Pupils Success Quotes

So," I said climbing to my feet and changing the subject ASAP, "I had a dream last night someone tried to burn me alive, and I'm not entirely sure it was a dream." Devon stiffened. Chase's pupils pulsed. Subject successfully changed. "Now who's ready to eat?

Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value.

The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.

Seven Rules Formulated for Teaching Arithmetic: 1) Consider the situation the pupils faces. 2) Consider the response you wish to connect with. 3) Form the bond; do not expect it to come by miracle. 4) Other things being equal, form no bond that will have to be broken. 5) Other things being equal, do not form two or three bonds when one will serve. 6) Other things being equal, form bonds in the way that they are required later to act. 7) Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. (p. 101)

People seek a tutor who has already educated one pupil. This is too much; one man can only educate one pupil; if two were essential to success, what right would he have to undertake the first?

One thing I more and this is all I have to say...High School is not a separate unit from you. We are apart of you. Every man, woman, and child in this community is a part...Your ways of life in your homes and your town reflect here in the school. You can help us or you can hurt us. Our success depends largely on you. I used to think when I first started teaching school that it was all up to the teachers and the pupils. I have changed my mind. The little island of humanity that is each one of you must unite with other islands and become a mainland if we are to have a successful school.

Why . . . I want to hear about it. That’s all. That’s all I want. Really.” “Hear about it?” Dussander echoed. He looked utterly perplexed. Todd leaned forward, tanned elbows on bluejeaned knees. “Sure. The firing squads. The gas chambers. The ovens. The guys who had to dig their own graves and then stand on the ends so they’d fall into them. The . . .” His tongue came out and wetted his lips. “The examinations. The experiments. Everything. All the gooshy stuff.” Dussander stared at him with a certain amazed detachment, the way a veterinarian might stare at a cat who was giving birth to a succession of two-headed kittens. “You are a monster,” he said softly.

The most surprising discovery made by Baumeister’s group shows, as he puts it, that the idea of mental energy is more than a mere metaphor. The nervous system consumes more glucose than most other parts of the body, and effortful mental activity appears to be especially expensive in the currency of glucose. When you are actively involved in difficult cognitive reasoning or engaged in a task that requires self-control, your blood glucose level drops. The effect is analogous to a runner who draws down glucose stored in her muscles during a sprint. The bold implication of this idea is that the effects of ego depletion could be undone by ingesting glucose, and Baumeister and his colleagues have confirmed this hypothesis in several experiments. Volunteers in one of their studies watched a short silent film of a woman being interviewed and were asked to interpret her body language. While they were performing the task, a series of words crossed the screen in slow succession. The participants were specifically instructed to ignore the words, and if they found their attention drawn away they had to refocus their concentration on the woman’s behavior. This act of self-control was known to cause ego depletion. All the volunteers drank some lemonade before participating in a second task. The lemonade was sweetened with glucose for half of them and with Splenda for the others. Then all participants were given a task in which they needed to overcome an intuitive response to get the correct answer. Intuitive errors are normally much more frequent among ego-depleted people, and the drinkers of Splenda showed the expected depletion effect. On the other hand, the glucose drinkers were not depleted. Restoring the level of available sugar in the brain had prevented the deterioration of performance. It will take some time and much further research to establish whether the tasks that cause glucose-depletion also cause the momentary arousal that is reflected in increases of pupil size and heart rate.

Coopersmith’s study with adolescent boys indicates that children develop self-trust, adventuresomeness and the ability to deal with adversity if they are treated with respect and are provided with well-defined standards of values, demands for competence and guidance toward solutions of problems. The development of individual self-reliance is fostered by a well-structured, demanding environment, rather than by largely unlimited permissiveness and freedom to explore in an unfocused way. The research of both Stanley Coopersmith and Morris Rosenberg has led them to believe that pupils with high self-esteem perceive themselves as successful. They are relatively free of anxiety and psychosomatic symptoms, and can realistically assess their abilities. They are confident that their efforts will meet with success, while being fully aware of their limitations. Persons with high self-esteem are outgoing and socially successful and expect to be well received. They accept others and others tend to accept them. On the other hand, according to Coopersmith and Rosenberg, pupils with low self-esteem are easily discouraged and sometimes depressed. They feel isolated, unloved and unlovable. They seem incapable of expressing themselves or defending their inadequacies. They are so preoccupied with their self-consciousness and anxiety that their capacity for self-fulfillment can be easily destroyed.4

