Professionalism In Teaching Quotes

Forget professional,” Penny said. “Tonight, you and I are just man and woman like Adam and Eve, Tarzan and Jane.

I realized that searching for a mentor has become the professional equivalent of waiting for Prince Charming. We all grew up on the fairy tale "Sleeping Beauty," which instructs young women that if they just wait for their prince to arrive, they will be kissed and whisked away on a white horse to live happily ever after. Now young women are told that if they can just find the right mentor, they will be pushed up the ladder and whisked away to the corner office to live happily ever after. Once again, we are teaching women to be too dependent on others.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

My first semester I had only nine students. Hoping they might view me as professional and well prepared, I arrived bearing name tags fashioned in the shape of maple leaves.

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

To truly motivate others 1) discover what their motives, desires & drivers are 2) genuinely connect with and support them from the heart.

If you’re not certain of the value of mentorship, think of how many elite athletes or professional sports teams train without a coach. Zero. How many of your favorite films are made without a producer or director? Zero. How many of the best schools in the world function without teachers? Zero. It’s safe to say that every great leader, in any field, first had a great mentor. Finding a mentor who inspires and guides your growth is a life-changing experience. Mentors help us to transcend the limits, or perceived limits, of our abilities. A mentor can be anyone who teaches us and helps us to grow in ways we couldn’t have on our own.

To be a good professional engineer, always start to study late for exams. Because it teaches you how to manage time and tackle emergencies.

Carve out and claim the time to care for yourself and kindle your own fire.

Losing is a learning experience. It teaches you humility. It teaches you to work harder. It’s also a powerful motivator.

Movements for animal rights are not irrational denials of human uniqueness; they are a clear-sighted recognition of connection across the discredited breach of nature and culture. Biology and evolutionary theory over the last two centuries have simultaneously produced modern organisms as objects of knowledge and reduced the line between humans and animals to a faint trace re-etched in ideological struggle or professional disputes between life and social science. Within this framework, teaching modern Christian creationism should be fought as a form of child abuse.

Simple people with less education, sophistication, social ties, and professional obligations seem in general to have somewhat less difficulty in facing this final crisis than people of affluence who lose a great deal more in terms of material luxuries, comfort, and number of interpersonal relationships. It appears that people who have gone through a life of suffering, hard work, and labor, who have raised their children and been gratified in their work, have shown greater ease in accepting death with peace and dignity compared to those who have been ambitiously controlling their environment, accumulating material goods, and a great number of social relationships but few meaningful interpersonal relationships which would have been available at the end of life.

Simple people with less education, sophistication, social ties, and professional obligations seem in general to have somewhat less difficulty in facing this final crisis than people of affluence who lose a great deal more in terms of material luxuries, comfort, and number of interpersonal relationships.

Making mathematics accessible to the educated layman, while keeping high scientific standards, has always been considered a treacherous navigation between the Scylla of professional contempt and the Charybdis of public misunderstanding.

My books have all been very deeply felt. You don’t spend eight years of your life working on a trendy knockoff. In that sense I’ve been serious. But I don’t do lots of things that other serious writers do. I don’t write book reviews. I don’t sit on panels about the state of the novel. I don’t go to writer conferences. I don’t teach writing seminars. I don’t hang out at Yaddo or MacDowell. I’m not concerned with my reputation as a writer and where I stand relative to other writers. I’m not competitive or professionally ambitious. I don’t think about my work and my career in an overarching or systematic way. I don’t think about myself, as I think most writers do, as progressing toward some ideal of greatness. There’s no grand plan. All I know is that I write the books I want to write. All that other stuff is meaningless to me.

When we introduce new technologies into our classrooms we are teaching our students twice.

In a research-poor context,isolated experience replaces professional knowledge as the dominant influence on how teachers teach.

They'll come a time - in fact many times - when all the tools & techniques will fail you or desert you. Then - at last - is the moment to trust, use & follow your heart

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

The study of Scripture I find to be quite like mastering an instrument. No one is so good that they cannot get any better; no one knows so much that they can know no more. A professional can spot an amateur or a lack of practice or experience a mile away. His technicality, his spiritual ear is razor-sharp. He is familiar with the common mistakes, the counter-arguments; and insofar as this, he can clearly distinguish the difference between honest critics of the Faith and mere fools who criticize that which they know nothing.

Thus the pagan notion of a trained professional speaker who delivers orations for a fee moved straight into the Christian bloodstream. Note that the concept of the “paid teaching specialist” came from Greece, not Judaism. It was the custom of Jewish rabbis to take up a trade so as to not charge a fee for their teaching.

They don’t really listen to speeches or talks. They absorb incrementally, through hours and hours of observation. The sad truth about divorce is that it’s hard to teach your kids about life unless you are living life with them: eating together, doing homework, watching Little League, driving them around endlessly, being bored with nothing to do, letting them listen while you do business, while you negotiate love and the frustrations and complications and rewards of living day in and out with your wife. Through this, they see how adults handle responsibility, honesty, commitment, jealousy, anger, professional pressures, and social interactions. Kids learn from whoever is around them the most.

To forget is to render the pages of history as entirely blank, and the lessons of history as never taught.

Watch how your enthusiasm can light up another’s fire. This is how we wake up the world.

Overall, always strive to be genuine — about who you are, what you offer, and why you do what you do.

High-stakes testing culture—be it for school examinations, job interviews, or professional licensing—creates perverse incentives to “teach to the test,” or worse, cheat.

Professional passion is an absolute treasure chest filled with everything we need to steadfastly refuse to enter the classroom with anything less than a burning hot passion for the awesome job and responsibility that lies before us.

The whole of our Dharma practice is to reduce our Ego, not to increase it. We have to be careful of this. It is not good to become a professional Dharma person, making sure that everybody sees we are very spiritual, we are such good vegetarians, we never smoke, we don’t go to karaoke bars, we are not like those worldly people. We are professional spiritual people. We are very pleased with ourselves. Of course the Ego loves this. Ego really pets itself. “Look at me, I’m such a superior person to these deluded people around me, I’m so much more disciplined, I’m so much more controlled.” So we have to watch. We have to be careful that in the Dharma practice our intention is quite pure. Because our delusion and our tricky Ego can end up actually reinforcing the very problems which we are trying to eradicate.

Creative Writing Programs, while claiming in all good faith to train professional writers, in reality train more teachers of Creative Writing. The only thing a Master of Fine Arts degree actually qualifies one to do is teach… Fine Arts." - from "Fictional Futures and the Conspicuously Young

Shulman argues that work that is valued is work that is presented to colleagues. The failure to make this kind of wider connection weakens the sense of community. This happens in scholarly life when such essential functions as professional service or teaching do not get discussed openly or often enough.

