of honor, they set their ethical standards above most of the rest of society. Since they pattern their lives around the pursuit of excellence, they tend to achieve in their chosen vocations. Why would people in today’s society want to think of themselves as warriors? Because warriorship is an extraordinary and powerful way to live!

In these days, when there is a tendency to specialize so closely, it is well for us to be reminded that the possibilities of being at once broad and deep did not pass with Leonardo Da Vinci or even Benjamin Franklin. Men of our profession - we teachers - are bound to be impressed by the tendency of youths of strikingly capable minds to become interested in one small corner of science and uninterested in the rest of the world ... It is unfortunate when a brilliant and creative mind insists upon living in a modern monastic cell.

there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A school master will prefer to have a couple of dumbheads in class than a […] genius. […] His task is not to produce extravagant intellectuals but good Latinists, arimeticians and sober decent folk. […] We have the consolation that among true geniuses the wounds always heal. […] they create their art in spite of school. Once dead and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. […] [T]ime and again the ones who are detested by their teachers […] are afterwards the ones who add to society's treasure.

The pandemic further exposed the nation’s shameful mistreatment of teachers, which remains underaddressed. As school staff fled the profession, districts ordered teachers to take on additional roles, such as substituting for other educators during their lunch and planning periods or supervising students from other classes alongside their own. By 2022, when there were 567,000 fewer public school educators than before the pandemic, a National Education Association (NEA) survey found that three-quarters of its members were handling extra responsibilities and/or covering for coworkers.

In the 21st century, one of the best anti-poverty programs is a world-class education..” [Obama]. A world class education can only be achieved if the teaching profession is given its rightful place in the society. Teachers should be paid well and quickly. They should be better equipped and re-trained. The government (Federal, state and Local) should accept the emergency state of our education and act more responsibly towards education. Education should not be used to play politics, the stakes are too high. Let's celebrate the ‪#‎TrueNationBuilders‬, Lets Celebrate ‪#‎Teachers‬ today and forever.

The situation we have just described—the disconnection of life from faith, the absence from our churches of Jesus the teacher—is not caused by the wicked world, by social oppression, or by the stubborn meanness of the people who come to our church services and carry on the work of our congregations. It is largely caused and sustained by the basic message that we constantly hear from Christian pulpits. We are flooded with what I have called “gospels of sin management,” in one form or another, while Jesus’ invitation to eternal life now—right in the midst of work, business, and profession—remains for the most part ignored and unspoken.

An Act for establishing religious Freedom. Section 1 Whereas, Almighty God hath created the mind free; That all attempts to influence it by temporal punishments or burthens, or by civil incapacitations tend only to beget habits of hypocrisy and meanness, and therefore are a departure from the plan of the holy author of our religion, who being Lord, both of body and mind yet chose not to propagate it by coercions on either, as was in his Almighty power to do, That the impious presumption of legislators and rulers, civil as well as ecclesiastical, who, being themselves but fallible and uninspired men have assumed dominion over the faith of others, setting up their own opinions and modes of thinking as the only true and infallible, and as such endeavouring to impose them on others, hath established and maintained false religions over the greatest part of the world and through all time; That to compel a man to furnish contributions of money for the propagation of opinions, which he disbelieves is sinful and tyrannical; That even the forcing him to support this or that teacher of his own religious persuasion is depriving him of the comfortable liberty of giving his contributions to the particular pastor, whose morals he would make his pattern, and whose powers he feels most persuasive to righteousness, and is withdrawing from the Ministry those temporary rewards, which, proceeding from an approbation of their personal conduct are an additional incitement to earnest and unremitting labours for the instruction of mankind; That our civil rights have no dependence on our religious opinions any more than our opinions in physics or geometry, That therefore the proscribing any citizen as unworthy the public confidence, by laying upon him an incapacity of being called to offices of trust and emolument, unless he profess or renounce this or that religious opinion, is depriving him injuriously of those privileges and advantages, to which, in common with his fellow citizens, he has a natural right, That it tends only to corrupt the principles of that very Religion it is meant to encourage, by bribing with a monopoly of worldly honours and emoluments those who will externally profess and conform to it; That though indeed, these are criminal who do not withstand such temptation, yet neither are those innocent who lay the bait in their way; That to suffer the civil magistrate to intrude his powers into the field of opinion and to restrain the profession or propagation of principles on supposition of their ill tendency is a dangerous fallacy which at once destroys all religious liberty because he being of course judge of that tendency will make his opinions the rule of judgment and approve or condemn the sentiments of others only as they shall square with or differ from his own; That it is time enough for the rightful purposes of civil government, for its officers to interfere when principles break out into overt acts against peace and good order; And finally, that Truth is great, and will prevail if left to herself, that she is the proper and sufficient antagonist to error, and has nothing to fear from the conflict, unless by human interposition disarmed of her natural weapons free argument and debate, errors ceasing to be dangerous when it is permitted freely to contradict them.