War and battle' are the opening words of the Gorgias, and the declaration of war against the corrupt society is its content. Gorgias, the famous teacher of rhetoric, is in Athens as the guest of Callicles, an enlightened politician. It is a day of audience. Gorgias receives visitors and is ready to answer all questions addressed to him. Socrates, with his pupil Chaerephon, calls at Callicles’ house in order to see the great man. The ultimate motif of the battle is not statedexplicitly but indicated, as so frequently with Plato, through the form of the dialogue. Gorgias is somewhat exhausted by the stream of visitors and the hours of conversation, and he lets his follower Polus open the discussion; Socrates leaves the opening game to Chaerephon. The battle is engaged in as a struggle for the soul of the younger generation. Who will form the future leaders of the polity: the rhetor who teaches the tricks of political success, or the philosopher who creates the substance in soul and society? The substance of man is at stake, not a philosophical problem in the modern sense. Socrates suggests to Chaerephon the first question: Ask him “Who he is” (447d).

The study of error is not only in the highest degree prophylactic, but it serves as a stimulating introduction to the study of truth. As our minds become more deeply aware of their own subjectivism, we find a zest in objective method that is not otherwise there. We see vividly, as normally we should not, the enormous mischief and casual cruelty of our prejudices. And the destruction of a prejudice, though painful at first, because of its connection with our self-respect, gives an immense relief and a fine pride when it is successfully done. There is a radical enlargement of the range of attention. As the current categories dissolve, a hard, simple version of the world breaks up. The scene turns vivid and full. There follows an emotional incentive to hearty appreciation of scientific method, which otherwise it is not easy to arouse, and is impossible to sustain. Prejudices are so much easier and more interesting. For if you teach them at first as victories over the superstitions of the mind, and the exhilaration of the chase and of the conquest may carry the pupil over that hard transition from his self-bound experience to the phase where his curiosity has matured, and his reason has acquired passion.

Strong underneath, though!’ decided Julian. ‘There’s no softness there, if you ask me. I think Emma’s got authority but it’s the best sort. It’s quiet authority . . .’ ‘Rita wasn’t exactly loud, Martin!’ Elizabeth pointed out, rather impatiently. ‘I bet Rita was very like Emma before she was elected head girl. Was she, Belinda? You must have been at Whyteleafe then.’ Belinda had been at Whyteleafe longer than the others. She had joined in the junior class. She frowned now, deep in thought. ‘Why, Elizabeth, I do believe you’re right! I remember overhearing some of the teachers say that Rita was a bit too young and as quiet as a mouse and might not be able to keep order! But they were proved wrong. Rita was nervous at the first Meeting or two. But after that she was such a success she stayed on as head girl for two years running.’ ‘There, Martin!’ said Elizabeth. ‘Lucky the teachers don’t have any say in it then, isn’t it?’ laughed Julian. ‘I think all schools should be run by the pupils, the way ours is.’ ‘What about Nora?’ asked Jenny, suddenly. ‘She wouldn’t be nervous of going on the platform.’ ‘She’d be good in some ways,’ said Belinda, her mind now made up, ‘but I don’t think she’d be as good as Emma . . .’ They discussed it further. By the end, Elizabeth felt well satisfied. Everyone seemed to agree that Thomas was the right choice for head boy. And apart from Martin, who didn’t know who he wanted, and Jenny, who still favoured Nora, everyone seemed to agree with her about Emma. Because of the way that Whyteleafe School was run, in Elizabeth’s opinion it was extremely important to get the right head boy and head girl. And she’d set her heart on Thomas and Emma. She felt that this discussion was a promising start. Then suddenly, near the end of the train journey, Belinda raised something which made Elizabeth’s scalp prickle with excitement. ‘We haven’t even talked about our own election! For a monitor to replace Susan. Now she’s going up into the third form, we’ll need someone new. We’ve got Joan, of course, but the second form always has two.’ She was looking straight at Elizabeth! ‘We all think you should be the other monitor, Elizabeth,’ explained Jenny. ‘We talked amongst ourselves at the end of last term and everyone agreed. Would you be willing to stand?’ ‘I – I—’ Elizabeth was quite lost for words. Speechless with pleasure! She had already been a monitor once and William and Rita had promised that her chance to be a monitor would surely come again. But she’d never expected it to come so soon! ‘You see, Elizabeth,’ Joan said gently, having been in on the secret, ‘everyone thinks it was very fine the way you stood down in favour of Susan last term. And that it’s only fair you should take her place now she’s going up.’ ‘Not to mention all the things you’ve done for the school. Even if we do always think of you as the Naughtiest Girl!’ laughed Kathleen. ‘We were really proud of you last term, Elizabeth. We were proud that you were in our form!’ ‘So would you be willing to stand?’ repeated Jenny. ‘Oh, yes, please!’ exclaimed Elizabeth, glancing across at Joan in delight. Their classmates wanted her to be a monitor again, with her best friend Joan! The two of them would be second form monitors together. ‘There’s nothing I’d like better!’ she added. What a wonderful surprise. What a marvellous term this was going to be! They all piled off at the station and watched their luggage being loaded on to the school coach. Julian gave Elizabeth’s back a pat. There was an amused gleam in his eyes. ‘Well, well. It looks as though the Naughtiest Girl is going to be made a monitor again. At the first Meeting. When will that be? This Saturday? Can she last that long without misbehaving?’ ‘Of course I can, Julian,’ replied Elizabeth, refusing to be amused. ‘I’m going to jolly well make certain of that!’ That, at least, was her intention.