If you are lying in bed now lamenting life, remember this: If I hadn't been harassed at work by people who lacked professionalism, given bad news by a doctor that saved my life, gone nearly broke, lost girlfriends for stupid reasons, had terrible bosses, made mistakes, and been lonely I never would have started my company or be grateful for every moment in the present. I used all of the above as fuel for my fire. Go to bed tonight knowing that its the tough times that prepare us for the best times. And the tough times teach us to stay up later, get up earlier, and surround ourselves with awesome people!

Professional investment may be likened to those newspaper competitions in which the competitors have to pick out the six prettiest faces from a hundred photographs, the prize being awarded to the competitor whose choice most nearly corresponds to the average preferences of the competitors as a whole; so that teach competitor has to pick not those faces which he himself finds prettiest, but those which he thinks likeliest to catch the fancy of the other competitors, all of whom are looking at the problem from the same point of view. It is not a case of choosing those which, to the best of one's judgement are really the prettiest, nor even those which average opinion genuinely thinks the prettiest. We have reached the third degree where we devote our intelligences to anticipating what average opinion expects the average opinion to be. And there are some, I believe, who practice the fourth, fifth and higher degrees.

I have no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of proofs to the contrary. I acknowledge freely the great power of education and social influences in developing the active powers of the mind, just as I acknowledge the effect of use in developing the muscles of a blacksmith's arm, and no further. Let the blacksmith labour as he will, he will find there are certain feats beyond his power that are well within the strength of a man of herculean make, even although the latter may have led a sedentary life.

Her professional life could thus be summarised as teaching contradictory absurdities to social-climbing cretins, even if she avoided formulating it to herself in such stark terms.

Gaining knowledge may be difficult, retaining it even more, and using it at the right time for the right purpose calls for wisdom.

A Great Teacher is like a fountain; she draws from the still, deep waters of personal growth and professional knowledge to serve others from her abundant overflow.

the personal can never be divorced from the professional. “We teach who we are” in times of darkness as well as light. In

Public speaking professionals say that you win or lose the battle to hold your audience in the first 30 seconds of a given presentation.

Feel the fear and do it anyway.

Become a vessel for the divine.

the ability to review a lesson multiple times, pause the video, and engage in focused reflection greatly added to professional growth.

But it was the newspapers that called John XXIII the Good Pope, and the people followed suit.” “That’s right. Newspapers teach people how to think,” Simei said. “But do newspapers follow trends or create trends?” “They do both, Signorina Fresia. People don’t know what the trends are, so we tell them, then they know. But let’s not get too involved in philosophy—we’re professionals. Carry on, Colonna.

in 2015 Ernst & Young professional services in the United Kingdom removed degree classification from its hiring criteria, citing a lack of evidence that university success correlated with job performance.

Working within the conventional corporate academic world where the primary goals of institutions is to sell education and produce a professional managerial class schooled in the art of obedience to authority and accepting of dominator-based hierarchy, I often felt as though I was in the dysfunctional family of my childhood where I was often in the outsider position and scapegoated, viewed as both mad and yet a threat.

I get that you have a weird professional duty to respect the wishes of people who want their kids to stay homophobic for as long as possible. But hopefully you get why that isn’t my problem. And if you ever try to make it Amelie’s problem again, I will lodge a formal complaint with the governors.” Miss Wooding de-flinched slightly. “As long as she doesn’t—” “No ‘as long as she doesn’t.’ You’re not teaching my daughter to be ashamed of me.

If teachers systematically attend to classroom strategies and behaviors (Domain 1), planning and preparing (Domain 2), reflecting on teaching (Domain 3), and collegiality and professionalism (Domain 4), they will surely enhance their professional status.

Masha is a professional, qualified counselor and psychotherapist. Her techniques include cognitive behavioral therapy, neuro-linguistic program and hypnotherapy. Her background also includes teaching senior executives and makes them understand how to manage a major emergency.

But as the Greeks teach us, there is only one remedy for that sort of hubris. They called it nemesis. We call it getting what you deserve, or a finger in the eye, or comeuppance for short. And it comes with an appropriate raise in pay, responsibilities, and professional status.

Tiffy: So … in your professional opinion … Me: As a palliative care nurse? Tiffy: As a vaguely medical person … Oh, no. These conversations never go well. People always assume they teach us all the medicine in the world at nursing school, and that we remember it five years later.

Passionate people don’t wear their passion on their sleeves; they have it in their hearts. They live it. Passion is more than résumé-deep, because its hallmarks—persistence, grit, seriousness, all-encompassing absorption—cannot be gauged from a checklist. Nor is it always synonymous with success. If someone is truly passionate about something, they’ll do it for a long time even if they aren’t at first successful. Failure is often part of the deal. (This is one reason we value athletes, because sports teach how to rebound from loss, or at least give you plenty of opportunities to do so.) The passionate person will often talk at length, aka ramble, about his pursuits. This pursuit can be professional. In our world, “perfecting search” is a great example of something people can spend an entire career on and still find challenging and engaging every day. But it can also be a hobby.

Nor had many words been wasted here on teaching us to defend ourselves against acids, caustics, fires and explosions: it seemed that, following the crude morality of the institute, the work of natural selection could be counted on to choose among us those most fit for physical and professional survival.

Cultural diversity does not only imply geographically separated cultures. It can also include ethnic, class, professional, or organizational cultures. The mere fact that an individual is different from most people around him promotes more open and divergent, perhaps even rebellious, thinking in that person.

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

Once you perceive how the system runs on lies, stand as firmly as you can on what you know to be true and real when confronted by those lies. Refuse to let the media and institutions propagandize your children. Teach them how to identify lies and to refuse them. Do your best not be party to the lie—not for the sake of professional advantage, personal status, or any other reason. Sometimes you will have to act openly to confront the lie directly. Other times you will fight it by remaining silent and withholding the approval authorities request. You might have to raise your voice to defend someone who is being slandered by propagandists.

Politeness—Saying, “Please” and “Thank you” will get you far in life. It sounds silly, but, believe me, it’s true. Don’t take others for granted; instead, make them feel appreciated. I promise you three things: Showing appreciation will make others feel good, it will make you feel good, and it will help you out professionally. It’s amazing how many people forget about this in their professional lives. Persistence—Half the battle is showing up every day and putting your best effort behind what you’re doing. If you try your hardest all the time, no one will ever fire you, and as a result, you will find yourself in an economically secure place.

The power of a volcano is no match for the power of a soul mate. The love of soul mates is not always romantic. It is eternal and unconditional, it transcends time and space, yet it can be the love of parent and child, of best friends, of siblings, of grandparents or cousins, or many other platonic forms. Perhaps your soul mate is a college professor with whom you take a course, whose passion and knowledge for the subject he is teaching influences your own professional trajectory. Once you finish the course, you move on and so does he; your work together in this lifetime has been completed. We have families of souls, rather than just one soul mate, and we are being connected all the time. Sometimes it is only for mere moments, yet even this brief amount of time can change one’s life completely. Whether you are together for ten minutes, ten months, or ten years is not as important as the lessons that are learned, the directions, and the reminders that occur when these encounters happen.