Since you bring up the Buddha, let’s talk about that example. The story of the Buddha’s childhood is that he was born as a prince and that, at the time of his birth, a prophet told his father that the infant would grow up to be either a world ruler or a world teacher. The good king was interested in his own profession, and the last thing he wanted was that his son should become a teacher of any kind. So he arranged to have the child brought up in an especially beautiful palace where he should experience nothing the least bit ugly or unpleasant that might turn his mind to serious thoughts. Beautiful young women played music and took care of the child. And there were beautiful gardens, lotus ponds, and all.

By failing to make the obvious connection between an openly misogynistic culture and the mysterious lack of women, Levy contributed to the myth of innately talented hackers being implicitly male. And, today, it’s hard to think of a profession more in thrall to brilliance bias than computer science. ‘Where are the girls that love to program?’ asked a high-school teacher who took part in a summer programme for advanced-placement computer-science teachers at Carnegie Mellon; ‘I have any number of boys who really really love computers,’ he mused. ‘Several parents have told me their sons would be on the computer programming all night if they could. I have yet to run into a girl like that.’ This may be true, but as one of his fellow teachers pointed out, failing to exhibit this behaviour doesn’t mean that his female students don’t love computer science. Recalling her own student experience, she explained how she ‘fell in love’ with programming when she took her first course in college. But she didn’t stay up all night, or even spend a majority of her time programming. ‘Staying up all night doing something is a sign of single-mindedness and possibly immaturity as well as love for the subject. The girls may show their love for computers and computer science very differently. If you are looking for this type of obsessive behavior, then you are looking for a typically young, male behavior. While some girls will exhibit it, most won’t.

I’ve had stupid teachers, lazy teachers, boring teachers, teachers who were teachers because their parents were and they hadn’t the imagination to think of anything else, teachers who were teachers because of cowardice, because of fear, because of the holidays, because of the pensions, because they were never called to account, never had to actually be any good, ones who could not survive in any other profession, who were not aware they had trod on butterflies. But none of those compared to Mr Maurice Crossan. He was the one who first stamped on my brother’s soul. He was dark, as they say here. For those who want more of him visit the dark character of Orlick Dolge in Great Expectations and cross that with a ginger-headed weasel.