The modem European is characterized by two apparently opposite traits: individualism and the demand for equal rights; that I have at last come to understand. The individual is an extremely vulnerable piece of vanity: conscious of how easily it suffers. This vanity demands that every other shall count as its equal, that it should be only inter pares. In this way a social race is characterized in which talents and powers do not diverge very much. The pride that desires solitude and few admirers is quite beyond comprehension; a really "great" success is possible ony through the masses, indeed one hardly grasps the fact any more that a success with the masses is always really a petty success: because pulchrum est paucorum hominum (Beauty belongs to the few) All moralities know nothing of an "order of rank" among men; teachers of law nothing of a communal conscience. The principle of the individual rejects very great human beings and demands, among men approximately equal, the subtlest eye and the speediest recognition of a talent. And because everyone has some kind of talent in such late and civilized cultures - and therefore can expect to receive back his share of honor - there is more flattering of modest merits today than ever before: it gives the age a veneer of boundless fairness. Its unfairness consists in a boundless rage, not against tyrants and public flatterers even in the arts, but against noble men, who despise the praise of the many. The demand for equal rights (i.e. to be allowed to sit in judgment on everything and everyone) is anti-aristocratic. Equally strange to the age is the vanished individual, the absorption in a great type, the desire not to be a personality - which constituted the distinction and ambition of many lofty men in earlier days (the greatest poets among them); or "to be a city" as in Greece, Jesuitism, Prussian officer corps and bureaucracy, or to be a pupil and continuator of great masters - for which non-social conditions and a lack of petty vanity are needed.