Some abusers organise themselves in groups to abuse children and other adults in a more formally ritualised way. Men and women in these groups can be abusers with both sexes involved in all aspects of the abuse. Children are often forced to abuse other children. Pornography and prostitution are sometimes part of the abuse as is the use of drugs, hypnotism and mind control. Some groups use complex rituals to terrify, silence and convince victims of the tremendous power of the abusers. the purpose is to gain and maintain power over the child in order to exploit. Some groups are so highly organised that they also have links internationally through trade in child-pornography, drugs and arms. Some abusers organise themselves around a religion or faith and the teaching and training of the children within this faith, often takes the form of severe and sustained torture and abuse. Whether or not the adults within this type of group believe that what they are doing is, in some way 'right' is immaterial to the child on the receiving end of the 'teachings' and abuse.

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

Our professional competence and pride should rest not alone in our possession of knowledge but as well in our ability to communicate it. Of course we shall carry on our research, and of course we shall applaud the colleague who 'produces,' but we shan't be happy if he offers that as a substitute for inspiring young people with a desire for knowledge, a sense of taste, and a regard for virtue.

Along with many other professionals, I’ve come to the conclusion that shame is much more likely to lead to destructive and hurtful behaviors than it is to be the solution. Again, it is human nature to want to feel worthy of love and belonging. When we experience shame, we feel disconnected and desperate for worthiness. Full of shame or the fear of shame, we are more likely to engage in self-destructive behaviors and to attack or shame others. In fact, shame is related to violence, aggression, depression, addiction, eating disorders, and bullying. Children who use more shame self-talk (I am bad) versus guilt self-talk (I did something bad) struggle mightily with issues of self-worth and self-loathing. Using shame to parent teaches children that they are not inherently worthy of love.

I must confess that in all the times I read Madame Bovary, I never noticed the heroine's rainbow eyes. Should I have? Would you? Was I perhaps too busy noticing things that Dr Starkie was missing (though what they might have been I can't for the moment think)? Put it another way: is there a perfect reader somewhere, a total reader? Does Dr Starkie's reading of Madame Bovary contain all the responses which I have when I read the book, and then add a whole lot more, so that my reading is in a way pointless? Well, I hope not. My reading might be pointless in terms of the history of literary criticism; but it's not pointless in terms of pleasure. I can't prove that lay readers enjoy books more than professional critics; but I can tell you one advantage we have over them. We can forget. Dr Starkie and her kind are cursed with memory: the books they teach and write about can never fade from their brains. They become family. Perhaps this is why some critics develop a faintly patronising tone towards their subjects. They act as if Flaubert, or Milton, or Wordsworth were some tedious old aunt in a rocking chair, who smelt of stale powder, was only interested in the past, and hadn't said anything new for years. Of course, it's her house, and everybody's living in it rent free; but even so, surely it is, well, you know…time? Whereas the common but passionate reader is allowed to forget; he can go away, be unfaithful with other writers, come back and be entranced again. Domesticity need never intrude on the relationship; it may be sporadic, but when there it is always intense.

This year I will be more thoughful of my fellow man, expect more effort in each of my endeavors professionally as well as personally, take love wherever I find it, and offer it to everyone who will take it. In this coming year I will seek knowledge from those wiser than me and try to teach those who wish to learn from me. I love being alive and I will be the best man I possibly can - Duane Allman

Wise leaders seek to understand how the brain reacts to stress and practise simple, almost meditative techniques to stay calm, clear and connected. They use maps, mantras and anchors to navigate their way through highly pressurized situations, both personal and professional, and to bring themselves back to the moment. In this way they and their teams stay on top of their game and on top of the situation.

Ultimately, it doesn’t matter if ultralearning is a suitable replacement for higher education. In many professions, having a degree isn’t just nice, it’s legally required. Doctors, lawyers, and engineers all require formal credentials to even start doing the job. However, those same professionals don’t stop learning when they leave school, and so the ability to teach oneself new subjects and skills remains essential.

We find aspects of the market model for education to actually impede the academic effectiveness of schools. Specifically, while reformers laud the operational autonomy granted to independent schools,41 the evidence analyzed in the following chapters actually shows that such autonomy is associated with less effective teaching, with schools using their freedom to hang onto outdated methods and to avoid staying current on the professional practices embraced by public schools.

The communities we belong to are an important part of our identity. They TEACH us what is acceptable, respectable, or tolerable, from the way we dress to the music we listen to, to the things we consider our core beliefs. None of your friends smoke? Well, you’ll be less likely to. None of your friends have a master’s degree? Where do you even start if you want to get yours? All your friends dress like members of the Addams Family? Then your seersucker shorts will probably seem out of place.

I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.

Twenty years of being in the classroom have taught me that 90% of ‘emotional problems’ in the classroom are manipulation tactics. Why is it that so many students who exhibit emotional problems in other classes are miraculously able to make them disappear in mine? Well, either I have eight advanced psychology degrees I haven’t told you about, or the student knows they have to face a consequence they don’t want. 4. Self-esteem is not built by pow-wows in class about connections and cultural understanding, but by honest, hard work. Education theorists and other ‘professionals’ whose salaries are dependent on a dysfunctional system will tell you a teacher’s job is part psychologist, part parent, blah blah blah. This is opinion, not fact. The truth is, the best teachers spend their time doing their job—teaching. The best thing you can do for your students is to teach them your subject matter—and the best way to do that is with a classroom that is quiet, attentive, focused, and on task. To achieve that you need leverage—consequences that count for those who do not comply with your behavior standards.

Consider this book a description of the Object Mentor School of Clean Code. The techniques and teachings within are the way that we practice our art. We are willing to claim that if you follow these teachings, you will enjoy the benefits that we have enjoyed, and you will learn to write code that is clean and professional. But don’t make the mistake of thinking that we are somehow “right” in any absolute sense. There are other schools and other masters that have just as much claim to professionalism as we. It would behoove you to learn from them as well.