A few days after the fireworks, I gave them a lesson on category nouns versus exact nouns. I hadn’t heard of this distinction prior to opening the textbook. It transpired that a category noun was something like “vegetables,” whereas exact nouns were “beetroot,” “carrots,” “broccoli.” It was better to use exact nouns because this made your writing more precise and interesting. The chapter gave a short explanation followed by an exercise: an A4 page divided into columns. On the left were various category nouns. On the right, you had to fill in at least three corresponding exact nouns. I told the kids they could use their Cantonese-to-English dictionaries. Cynthia Mak asked what to say for “people.” Did it mean “sister,” “brother,” “father,” or “teacher,” “doctor,” “artist,” or— “They’re all okay,” I said. “But if I put ‘sister,’ ‘father,’ ‘brother’ in ‘people,’ then what about here?” She pointed to the box marked “family.” “Okay, don’t do those. Do ‘teacher’ or something.” “But what about here?”—signaling the “professions” row. “Okay, something else for ‘people.’” “Happy people, sad people?” “‘Happy people’ isn’t an exact noun—it’s an adjective plus a category noun.” “So what should I write?” We looked at each other. It was indeed a challenge to describe people in a way not immediately related to how they earned money or their position in the family unit. I said: “How about ‘friend,’ ‘boyfriend,’ ‘colleague’?” “I don’t want to write ‘boyfriend.’” I couldn’t blame her for questioning the exercise. “Friend,” “enemy,” and “colleague” didn’t seem like ways of narrowing down “people” in the way “apple” did for “fruit.” An apple would still be a fruit if it didn’t have any others in its vicinity, but you couldn’t be someone’s nemesis without their hanging around to complete the definition. The same issue cropped up with my earlier suggestions. “Family” was relational, and “profession” was created and given meaning by external structures. Admittedly “adult,” “child,” and “teenager” could stand on their own. But I still found it depressing that the way we specified ourselves—the way we made ourselves precise and interesting—was by pinpointing our developmental stage and likely distance from mortality. Fruit didn’t have that problem.

As she waited patiently, she forced herself to think of pleasant things. ‘Always remember, child,’ her first teacher had impressed on her, ‘that to think bad thoughts is really the easiest thing in the world. If you leave your mind to itself it will spiral you down into ever-increasing unhappiness. To think good thoughts, however, requires effort. This is one of the things that discipline—training—is about. So train your mind to dwell on sweet perfumes, the touch of this silk, tender raindrops against the shoji, the curve of this flower arrangement, the tranquillity of dawn. Then, at length, you won’t have to make such a great effort and you will be of value to yourself, a value to our profession—and bring honor to our world, the Willow World …

I am aware that teachers in modern societies often face tremendous challenges. Classes can be very large, the subjects taught can be very complex, and discipline can be difficult to maintain. Given the importance, and the difficulty, of teachers' jobs, I was surprised when I heard that in some western societies today teaching is regarded as a rather low-status profession. That is surely very muddled. Teachers must be applauded for choosing this career. They should congratulate themselves, particularly on days when they are exhausted and downhearted. They are engaged in work that will influence not just students' immediate level of knowledge but their entire lives, and thereby they have the potential to contribute to the future of humanity itself.

But influential business leaders were eager proponents of numbers-driven merit pay for teachers. Ross Perot, for example, pushed Dallas to implement a plan to use test scores alone to evaluate teachers and distribute pay increases. So it was ironic that private industry had, by the 1980s, mostly turned away from efforts to pay white-collar workers according to strict productivity measures, finding that such formal evaluation programs were too expensive and time-consuming to create and implement. Research showed that companies with merit pay schemes did not perform better financially than did organizations without it, nor were their employees happier. Instead, management gurus recommended that workers be judged primarily by the holistic standards of individual supervisors.

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

There’s a problem when we’re creating a job you can’t do if you have kids,” Dennis Van Roekel, former president of the National Education Association, told me. “There are a lot of us who spend too much time working. But ultimately, you need time for family, time for community, time for church.” According to a union executive who has negotiated charter school contracts across the country, at many schools teachers are expected to eat lunch with their students, and have no prep period to plan lessons. At others, when a teacher calls in sick, the school will not hire a substitute, but will instead require other teachers to fill in during their prep periods. At one Chicago charter school, teachers complained that they had so little free time during the day that they could not visit the bathroom.

He had been a strict socialist at Oxford. Everything ought to be run by the State; private enterprise and independent professions were for him the great evil. He then went away and became a schoolmaster. After about ten years of that he came to see me. He said his political views had been wholly reversed. You never heard a fuller recantation. He now saw that State interference was fatal. What had converted him was his experience as a schoolmaster of the Ministry of Education—a set of ignorant meddlers armed with insufferable powers to pester, hamper, and interrupt the work of real, practical teachers who knew the subjects they taught, who knew boys, parents, and all the real conditions of their work. It makes no difference to the point of the story whether you agree with his view of the Ministry; the important thing is that he held that view.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