Metaphysics, a completely isolated and speculative branch of rational knowledge which is raised above all teachings of experience and rests on concepts only (not, like mathematics, on their application to intuition), in which reason therefore is meant to be its own pupil, has hitherto not had the good fortune to enter upon the secure path of a science, although it is older than all other sciences, and would survive even if all the rest were swallowed up in the abyss of an all-destroying barbarism. Reason in metaphysics, even if it tries, as it professes, only to gain *a priori* insight into those laws which are confirmed by our most common experience, is constantly being brought to a standstill, and we are obliged again and again to retrace our steps, as they do not lead us where we want to go. As to unanimity among its participants, there is so little of it in metaphysics that it has rather become an arena that would seem especially suited for those who wish to exercise themselves in mock fights, where no combatant has as yet succeeded in gaining even an inch of ground that he could call his permanent possession. There cannot be any doubt, therefore, that the method of metaphysics has hitherto consisted in a mere random groping, and, what is worst of all, in groping among mere concepts. What, then, is the reason that this secure scientific course has not yet been found? Is this, perhaps, impossible? Why, in that case, should nature have afflicted our reason with the restless aspiration to look for it, and have made it one of its most important concerns? What is more, how little should we be justified in trusting our reason, with regard to one of the most important objects of which we desire knowledge, it not only abandons us, but lures us on by delusions, and in the end betrays us! Or, if hitherto we have only failed to meet with the right path, what indications are there to make us hope that, should we renew our search, we shall be more successful than others before us?" ―from_Critique of Pure Reason_. Preface to the Second Edition. Translated, edited, and with an Introduction by Marcus Weigelt, based on the translation by Max Müller, p. 17

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

The whole bloated sensation of success is wiped clean when among family. There is no pressure of being looked upon as 'the brilliant one' but rather the comforts of always being the pupil.

The biggest determining factors for academic success seem to be consistency – getting up and working every day, and the enthusiasm of the teacher for both the subjects and her pupils.

Making your mark in the world is better than making trouble.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

Peer-Assessment 25 Peer-assessment helps students in many ways. First, it gives them a chance to compare their own work to that of their peers. This helps them to develop a greater sense of what can be done. Second, it opens up success criteria, ensuring pupils can become more familiar with what they need to do to succeed. Third, it allows students to think of new ideas based on what they see while engaged in the task. You can ask pupils to peer-assess any work produced in class or at home. Just make sure they have a mark scheme or set of criteria to use and that you train them on how to give good feedback (that is clear and focussed on the learning).

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

Nobody is surprised when the students aren’t interested. The effect of this starting point is remarkably positive. A successful pupil referral unit focuses on hooking children in to learning with teachers who are quietly inspirational every day. Teachers who have to work better because they know they cannot force children to do anything.

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

It is not enough to begin; continuance is necessary. Mere enrollment will not make one a scholar; the pupil must continue in the school through the long course, until he masters every branch. Success depends upon staying power. The reason for failure in most cases is lack of perseverance.

Assuming that his talent can survive the increasing strain, there is one scarcely avoidable danger that lies ahead of the pupil on his road to mastery. Not the danger of wasting himself in idle self-gratification – for the East has no aptitude for this cult of the ego – but rather the danger of getting stuck in his achievement, which is confirmed by his success and magnified by his renown: in other words, of behaving as if the artistic existence were a form of life that bore witness to its own validity.

THAT’S EMPHATICALLY not the case in the classroom helmed by Maureen Zink, a fourth-grade teacher at Vallecito Elementary School in San Rafael, California. Her students don’t sit still at their desks; in fact, most of them are not sitting at all. In 2013, the entire school replaced traditional desks and chairs with standing desks, and the school’s “activity-permissive” ethos allows pupils to stand upright, perch on stools, sit on the floor, and otherwise move around as they wish. Though some were hesitant about the change, Zink and the other teachers at Vallecito now say it’s been a resounding success; students are more alert, more attentive, and more engaged. “I taught at sitting desks for 30 years,” says Zink, “and I’ll never go back.” Tracy Smith, the principal at Vallecito during the switch to standing desks, agrees that students are “more focused, confident, and productive” when given license to move.

We know that, when teaching students, only the utmost care and patience will ever work: we must never raise our voices, we have to use extraordinary tact, we must leave plenty of time for every lesson to sink in, and we need to ensure at least ten compliments for every one delicately inserted negative remark. Above all, we must remain calm. And yet the best guarantee of calm in a teacher is a relative indifference to the success or failure of his or her lesson. The serene teacher naturally wants for things to go well, but if an obdurate pupil flunks, say, trigonometry, it is—at base—the pupil’s problem. Tempers remain in check because individual students do not have very much power over their teachers’ lives; they don’t control their integrity and are not the chief determinants of their sense of contentment. An ability not to care too much is a critical aspect of unruffled and successful pedagogy.