Miss Wooding turned the nervous shade of pink that Rosaline found people often turned when her sexuality went from an idea they could support to a reality they had to confront. “I appreciate this is a sensitive topic and one that different people have different beliefs about. Which is why I have to be guided by the policies of our academy trust, and they make it quite clear that learners shouldn’t be taught about LGBTQ until year six.” “Oh do they?” asked Rosaline, doing her best to remember that Miss Wooding was probably a very nice person and not just a fuzzy cardigan draped over some regressive social values. “Because Amelie’s in year four and she manages to cope with my existence nearly every day.” Having concluded this was going to be one of those long grown-up conversations, Amelie had taken her Panda pencil case out of her bag and was diligently rearranging the contents. “I do,” she said. “I’m very good.” Miss Wooding actually wrung her hands. “Yes, but the other children—” “Are allowed to talk about their families as much as they like.” “Yes, but—” “Which,” Rosaline went on mercilessly, “when you think about it, is the definition of discrimination.” Amelie looked up again. “Discrimination is bad. We learned that in year three.” The d-word made Miss Wooding visibly flinch. “Now Mrs. Palmer—” “Ms. Palmer.” “I’m sure this is a misunderstanding.” “I’m sure it is.” Taking advantage of the fact that Miss Wooding had been temporarily pacified by the spectre of the Equality Act, Rosaline tried to strike a balance between defending her identity and catching her train. “I get that you have a weird professional duty to respect the wishes of people who want their kids to stay homophobic for as long as possible. But hopefully you get why that isn’t my problem. And if you ever try to make it Amelie’s problem again, I will lodge a formal complaint with the governors.” Miss Wooding de-flinched slightly. “As long as she doesn’t—” “No ‘as long as she doesn’t.’ You’re not teaching my daughter to be ashamed of me.” There was a long pause. Then Miss Wooding sighed. “Perhaps it’s best that we draw a line under this and say no more about it.” In Rosaline’s experience this was what victory over institutional prejudice looked like: nobody actually apologising or admitting they’d done anything wrong, but the institution in question generously offering to pretend that nothing had happened. So—win?

The intelligent want self-control; children want candy. —RUMI INTRODUCTION Welcome to Willpower 101 Whenever I mention that I teach a course on willpower, the nearly universal response is, “Oh, that’s what I need.” Now more than ever, people realize that willpower—the ability to control their attention, emotions, and desires—influences their physical health, financial security, relationships, and professional success. We all know this. We know we’re supposed to be in control of every aspect of our lives, from what we eat to what we do, say, and buy. And yet, most people feel like willpower failures—in control one moment but overwhelmed and out of control the next. According to the American Psychological Association, Americans name lack of willpower as the number-one reason they struggle to meet their goals. Many feel guilty about letting themselves and others down. Others feel at the mercy of their thoughts, emotions, and cravings, their lives dictated by impulses rather than conscious choices. Even the best-controlled feel a kind of exhaustion at keeping it all together and wonder if life is supposed to be such a struggle. As a health psychologist and educator for the Stanford School of Medicine’s Health Improvement Program, my job is to help people manage stress and make healthy choices. After years of watching people struggle to change their thoughts, emotions, bodies, and habits, I realized that much of what people believed about willpower was sabotaging their success and creating unnecessary stress. Although scientific research had much to say that could help them, it was clear that these insights had not yet become part of public understanding. Instead, people continued to rely on worn-out strategies for self-control. I saw again and again that the strategies most people use weren’t just ineffective—they actually backfired, leading to self-sabotage and losing control. This led me to create “The Science of Willpower,” a class offered to the public through Stanford University’s Continuing Studies program. The course brings together the newest insights about self-control from psychology, economics, neuroscience, and medicine to explain how we can break old habits and create healthy habits, conquer procrastination, find our focus, and manage stress. It illuminates why we give in to temptation and how we can find the strength to resist. It demonstrates the importance of understanding the limits of self-control,

Such a principled disregard of ad hominem evidence is a characteristically modern prejudice of professional philosophers. For most Greek and Roman thinkers from Plato to Augustine, theorizing was but one mode of living life philosophically. To Socrates and the countless classical philosophers who tried to follow in his footsteps, the primary point was not to ratify a certain set of propositions (even when the ability to define terms and analyze arguments was a constitutive component of a school's teaching), but rather to explore 'the kind of person, the sort of self' that one could elaborate as a result of taking the quest for wisdom seriously.

Anyway, my dad gave me a whole birth-control kit for college, so we don’t even have to worry about it.” Peter nearly chokes on his sandwich. “A birth-control kit?” “Sure. Condoms and…” Dental dams. “Peter, do you know what a dental dam is?” “A what? Is that what dentists use to keep your mouth open when they clean it?” I giggle. “No. It’s for oral sex. And here I thought you were this big expert and you were going to be the one to teach me everything at college!” My heart speeds up as I wait for him to make a joke about the two of us finally having sex at college, but he doesn’t. He frowns and says, “I don’t like the thought of your dad thinking we’re doing it when we’re not.” “He just wants us to be careful is all. He’s a professional, remember?” I pat him on the knee. “Either way, I’m not getting pregnant, so it’s fine.” He crumples up his napkin and tosses it in the paper bag, his eyes still on the road. “Your parents met in college, didn’t they?” I’m surprised he remembers. I don’t remember telling him that. “Yeah.” “So how old were they? Eighteen? Nineteen?” Peter’s headed somewhere with this line of questioning. “Twenty, I think.” His face dims but just slightly. “Okay, twenty. I’m eighteen and you’ll be eighteen next month. Twenty is just two years older. So what difference does two years make in the grand scheme of things?” He beams a smile at me. “Your parents met at twenty; we met at--” “Twelve,” I supply. Peter frowns, annoyed that I’ve messed up his argument. “Okay, so we met when were kids, but we didn’t get together until we were seventeen--” “I was sixteen.” “We didn’t get together for real until we were both basically seventeen. Which is basically the same thing as eighteen, which is basically the same thing as twenty.” He has the self-satisfied look of a lawyer who has just delivered a winning closing statement. “That’s a very long and twisty line of logic,” I say. “Have you ever thought about being a lawyer?” “No, but now I’m thinking maybe?

Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.

Professionals who've spent their energy teaching masterpieces, the few of us still engrossed by literature's scrutiny of things, have no excuse for finding betrayal anywhere but at the heart of history. History from top to bottom. World history, family history, personal history. It's a very big subject, betrayal. Just think of the Bible. What's that book about? The master story situation of the Bible is betrayal. Adam—betrayed. Esau—betrayed. The Shechemite—betrayed. Judah—betrayed. Joseph—betrayed. Moses—betrayed. Samson—betrayed. Samuel—betrayed. David—betrayed. Uriah—betrayed. Job—betrayed. Job betrayed by whom? By none other than God himself. And don't forget the betrayal of God. God betrayed. Betrayed by our ancestors at every turn.

The sociologist Robert Merton famously called this phenomenon the “Matthew Effect”after the New Testament verse in the Gospel of Matthew: “For unto everyone that hath shall be given, and he shall have abundance. But from him that hath not shall be taken away even that which he hath.”It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success. It’s the rich who get the biggest tax breaks. It’s the best students who get the best teaching and most attention. And it’s the biggest nine- and ten-year-olds who get the most coaching and practice. Success is the result of what sociologists like to call “accumulative advantage.”The professional hockey player starts out a little bit better than his peers.