Few women desire the kind of “equality” that Engels, Foster, and Zinn offer. Marxists may present monogamy as a capitalist trick for enslaving women, but the fact is that most women desire lifelong, monogamous marriages—which redound to their benefit, compared to any other arrangement in which men can use women and then discard them. Few women in the United States wanted to trade places with women in the Soviet Union or would want to live the life of an Indian woman. American women today have more freedom than women have ever enjoyed anywhere in the globe at any time in world history. And even in early America, women’s rights here were greater than in England, and certainly than in most places in the world.79 Women in colonial America enjoyed the benefits of chivalry and security and respect in the family. Some women were tavern-keepers, merchants, dress-makers, midwives, teachers, writers, and landed proprietors, as the 1924 study Colonial Women of Affairs: A Study of Women in Business and the Professions in America before 1776 tells us.

Obama’s claims about teachers and CEOs gets to a broader puzzle about how a capitalist society assigns rewards. At first glance, it seems that there is no relationship between merit and reward. Athletes and entertainers, who provide services much less indispensable than teachers and doctors, earn vastly more than either of those two professions. Earlier I mentioned the example of the parking lot guy who parks all the cars and makes money for the resort, yet he gets a pittance of that money. From his point of view, there is no relationship between work and reward. He does the work, and “they” get the profits. This is pretty much how workers feel in a variety of occupations. They are the “makers” and their bosses are the “takers.” In a truly fair and merit-based society, they should get more and the bosses should get less. These arguments are, whether their proponents recognize it or not, anchored in Karl Marx’s notion of “surplus value.” Marx is largely discredited today, because Communism proved a failure, and Marx’s prophecies proved dead wrong.

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

As she gazed into the ball of confession,she questioned, “Who will I be in this profession?” Years of life have come to show she is the portrait of a woman we have grown to love and know. With her heart on her sleeve and the wit that shows, she has inspired them all with her intensity and glow. Not the ordinary woman who walks without purpose, she lives to share her vigor with the children who walk Earth’s surface. A special woman who has awakened their minds, she has created a class of comfort and pleasure without intensity from father time. For the knowledge and warmth she brings the children follow her with looks of admiration. With her critical thoughts and queries she has opened their minds without invitation. She’s not a preacher of her own thoughts,but rather one who supplies the knowledge, One who allows their visions to flourish without indifference or carnage. So as she gazes into theball of confession, she will no longer question… For she will be a special woman I must say one beyond her own comprehension. A woman full of progression and forever a Teacher that will leave a lasting impression…” ― Diana Lee Santamaria

Resistance to the possibility of failure In my work helping people transition between careers, between lifestyles, and between life stages, I constantly come across resistance to being a beginner, due to an overwhelming fear of failure. If you start something new, it’s highly likely you will get things wrong along the way. There’s no doubt this is hard on the spirit as well as on the ego. It’s easy to see why so many people spend years on a track that is making them miserable now, to avoid the possibility of a mistake making them miserable in the future. This is particularly the case with people wanting to shift into a more creative way of living or earning their income from a creative profession. The risk is too high, the fear of failure too great, the ghosts of art teachers and other critics from the past too loud in their ears. But there is something they don’t realize: failing your way forward is progress. Each time you do it, you build up your store of inner wisdom, to draw on next time you need it. The “failure” does not have to be the end of the story. It can be the beginning of the next chapter, but only if you accept the imperfection, show yourself compassion, and choose to move forward.