Have you ever seen the teacher of an art class at work? Frequently he will find in the drawing of one pupil a flaw which is so typical of most students’ work at the same stage that he will call the other pupils of the class around the easel. Using the imperfect canvas as his text, he will branch into criticism, advice, exhortation, and will occasionally go on to rub out the mistake and draw the line or put in the color as it should have been done. If you will observe the group at this moment you will discover that, tragically enough, everyone seems to be benefiting by the lecture except the very pupil to whom it should be most valuable. In almost every case the one whose work is providing the example will be quivering, nervous, sometimes tearful, often angry—in short, giving every sign that he is feeling so personally humiliated and insulted that he is reacting at an infantile level. If you ask for help, or put yourself into the relation of a pupil to a teacher, learn to advance by your mistakes instead of suffering through them. Keep your attitude impersonal while you are being shown the road back to the right procedure. If you are in school, or taking class or private instruction, it is wise to take every opportunity to ask well-considered questions, then to act on the information, and finally—and very important—to report to your instructor as to your success or failure through following his advice. This is of advantage not only to you, but to him and his subsequent pupils, since he cannot know what practices are effective and what are only useful to himself and a few like him unless his pupils report in this fashion. If you must consistently report no progress, then one of two things must be true: that you are not fully understanding him, or that you are not working under the right master. After your period of apprenticeship is over, try not to weaken yourself or bring about self-doubt to such an extent that you must have help on minor points of procedure. Every physician and psychiatrist knows that there is a great class of “sufferers” who return again and again, asking so many and such trivial questions that it seems unlikely they could ever have grown to maturity if they were as helpless in all relations as they show themselves to their physicians. No one except a charlatan truly welcomes the appearance of such patients as these. The person who is looking for an excuse to blame his failure on another or who will not, if he can help it, grow up and settle his own difficulties, will go on asking advice until he draws his last breath, and even the astutest consultant may be forgiven if he sometimes mistakes an infrequent questioner for one of the weaker type. A good touchstone to show whether you may be only following a nervous habit of dependence is to ask yourself in every case: “Would I ask this if I had to pay a specialist’s fee for the answer?

Educability, then, is the principal ingredient of intelligence—which means that in order to be called intelligent, machines must show that they are capable of learning. The fourth objection—“that intelligence in machinery is merely a reflection of that of its creator”—can thus be countered by recognizing its equivalence to “the view that the credit for the discoveries of a pupil should be given to his teacher. In such a case the teacher would be pleased with the success of his methods of education, but would not claim the results themselves unless he had actually communicated them to his pupil.” The student, on the other hand, can be said to be showing intelligence only once he has leaped beyond mere imitation of the teacher and done something that is at once surprising and original, as the infant Gauss did. But what kind of machine would be able to learn in this sense? [...] Indeed, at this point in the report, one begins to get the sense that Turing’s ambition is as much to knock mankind off its pedestal as to argue for the intelligence of machines. What seems to irk him, here and elsewhere, is the automatic tendency of the intellectual to grant to the human mind, merely by virtue of its humanness, a kind of supremacy.

Thinking that a demonstration of the New Psychology’s practical applications might make it less threatening to traditionalists, Hall delivered a series of lectures on education in Boston (arranged by Charles Eliot). The lectures drew on the work of a man named Francis Parker, who had become famous as the superintendent of schools in Quincy, Massachusetts, and the founder of a theory of pedagogy known as “the Quincy system.” Parker had served as a colonel in the Union Army (he retained the title ever after); after the war, he had spent several years in Europe, returning with a philosophy of education derived from Kantian and Fichtean ideas of mental growth, and emphasizing the importance of experience in acquiring knowledge. Hall expressed the germ of the theory in recapitulationist language: “The pupil should, and in fact naturally does, repeat the course of the development of the race, and education is simply the expediting and shortening of this course.”24 The lectures, attended mostly by teachers, were hugely successful. Hall still couldn’t get a job. He started to think about going to medical school.