Athenian democracy, though it had the grave limitation of not including slaves or women, was in some respects more democratic than any modern system. Judges and most executive officers were chosen by lot, and served for short periods; they were thus average citizens, like our jurymen, with the prejudices and lack of professionalism characteristic of average citizens. In general, there were a large number of judges to hear each case. The plaintiff and defendant, or prosecutor and accused, appeared in person, not through professional lawyers. Naturally, success or failure depended largely on oratorical skill in appealing to popular prejudices. Although a man had to deliver his own speech, he could hire an expert to write the speech for him, or, as many preferred, he could pay for instruction in the arts required for success in the law courts. These arts the Sophists were supposed to teach.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

Reva was partial to self-help books and workshops that usually combined some new dieting technique with professional development and romantic relationship skills, under the guise of teaching young women “how to live up to their full potential.” Every few weeks, she had a whole new paradigm for living, and I had to hear about it. “Get good at knowing when you’re tired,” she’d advised me once. “Too many women wear themselves thin these days.” A lifestyle tip from Get the Most Out of Your Day, Ladies included the suggestion to preplan your outfits for the workweek on Sunday evenings. “That way you won’t be second-guessing yourself in the morning.” I really hated when she talked like that. “And come out to Saints with me. It’s ladies’ night. Girls drink for free until eleven. You’ll feel so much better about yourself.” She was an expert at conflating canned advice with any excuse for drinking to oblivion.

An enigmatic lack of curiosity about the future that prevented him from enjoying the present. But what someone else feels always belongs to the world of the imagination. You never know for certain, What we begin with reluctance or even with a sense of repulsion, can end up drawing us in by sheer force of habit or an unexpected taste for repetition. You would need to have lost an awful lot before you’d be willing to renounce what you have, especially if what you have is part of a long-term plan, part of a decision that contained a large dose of obstinacy. The desire to know is a curse and the greatest source of misfortune; The Buenos Aires accent, at least to Spanish ears, does always tend to sound like a caricature of itself. There’s nothing like curiosity and comedy to distract us—if only for an instant—from our sorrows and anxieties. What at first repels can end up attracting, after a swift moment of adjustment or approval, once you’ve made up your mind. The greater your grief or shock, the greater your state of desolation and numbness and abandonment, the lower your defenses and the fewer your qualms; professional seducers know this well and are always on the lookout for misfortunes. Even when things are happening and are present, they, too, require the imagination, because it’s the only thing that highlights certain events and teaches us to distinguish, while they are happening, the memorable from the unmemorable. Going back is the very worst infidelity. When something comes to an end, even the something you most want to end, you suddenly regret that ending and begin to miss it. You never stop feeling intimidated by someone who intimidated you from the outset. Not being able to choose isn’t an affront, it’s standard practice. It is in most countries, as it is in ours, despite the collective illusion.

Yet to experience wonder take time and most of lead lives that leave little room for the solitude needed to explore the parts of ourselves that are intangible or inarticulate. We live in a world that insists we explain from the time we are teenagers: What do we want? How might we achieve it? For an artist to teach at graduate level, in many countries they’re not required to have a PhD, a depressing state of affairs: to bureaucratise the arts is to shackle the wild roaming that imaginations are capable of. Why isn’t professional practice as an artist considered a qualification in itself? Over the past century, works of great innovation have emerged in response to swift change. None of it was created because it was a formal requirement. To demand a very particular kind of artistic engagement in order to allow something or someone into the hallowed halls of art history is to deny creativity its often eccentric lifeblood.

I'd been spending my professional life, at GQ and Esquire both, reading fiction by men about men. The sub-subjects: The Land of Marriage. A middle-aged man coming to terms with Something. Extramarital affairs. Hotel rooms. Adult life as unwinnable game. A man trying, and failing, to be a man - whatever that thing was. A wife. A waif. Oh, God, the mothers. How many trailer parks were there upon the greensward? There sure were a lot of trains. Why were there so many prostitutes? And why were so many of the women dead? Rarely did any children appear in the stuff I read, and when they did, they tended to serve as devices for the teaching of moral lessons - touching ones, usually. And the women - voluble, irrational, rarely all that smart, but, with any luck, sexy, sexy, sexy - functioned as instruments to male enlightenment. Oh, if I had a dime for each time I read the sentence "She made me feel alive..." (to which my private stock response was always "And you made her feel dead").

When one of my early teachers, for instance, recognized that many ritually abused clients were still being abused while in treatment, she insisted that they could not be treated on an outpatient basis, but should be hospitalized and kept from their families. She was targeted with a series of court cases involving false accusations that she had allegedly abused clients in hospital. The experience was devastating to her. And she was not alone. Many others faced persistent attempts to discredit their professional expertise, or legal assaults that robbed them of time, energy, and even the courage to continue to treat clients, write, or teach. Therapy professionals in both direct services and policy making, members of the criminal and civil justice systems, and the general public were systematically indoctrinated via the media. Many now share the view that people who disclose ritual abuse or mind control content suffer from "false memories” induced by "over-zealous therapists," and that dissociative disorders are iatrogenic (or else they do not exist at all).

That hidden economy, which still exists today, is one of love. There is self-interest, certainly, in all of these women's endeavors; for their trouble, they get shelter and food. But you don't do any of that - the mind-numbing care of small children, the endless repetition of cooking and laundry, the indignity of having a mind as fine as any man's and no opportunity to exercise it - without love. Either love for the owners of the dirty underwear and the sticky little hands, or love for people whose survival depends on the pittance you make for doing it. Almost three hundred years after Dam Smith was born, women still dominate the "caring professions" - teaching, nursing, social work - and are scarce in positions of financial or political power. Married women who work full-time still do substantially more cleaning, food preparation, and child-engagement tasks than their male partners. And when professional women's work becomes too time consuming, the care of children and the household isn't shared more equally with male partners, but outsourced to other women, frequently poor women of color. It is men who are raised to participate in a strict economy of self-interest. Most women could never afford that.