Every church became a theatre, where orators, instead of church teachers, harangued, caring not to instruct the people, but striving to attract admiration, to bring opponents to public scorn, and to preach only novelties and paradoxes, such as would tickle the ears of their congregation. This state of things necessarily stirred up an amount of controversy, envy, and hatred, which no lapse of time could appease; so that we can scarcely wonder that of the old religion nothing survives but its outward forms (even these, in the mouth of the multitude, seem rather adulation than adoration of the Deity), and that faith has become a mere compound of credulity and prejudices—aye, prejudices too, which degrade man from rational being to beast, which completely stifle the power of judgment between true and false, which seem, in fact, carefully fostered for the purpose of extinguishing the last spark of reason! Piety, great God! and religion are become a tissue of ridiculous mysteries; men, who flatly despise reason, who reject and turn away from understanding as naturally corrupt, these, I say, these of all men, are thought, O lie most horrible! to possess light from on High. Verily, if they had but one spark of light from on High, they would not insolently rave, but would learn to worship God more wisely, and would be as marked among their fellows for mercy as they now are for malice; if they were concerned for their opponents’ souls, instead of for their own reputations, they would no longer fiercely persecute, but rather be filled with pity and compassion. Furthermore, if any Divine light were in them, it would appear from their doctrine. I grant that they are never tired of professing their wonder at the profound mysteries of Holy Writ; still I cannot discover that they teach anything but speculations of Platonists and Aristotelians, to which (in order to save their credit for Christianity) they have made Holy Writ conform; not content to rave with the Greeks themselves, they want to make the prophets rave also; showing conclusively, that never even in sleep have they caught a glimpse of Scripture’s Divine nature. The very vehemence of their admiration for the mysteries plainly attests, that their belief in the Bible is a formal assent rather than a living faith: and the fact is made still more apparent by their laying down beforehand, as a foundation for the study and true interpretation of Scripture, the principle that it is in every passage true and divine.

The boy himself was in the grip of his impulse, without knowing what was happening to him. He was not performing a dance he already knew, a dance he had practiced before. This was no familiar rite of celebrating sun and morning that he had long ago invented. Only later would he realize that his dance and his transported state in general were only partly caused by the mountain air, the sun, the dawn, his sense of freedom. They were also a response to the change awaiting him, the new chapter in his young life that had come in the friendly and awe-inspiring form of the Magister. In that morning hour many elements conspired in the soul of young Tito to shape his destiny and distinguish this hour above a thousand others as a high, a festive, a consecrated time. Without knowing what he was doing, asking no questions, he obeyed the command of this ecstatic moment, danced his worship, prayed to the sun, professed with devout movements and gestures his joy, his faith in life, his piety and reverence, both proudly and submissively offered up in the dance his devout soul as a sacrifice to the sun and the gods, and no less to the man he admired and feared, the sage and musician, the Master of the magic Game who had come to him from mysterious realms, his future teacher and friend.

The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.

If our young men miscarry in their first enterprises, they lose all heart. If the young merchant fails, men say he is ruined. If the finest genius studies at one of our colleges, and is not installed in an office within one year afterwards in the cities or suburbs of Boston or New York, it seems to his friends and to himself that he is right in being disheartened, and in complaining the rest of his life. A sturdy lad from New Hampshire or Vermont, who in turn tries all the professions, who  teams it, farms it, peddles, keeps a school, preaches, edits  a newspaper, goes to Congress, buys a township, and so forth, in successive years, and always, like a cat, falls on his feet, is worth a hundred of these city dolls. He walks abreast with his days, and feels no shame in not ‘studying a profession,’ for he does not postpone his life, but lives already. He has not one chance, but a hundred chances. Let a Stoic open the resources of man, and tell men they are not leaning willows, but can and must detach themselves; that with the exercise of self-trust, new powers shall appear; that a man is the word made flesh, born to shed healing to the nations, that he should  be ashamed of our compassion, and that the moment he acts from himself, tossing the laws, the books, idolatries, and customs out of the window, we pity him no more, but thank and revere him, — and that teacher shall restore the life of man to splendor, and make his name dear to all history.

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

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature? To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system. The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour some grown-up walks in, and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

We can’t control their behavior or their efforts, yet a teacher’s day—maybe even entire career—is at the mercy of So. Many. People.

These days my ‘perfect job’ has so many daily compromises, that I’m not sure it even resembles the one I wanted to join, or enjoyed as a younger teacher in the profession.

They are probably right. It is entirely rational for conservatives to flock to jobs that reward competition, aggression and victory at the expense of others. So it should not be surprising that liberals gravitate to professions—such as academics, journalism, social work and the arts—that emphasize inquiry, objectivity and the free exchange of ideas. After all, teachers at all levels—from nursery school to graduate school—tend to be Democrats.