The experience led Dweck to develop the idea of two contrasting mindsets that shape our attitudes to our own and others’ abilities. People with a ‘growth mindset’, as she called it, like the positive pupils above, see their intellectual ability as something that can be developed through effort, learning and practice, while people with a ‘fixed mindset’ believe they were born with a certain amount of brains and talent and nothing they can do will change that. Growth mindset people are the more go-getting bunch. Faced with problems, they engage and persevere. Failure isn’t permanent, it’s success not just yet. Using electroencephalograms (EEGs) scientists found more brain activity relating to error adjustments among college students with a growth mindset than among their peers with a fixed mindset.7 Growth-minded people also showed better accuracy after mistakes.

In addition, participants were entirely unaware that their performance was being affected by their own future perceptions, suggesting that unconscious nervous system activity may be used to detect precognitive perceptions. Studies relying on unconscious responses may be more effective than those relying on conscious responses by bypassing psychological defense mechanisms that may filter out psi perceptions from ordinary awareness.8 Future Feelings In a recent series of experiments conducted in our laboratory at the University of Nevada, Las Vegas, we’ve explored unconscious nervous system responses to future events. Strictly speaking, such responses are a subset of precognition known as “presentiment,” a vague sense or feeling of something about to occur but without any conscious awareness of a particular event.9 The unconscious responses studied in our experiments took advantage of a well-known psychophysical reflex known as the “orienting response,” first described by Pavlov in the 1920s. The orienting response is a set of physiological changes experienced by an organism when it faces a “fight or flight” situation. For human beings, the response also appears in less dangerous contexts, such as when confronting a novel or unexpected stimulus. The classical orienting response is a series of simultaneous bodily changes that include dilation of the pupil, altered brain waves, a rise in sweat gland activity, a rise/fall pattern in heart rate, and blanching of the extremities.10 These bodily changes momentarily sharpen our perceptions, improve our decision-making abilities, increase our strength, and reduce the danger of bleeding. This makes sense from an evolutionary perspective because when our ancestors were challenged by a tiger, the ones who survived were suddenly able to see and hear exceptionally well, make very fast decisions, become unusually strong, and not bleed as easily as usual. It’s relatively easy to produce an orienting response on demand by showing a person an emotionally provocative photograph. Stimuli like noxious odors, meaningful words, electrical shocks, and sudden tactile stimuli are also effective. Because a person’s general level of arousal is affected cumulatively by successive stimuli, the strength of the orienting response tends to diminish after three to five emotional pictures in a row. In our study, to prevent participants from “habituating,” we randomly interspersed the photos used to produce the orienting responses within a pool of twice as many calm photos.

It was an exhilarating time to be involved in the art world, in any capacity. At last, individualism was encouraged, not condemned. By the 1880s, Impressionism was yesterday’s news. Artists had already gone beyond it, and were experimenting with new forms, content and techniques. Diversity was the modus vivendi. Accordingly, 1880s Paris became the birthplace of some radically different movements, including Divisionism, Symbolism, Synthesism and Nabis. Furthermore, the proliferation of alternative exhibiting bodies offered real grounds for hope for avant-garde painters and those hailing from the fringes of society. The Salon was no longer the sole and hazardous rite of passage lying between a painter and success. There were now other organisations where reputations could be forged, such as the Société des Aquarellistes Français. But by far the most notable and innovative artistic venture in 1884 was the Salon des Artistes Indépendants. When his technically daring composition Bathers at Asnières (1884) was rejected by the jury of the 1884 Salon, former pupil of the prestigious École des Beaux-Arts Georges Seurat was spurred to retaliate. Joining forces with a number of other disgruntled painters, among them Symbolist Odilon Redon and self-taught artist Albert Dubois-Pillet, Seurat helped found the Groupe des Artistes Indépendants. With Redon acting as chairman, the group proposed to do something unprecedented: they would mount a show whose organisers were not answerable to any official institution, and where there would be no prizes and, significantly, no jury. The venture introduced a radically new concept onto the Parisian art scene: freedom. The first exhibition, the Salon des Artistes Indépendants, was held from May to July in a temporary building in the Jardin des Tuileries near the Louvre.