I was soon discharged from the rehab center and sent back to the SAS. But the doctor’s professional opinion was that I shouldn’t military parachute again. It was too risky. One dodgy landing, at night, in full kit, and my patched-up spine could crumple. He didn’t even mention the long route marches carrying huge weights on our backs. Every SF soldier knows that a weak back is not a good opener for life in an SAS squadron. It is also a cliché just how many SAS soldiers’ backs and knees are plated and pinned together, after years of marches and jumps. Deep down I knew the odds weren’t looking great for me in the squadron, and that was a very hard pill to swallow. But it was a decision that, sooner or later, I would have to face up to. The doctors could give me their strong recommendations, but ultimately I had to make the call. A familiar story. Life is all about our decisions. And big decisions can often be hard to make. So I thought I would buy myself some time before I made it. In the meantime, at the squadron, I took on the role of teaching survival to other units. I also helped the intelligence guys while my old team were out on the ground training. But it was agony for me. Not physically, but mentally: watching the guys go out, fired up, tight, together, doing the job and getting back excited and exhausted. That was what I should have been doing. I hated sitting in an ops room making tea for intelligence officers. I tried to embrace it, but deep down I knew this was not what I had signed up for. I had spent an amazing few years with the SAS, I had trained with the best, and been trained by the best, but if I couldn’t do the job fully, I didn’t want to do it at all. The regiment is like that. To keep its edge, it has to keep focused on where it is strongest. Unable to parachute and carry the huge weights for long distances, I was dead weight. That hurt. That is not how I had vowed to live my life, after my accident. I had vowed to be bold and follow my dreams, wherever that road should lead. So I went to see the colonel of the regiment and told him my decision. He understood, and true to his word, he assured me that the SAS family would always be there when I needed it. My squadron gave me a great piss-up, and a little bronze statue of service. (It sits on my mantelpiece, and my boys play soldiers with it nowadays.) And I packed my kit and left 21 SAS forever. I fully admit to getting very drunk that night.

Revitalized and healthy, I started dreaming new dreams. I saw ways that I could make a significant contribution by sharing what I’ve learned. I decided to refocus my legal practice on counseling and helping start-up companies avoid liability and protect their intellectual property. To share some of what I know, I started a blog, IP Law for Startups, where I teach basic lessons on trade secrets, trademarks, copyrights, and patents and give tips for avoiding the biggest blunders that destroy the value of intellectual assets. Few start-up companies, especially women-owned companies that rarely get venture capital funding, can afford the expensive hourly rates of a large law firm to the get the critical information they need. I feel deeply rewarded when I help a company create a strategy that protects the value of their company and supports their business dreams. Further, I had a dream to help young women see their career possibilities. In partnership with my sister, Julie Simmons, I created lookilulu.com, a website where women share their insights, career paths, and ways they have integrated motherhood with their professional pursuits. When my sister and I were growing up on a farm, we had a hard time seeing that women could have rewarding careers. With Lookilulu® we want to help young women see what we couldn’t see: that dreams are not linear—they take many twists and unexpected turns. As I’ve learned the hard way, dreams change and shift as life happens. I’ve learned the value of continuing to dream new dreams after other dreams are derailed. I’m sure I’ll have many more dreams in my future. I’ve learned to be open to new and unexpected opportunities. By way of postscript, Jill writes, “I didn’t grow up planning to be lawyer. As a girl growing up in a small rural town, I was afraid to dream. I loved science, but rather than pursuing medical school, I opted for low-paying laboratory jobs, planning to quit when I had children. But then I couldn’t have children. As I awakened to the possibility that dreaming was an inalienable right, even for me, I started law school when I was thirty; intellectual property combines my love of law and science.” As a young girl, Jill’s rightsizing involved mustering the courage to expand her dreams, to dream outside of her box. Once she had children, she again transformed her dreams. In many ways her dreams are bigger and aim to help more people than before the twists and turns in her life’s path.

These Notes assume, also, that the reader's sole interest in the Pali Suttas is a concern for his own welfare. The reader is presumed to be subjectively engaged with an anxious problem, the problem of his existence, which is also the problem of his suffering. There is therefore nothing in these pages to interest the professional scholar, for whom the question of personal existence does not arise; for the scholar's whole concern is to eliminate or ignore the individual point of view in an effort to establish the objective truth -- a would-be impersonal synthesis of public facts. The scholar's essentially horizontal view of things, seeking connexions in space and time, and his historical approach to the texts,[1] disqualify him from any possibility of understanding a Dhamma that the Buddha himself has called akālika, 'timeless'.[2] Only in a vertical view, straight down into the abyss of his own personal existence, is a man capable of apprehending the perilous insecurity of his situation; and only a man who does apprehend this is prepared to listen to the Buddha's Teaching. But human kind, it seems, cannot bear very much reality: men, for the most part, draw back in alarm and dismay from this vertiginous direct view of being and seek refuge in distractions. (...)

I remember a story by a flight instructor I knew well. He told me about the best student he ever had, and a powerful lesson he learned about what it meant to teach her. The student excelled in ground school. She aced the simulations, aced her courses. In the skies, she showed natural skill, improvising even in rapidly changing weather conditions. One day in the air, the instructor saw her doing something naïve. He was having a bad day and he yelled at her. He pushed her hands away from the airplane’s equivalent of a steering wheel. He pointed angrily at an instrument. Dumbfounded, the student tried to correct herself, but in the stress of the moment, she made more errors, said she couldn’t think, and then buried her head in her hands and started to cry. The teacher took control of the aircraft and landed it. For a long time, the student would not get back into the same cockpit. The incident hurt not only the teacher’s professional relationship with the student but the student’s ability to learn. It also crushed the instructor. If he had been able to predict how the student would react to his threatening behavior, he never would have acted that way. Relationships matter when attempting to teach human beings—whether you’re a parent, teacher, boss, or peer. Here we are talking about the highly intellectual venture of flying an aircraft. But its success is fully dependent upon feelings.

Cribbage!” I declared, pulling out the board, a deck of cards, and pen and paper, “Ben and I are going to teach you. Then we can all play.” “What makes you think I don’t know how to play cribbage?” Sage asked. “You do?” Ben sounded surprised. “I happen to be an excellent cribbage player,” Sage said. “Really…because I’m what one might call a cribbage master,” Ben said. “I bet I’ve been playing longer than you,” Sage said, and I cast my eyes his way. Was he trying to tell u something? “I highly doubt that,” Ben said, “but I believe we’ll see the proof when I double-skunk you.” “Clearly you’re both forgetting it’s a three-person game, and I’m ready to destroy you both,” I said. “Deal ‘em,” Ben said. Being a horse person, my mother was absolutely convinced she could achieve world peace if she just got the right parties together on a long enough ride. I didn’t know about that, but apparently cribbage might do the trick. I didn’t know about that, but apparently cribbage might do the trick. The three of us were pretty evenly matched, and Ben was impressed enough to ask sage how he learned to play. Turned out Sage’s parents were historians, he said, so they first taught him the precursor to cribbage, a game called noddy. “Really?” Ben asked, his professional curiosity piqued. “Your parents were historians? Did they teach?” “European history. In Europe,” Sage said. “Small college. They taught me a lot.” Yep, there was the metaphorical gauntlet. I saw the gleam in Ben’s eye as he picked it up. “Interesting,” he said. “So you’d say you know a lot about European history?” “I would say that. In fact, I believe I just did.” Ben grinned, and immediately set out to expose Sage as an intellectual fraud. He’d ask questions to trip Sage up and test his story, things I had no idea were tests until I heard Sage’s reactions. “So which of Shakespeare’s plays do you think was better served by the Globe Theatre: Henry VIII or Troilus and Cressida?” Ben asked, cracking his knuckles. “Troilus and Cressida was never performed at the Globe,” Sage replied. “As for Henry VIII, the original Globe caught fire during the show and burned to the ground, so I’d say that’s the show that really brought down the house…wouldn’t you?” “Nice…very nice.” Ben nodded. “Well done.” It was the cerebral version of bamboo under the fingernails, and while they both tried to seem casual about their conversation, they were soon leaning forward with sweat beading on their brows. It was fascinating…and weird. After several hours of this, Ben had to admit that he’d found a historical peer, and he gleefully involved Sage in all kinds of debates about the minutiae of eras I knew nothing about…except that I had the nagging sense I might have been there for some of them. For his part, Sage seemed to relish talking about the past with someone who could truly appreciate the detailed anecdotes and stories he’d discovered in his “research.” By the time we started our descent to Miami, the two were leaning over my seat to chat and laugh together. On the very full flight from Miami to New York, Ben and Sage took the two seats next to each other and gabbed and giggled like middle-school girls. I sat across from them stuck next to an older woman wearing far too much perfume.