Roxanne Stern is a dedicated educator currently serving as a Civics and Senior Projects Teacher and Team Lead for 12th-grade students in Denver. With a teaching career spanning seven years, she has developed a strong bond with her students and is passionate about their growth and development. Roxanne believes that teaching is one of the most important professions, with the power to address social issues and promote positive change.

Maryland’s largest school district grants teachers a ridiculously paltry two days of paid maternity leave—zero employer-paid days for adoptive leave, paternity leave, or other family leave issues—and actively opposed a state bill to improve paid family leave.

I have failed many times in my life. But I don't give up. - Avijeet Rabindranath Das Teaching is a noble profession just as the profession of a Doctor is. Don't belittle this noble profession for the sake of money, followers, and fame. To all the MBA Gurus/ Motivational Gurus/ Teachers/ Trainers - don't use students for your need to increase your followers or your need to earn more money. Give service and to those students who need it. You may live a life of poverty, but you will live an inspirational life. - Avijeet Rabindranath Das My Dad, Dr Rabindranath Das, is a doctor who never cheated any of the people just to become rich. He still lives in his old house in my hometown.

The oral (agraphous) traditions of the papists, for they speak diversely of them. Sometimes tradition is used by them for the 'act of tradition' by which the sacred books were preserved by the church in an uninterrupted series of time (also a perpetual succession) and delivered to posterity. This is formal tradition and in this sense Origen says 'they learned by tradition that the four gospels were unquestioned in the church universal.' Second, it is often taken for the written doctrine which, being at first oral, was afterward committed to writing. Thus Cyprian says, 'Sacred tradition will preserve whatever is taught in the gospels or is found in the epistles of the apostles or in the Acts' (Epistle 74 'To Pompey'). Third, it is taken for a doctrine which does not exist in the Scriptures in so many words, but may be deduced thence by just and necessary consequence; in opposition to those who bound themselves to the express word of the Scriptures and would not admit the word homoousion because it did not occur verbatim there. Thus Basil denies that the profession of faith which we make in the Father, Son and Holy Spirit can be found in the Scriptures meaning the Apostles’ Creed, whose articles nevertheless are contained in the Scriptures as to sense (On the Spirit 8:41, 43). Fourth, it is taken for the doctrine of rites and ceremonies called 'ritual tradition.' Fifth, it is taken for the harmony of the old teachers of the church in the exposition of any passage of Scripture which, received from their ancestors, they retained out of a modest regard for antiquity because it agreed with the Scriptures. This may be called 'tradition of sense' or exegetical tradition (of which Irenaeus speaks, Against Heresies 3.3, and Tertullian often as well, Prescription Against Heretics 3:243–65). Sixth, they used the word tradition ad hominem in disputing with heretics who appealed to them not because all they approved of could not be found equally as well in the Scriptures, but because the heretics with whom they disputed did not admit the Scriptures; as Irenaeus says, 'When they perceived that they were confused by the Scriptures, they turned around to accuse them' (Against Heresies, 3.2). They dispute therefore at an advantage from the consent of tradition with the Scriptures, just as we now do from the fathers against the papists, but not because they acknowledged any doctrinal tradition besides the Scriptures. As Jerome testifies, 'The sword of God smites whatever they draw and forges from a pretended apostolic tradition, without the authority and testimony of the Scriptures' (Commentarii in prophetas: Aggaeum 1:11).

Katherine Watkins, teacher at Cedar Park Middle School, Beaverton School District, Oregon: I'm going to say something that's not nice, and not sweet, but it's true. If you're not evolving into an anti-racist educator, you're making yourself obsolete in this field or profession. Our district is only getting browner and browner with our children and so if... you know, obviously you can't change your melanin, but you can change your mind so that you can actually function in a district that is full of BIPOC [Black, Indigenous, People of Color] children. So if you're being resistant, I understand that, but your going to have to eventually come to the light, because if your going to keep up those old views of colonialism it's going to lead to being fired because you are going to be doing damage to our children, trauma. And so as we fire the teachers who sexually abuse our children we will be firing the teachers who do racists things to our children to traumatize them. And while our district might not be completely on there, OEA [Oregon Education Association] is working on it, NEA [National Education Association] is working on it, and so it's just a matter of time. So it's like you either evolve or dissolve.

Our profession is a blessed one because it affords the flexibility for everyone to do their job a little differently. There are not two of us who could deliver a lesson in an identical fashion because what we do is driven by our idiosyncratic differences as teachers and as people, such that it would be impossible to do so. As a result, a ‘recipe’ for improving lessons would be inherently obtrusive and perhaps condescending.

All professions have teachers to thank, for without teachers none would be possible.

Teaching has traditionally been dominated by women. A hundred years ago, it was one of the few jobs available to women that didn’t involve cooking, cleaning, or other menial labor. (Nursing was another such profession, but teaching was far more prominent, with six teachers for every nurse.)

Sonnet 1306 Doctors are not official representatives, Yet they do their job quite efficiently. Teachers are not official representatives, Yet they do their job quite respectfully. Public transport drivers ain't representatives, Yet they carry their duties quite diligently. Factory workers ain't official representatives, Yet they fulfill their tasks rather honorably. All the professions that actually require some tangible skillsets and expertise, don't rely on the jungle whim of democracy. Yet the most glorified profession of all, has no performance standards compulsory. If this is your idea of a civilized democracy, No wonder you still crave peace in nuclear weapons! Only monkeys could confuse homicide with defense, It takes a human to plant peace through illumination.

To promote all religions, Genghis Khan exempted religious leaders and their property from taxation and from all types of public service. To promote related professions, he later extended the same tax exemptions to a range of professionals who provided essential public services, including undertakers, doctors, lawyers, teachers, and scholars.

he was important in the brilliantly modern way that teachers, firefighters, and nurses are important: essential workers who earn fancy days of appreciation on the calendar, words of praise in every politician’s mouth, and murmurs of thanks from people at restaurants. Indeed, discussions of the intense value of these professions crowd out other more mundane conversations. Like ones regarding salary increases. As a result, Painter didn’t make much

THE LIFE OF THE BUDDHA 1. Question. Of what religion[1] are you? Answer. The Buddhist. 2. Q. What is Buddhism? A. It is a body of teachings given out by the great personage known as the Buddha. 3. Q. Is "Buddhism" the best name for this teaching? A. No; that is only a western term: the best name for it is Bauddha Dharma. 4. Q. Would you call a person a Buddhist who had merely been born of Buddha parents? A. Certainly not. A Buddhist is one who not only professes belief in the Buddha as the noblest of Teachers, in the Doctrine preached by Him, and in the Brotherhood of Arhats, but practises His precepts in daily life.

In 1850, four-fifths of New York’s eleven thousand teachers were women, yet two-thirds of the state’s $800,000 in teacher salaries was paid to men. It was not unusual for male teachers to earn twice as much as their female coworkers.

Physicians sell patients on a remedy. Lawyers sell juries on a verdict. Teachers sell students on the value of paying attention in class. Entrepreneurs woo funders, writers sweet-talk producers, coaches cajole players. Whatever our profession, we deliver presentations to fellow employees and make pitches to new clients. We try to convince the boss to loosen up a few dollars from the budget or the human resources department to add more vacation days.

Our present assembly line organizational structure doesn’t encourage, nor allow, teachers to act on individual learning needs, respond to individual learning styles, or to teach a concept or a skill using content of interest to the learner. Until we are able to meet learners at their personal need level in these three basic categories, it will be difficult to think of our work as a profession.

In the South during the civil rights era, Brown v. Board of Education prompted the racially motivated firings of tens of thousands of black teachers, as the Eisenhower, Kennedy, Johnson, and Nixon administrations looked the other way. Then, at the height of the Black Power movement in the 1960s and 1970s, it was inner-city white teachers who were vilified, for failing to embrace parental control of schools and Afrocentric pedagogical theories.