The very concept of fathers as protectors is so politically incorrect that researchers must hedge their findings with politically acceptable weasel words: “The protective effect from the father’s presence in most households was sufficiently strong to offset the risk incurred by the few paternal perpetrators.” In fact, the risk of “paternal perpetrators” is miniscule. While men are assumed more likely to commit sexual than physical abuse,333 sexual abuse is much less common than severe physical abuse and is almost entirely perpetrated by boyfriends and stepfathers (who are falsely classified as “fathers” in most statistical studies). Yet feminists would have us believe that father-daughter incest is rampant, and feminist child protection agents implement this propaganda as policy, rationalizing the forced removal of fathers and creating the very problem they claim to be solving. “An anti-male attitude is often found in documents, statements, and in the writings of those claiming to be experts in cases of child sexual abuse.” These scholars document techniques by social service agencies to systematically teach children to hate their fathers, including inculcating in the children a message that the father has sexually molested them. “The professionals use techniques that teach children a negative and critical view of men in general and fathers in particular,” they write. “The child is repeatedly reinforced for fantasizing throwing Daddy in jail and is trained to hate and fear him.” From the father’s perspective, the real child abusers have thrown him out of the family so they can abuse his children with impunity.

Much more than skeleton, it is flash, I mean the carrion flesh, which disturb and alarm us – and which alleviates us as well. The Buddhists monks gladly frequented charnel houses: where corner desire more surely and emancipate oneself from it? The horrible being a path of liberation in every period of fervor and inwardness, our remains have enjoyed great favor. In the Middle Ages, a man made a regimen of salvation, he believed energetically: the corpse was in fashion. Faith was vigorous than, invincible; it cherished the livid and the fetid, it knew the profits to be derived from corruption and gruesomeness. Today, an edulcorated religion adheres only to „nice” hallucinations, to Evolution and to Progress. It is not such a religion which might afford us the modern equivalent of the dense macabre. „Let a man who aspires to nirvana act so that nothing is dear to him”, we read in a Buddhist text. It is enough to consider these specters, to meditate on the fate of the flash which adhered to them, in order to understand the urgency of detachment. There is no ascesis in the double rumination on the flesh and on the skeleton, on the dreadful decrepitude of the one and the futile permanence of the other. It is a good exercise to sever ourselves now and then from our face, from our skin, to lay aside this deceptive sheathe, then to discard – if only for a moment – that layer of grease which keeps us from discerning what is fundamental in ourselves. Once exercise is over, we are freer and more alone, almost invulnerable. In other to vanquish attachments and the disadvantages which derive from them, we should have to contemplate the ultimate nudity of a human being, force our eyes to pierce his entrails and all the rest, wallow in the horror of his secretions, in his physiology of an imminent corpse. This vision would not be morbid but methodical, a controlled obsession, particularly salutary in ordeals. The skeleton incites us to serenity; the cadaver to renunciation. In the sermon of futility which both of them preach to us happiness is identified with the destruction of our bounds. To have scanted no detail of such a teaching and even so to come to terms with simulacra! Blessed was the age when solitaries could plumb their depths without seeming obsessed, deranged. Their imbalance was not assigned a negative coefficient, as is the case for us. They would sacrifice ten, twenty years, a whole life, for a foreboding, for a flash of the absolute. The word „depth” has a meaning only in connection with epochs when the monk was considered as the noblest human exemplar. No one will gain – say the fact that he is in the process of disappearing. For centuries, he has done no more than survive himself. To whom would he address himself, in a universe which calls him a „parasite”? In Tibet, the last country where monks still mattered, they have been ruled out. Yet is was a rare consolation to think that thousands of thousands of hermits could be meditating there, today, on the themes of the prajnaparamita. Even if it had only odious aspects, monasticism would still be worth more than any other ideal. Now more then ever, we should build monasteries … for those who believe in everything and for those who believe in nothing. Where to escape? There no longer exist a single place where we can professionally execrate this world.

Cognitive-Behavioral Therapy There are almost no pure cognitive or behavioral therapists. Instead, most therapists use a combination of both techniques. This is known as cognitive-behavioral therapy. It is generally recognized as the best therapy for social anxiety. In cognitive-behavioral therapy, a therapist helps you identity maladaptive thinking patterns and replace them with new ways of thinking. He or she also teaches you relaxation techniques and new behaviors that make you feel more comfortable in social situations. Cognitive-behavioral therapy uses many of the same techniques that we explored in the previous chapter. Although you might make great strides on your own, sometimes it is easier and faster to have someone guide you. Often it is difficult for people to explore hidden beliefs about themselves. A professional therapist is experienced in working with people who are trying to change. Often a therapist will see connections in your situation that you cannot. Carlos was terrified of speaking in class. Whenever the teacher called on him, his heart raced, he blushed, and his stomach felt upset. His therapist first had him focus on his thoughts during class. As an experiment, she had him purposely answer a question incorrectly during biology class. To his surprise, the teacher didn’t make a big deal out of it, and the other students didn’t laugh. As a result, Carlos realized that his imagined consequences for making errors were greatly exaggerated. He also realized that he held himself to a higher standard than other people, including the teacher, did. Next, his therapist showed him various relaxation techniques to lessen the physical symptoms of anxiety. Soon, he felt more comfortable and even volunteered to lead a discussion group.

It’s so funny you should say this, because if you were one of my students, you’d be wearing your pain like a badge of honor. This generation doesn’t hide anything from anyone. My class talks a lot about their traumas. And how their traumas inform their games. They, honest to God, think their traumas are the most interesting thing about them. I sound like I’m making fun, and I am a little, but I don’t mean to be. They’re so different from us, really. Their standards are higher; they call bullshit on so much of the sexism and racism that I, at least, just lived with. But that’s also made them kind of, well, humorless. I hate people who talk about generational differences like it’s an actual thing, and here I am, doing it. It doesn’t make sense. How alike were you to anyone we grew up with, you know?” “If their traumas are the most interesting things about them, how do they get over any of it?” Sam asked. “I don’t think they do. Or maybe they don’t have to, I don’t know.” Sadie paused. “Since I’ve been teaching, I keep thinking about how lucky we were,” she said. “We were lucky to be born when we were.” “How so?” “Well, if we’d been born a little bit earlier, we wouldn’t have been able to make our games so easily. Access to computers would have been harder. We would have been part of the generation who was putting floppy disks in Ziploc bags and driving the games to stores. And if we’d been born a little bit later, there would have been even greater access to the internet and certain tools, but honestly, the games got so much more complicated; the industry got so professional. We couldn’t have done as much as we did on our own. We could never have made a game that we could sell to a company like Opus on the resources we had. We wouldn’t have made Ichigo Japanese, because we would have worried about the fact that we weren’t Japanese. And I think, because of the internet, we would have been overwhelmed by how many people were trying to do the exact same things we were. We had so much freedom—creatively, technically. No one was watching us, and we weren’t even watching ourselves. What we had was our impossibly high standards, and your completely theoretical conviction that we could make a great game.

When a middle school teacher in San Antonio, Texas, named Rick Riordan began thinking about the troublesome kids in his class, he was struck by a topsy-turvy idea. Maybe the wild ones weren’t hyperactive; maybe they were misplaced heroes. After all, in another era the same behavior that is now throttled with Ritalin and disciplinary rap sheets would have been the mark of greatness, the early blooming of a true champion. Riordan played with the idea, imagining the what-ifs. What if strong, assertive children were redirected rather than discouraged? What if there were a place for them, an outdoor training camp that felt like a playground, where they could cut loose with all those natural instincts to run, wrestle, climb, swim, and explore? You’d call it Camp Half-Blood, Riordan decided, because that’s what we really are—half animal and half higher-being, halfway between each and unsure how to keep them in balance. Riordan began writing, creating a troubled kid from a broken home named Percy Jackson who arrives at a camp in the woods and is transformed when the Olympian he has inside is revealed, honed, and guided. Riordan’s fantasy of a hero school actually does exist—in bits and pieces, scattered across the globe. The skills have been fragmented, but with a little hunting, you can find them all. In a public park in Brooklyn, a former ballerina darts into the bushes and returns with a shopping bag full of the same superfoods the ancient Greeks once relied on. In Brazil, a onetime beach huckster is reviving the lost art of natural movement. And in a lonely Arizona dust bowl called Oracle, a quiet genius disappeared into the desert after teaching a few great athletes—and, oddly, Johnny Cash and the Red Hot Chili Peppers—the ancient secret of using body fat as fuel. But the best learning lab of all was a cave on a mountain behind enemy lines—where, during World War II, a band of Greek shepherds and young British amateurs plotted to take on 100,000 German soldiers. They weren’t naturally strong, or professionally trained, or known for their courage. They were wanted men, marked for immediate execution. But on a starvation diet, they thrived. Hunted and hounded, they got stronger. They became such natural born heroes, they decided to follow the lead of the greatest hero of all, Odysseus, and

This is painfully obvious at a poker table. Even weak players know, in principle, that seeing through the eyes of opponents is critical. She raised the bet $20? What does that tell me about her thinking—and the cards she has? Each bet is another clue to what your opponent is holding, or wants you to think she is holding, and the only way to piece it together is to imagine yourself in her seat. Good perspective-takers can make a lot of money. So you might suppose that anyone who takes poker seriously would get good at it, quickly, or take up another hobby. And yet they so often don’t. “Here’s a very simple example,” says Annie Duke, an elite professional poker player, winner of the World Series of Poker, and a former PhD-level student of psychology. “Everyone who plays poker knows you can either fold, call, or raise [a bet]. So what will happen is that when a player who isn’t an expert sees another player raise, they automatically assume that that player is strong, as if the size of the bet is somehow correlated at one with the strength of the other person’s hand.” This is a mistake. Duke teaches poker and to get her students to see like dragonflies she walks them through a game situation. A hand is dealt. You like your cards. In the first of several rounds of betting, you wager a certain amount. The other player immediately raises your bet substantially. Now, what do you think the other player has? Duke has taught thousands of students “and universally, they say ‘I think they have a really strong hand.’” So then she asks them to imagine the same situation, except they’re playing against her. The cards are dealt. Their hand is more than strong—it’s unbeatable. Duke makes her bet. Now, what will you do? Will you raise her bet? “And they say to me, ‘Well, no.’” If they raise, Duke may conclude their hand is strong and fold. They don’t want to scare her off. They want Duke to stay in for each of the rounds of betting so they can expand the pot as much as possible before they scoop it up. So they won’t raise. They’ll only call. Duke then walks them through the same hypothetical with a hand that is beatable but still very strong. Will you raise? No. How about a little weaker hand that is still a likely winner? No raise. “They would never raise with any of these really great hands because they don’t want to chase me away.” Then Duke asks them: Why did you assume that an opponent who raises the bet has a strong hand if you would not raise with the same strong hand? “And it’s not until I walk them through the exercise,” Duke says, that people realize they failed to truly look at the table from the perspective of their opponent. If Duke’s students were all vacationing retirees trying poker for the first time, this would only tell us that dilettantes tend to be naive. But “these are people who have played enough poker, and are passionate about the game, and consider themselves good enough, that they’re paying a thousand dollars for a seminar with me,” Duke says. “And they don’t understand this basic concept.”22

Quick and able as some participants were, the Movements were not and have never been intended for professional dancers.

were predominately limited to a gas station and unfruitful real estate investments. Unfortunately none of his personal financial ventures during this early period of his marriage were successful. However, It was during this time that Buffet began teaching night courses at the University of Omaha, a feat that would not have been possible for the naturally shy and humble Buffett if it were not for a public speaking course he took at Dale Carnegie University, a degree that Buffett still credits as being the most beneficial to his professional life. “Wall Street is the only place that people ride to in a Rolls-Royce to get advice from those who take the subway.

Convinced that trepanation would help facilitate higher states of consciousness, Feilding went looking for someone to perform the operation on her. When it became clear no professional would oblige, she trepanned herself in 1970, boring a small hole in the middle of her forehead with an electric drill.

After more than 25 years of investing professionally and after 9 years of teaching at an Ivy League business school, I am convinced of at least two things: 1. If you really want to “beat the market,” most professionals and academics can’t help you, and 2. That leaves only one real alternative: You must do it yourself.

Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.