Shh,” I murmur, taking care to keep my voice low. “It is only a dream. You’re safe. I’ve got you.” [...] "A dream,” she repeats, pupils dilated as she stares up at me. She licks her lips, and I follow the movement with my eyes, a heat pulsing low at the base of my spine. “It was just a dream.” I nod, trying to angle my hips away from her in a futile attempt to hide my thickening cock. But her body is pressed close to mine, tucked beside me under my and Jadi’s wool traveling blankets. I see the moment she realizes, my preternatural vision able to take in the details of her shock. I see the way her pale eyes go wide, cheeks flushing pink. Hear her breath hitch in surprise. I feel my own cheeks heat in response, a flush of shame tightening in my chest. Shame at how much I want her. At how I’ve treated her. Shame at how jealously I guarded Jadi’s affections. At the way I cruelly tried to drive him away from her. “Asterion?” My name is barely a whisper on her lips, but she doesn’t pull away from me. Instead, her thigh presses against my hardening length. Almost like she’s seeking me out. But of course, that can’t be right. No woman would seek me out. Not after the way I’ve treated her. “Yes?” My voice catches in my throat, but I don’t dare look away. “Do you – are you…” her voice trails off, but she keeps her eyes locked on mine. Guilt tightens its hold behind my ribs, but I nod. There’s no point in denying it. No point in lying to her. Not when she can feel the proof of my attraction to her pressing against her. “I’m sorry,” I grit out, pulling my hand away from her face. “I don’t mean to… Please, just ignore it.” I roll away until I’m lying on my back, my erection almost painful as it pushes against the weight of the blankets. “Because of Jadi?” she asks, her voice thready and uncertain. I furrow my brow, glaring with irritation into the darkness. “Jadi? What does Jadi have to do with it?” “I mean – just that you and Jadi are together. Lovers? I not know word,” she babbles. “And I know that. Respect that. I not want come between you and Jadi. At party, he asked if he could court me,” she confesses. “I sorry if I…” I cut her off with a frustrated hiss, hating myself even more for this proof of how I’ve hurt Jadi. How successfully I have pushed her away from him. “You have nothing to apologize for,” I grind out. “Jadi has every right to court you. Every right. The only one who could deny him that is you.” “But you and Jadi…” “Are lovers? Intertwined as closely as two threads woven into the same cloth? Yes.” I bark out a bitter, mirthless laugh. “Which makes my treatment of him – of you – even worse.” The words are spilling out now, like water into the hull of a ship once the wood has cracked. Now that I’ve started, there is no stopping it. “I’ve known for moon cycles that he cares for you, and I hurt him for it. I was cruel to him and tried to chase you away. Because I was afraid you would steal him away from me, and he’s all I have. He’s everything to me. He’s my heart. My heart.” I clutch my fist against my chest in emphasis, still staring at the ceiling, not daring to turn and meet her eyes with my own. “I was jealous, and it was wrong, and now the gods are probably laughing at me. Because I want you. I want you. After trying to drive Jadi away from you, now I want you for myself. But I don’t deserve you. Not after the way I’ve treated you. And even then, even if I hadn’t…” [...] “I want you too.” Her words are no more than a whisper, and I tense, my first instinct to dismiss them the moment I register what she’s said. “I want you. And Jadi,” she admits, and there’s a raw vulnerability in those simple words that I don’t understand. “I shouldn’t, should I? Want you both, I mean? Like that?” I roll to my side to stare at her in disbelief.

Socrates wrote nothing himself and we hear his voice mediated through writings of his pupil and admirer Plato, mostly in dialogue form. While he was teaching in Athens, his was an insistently and infuriatingly questioning voice, embodying the conviction that questions can never cease to be asked if human beings are to battle with any success against the constant affliction of public and private problems.

Singapore has found a way to provide cost-effective quality healthcare for its citizens with superior outcomes as 25% the cost of the US and 40% the cost of Europe. Israel has created a start-up ecosystem to rival Silicon Valley. Finland and Singapore consistently rank among the highest in PISA scores although their spending per pupil is among the lowest of OEDC nations. Zwolle, a town in the Netherlands, makes roads out of recycled plastic which are cheaper, last longer and are environmentally friendly. The Dutch pension system is the envy of the world. Swiss citizens passed a law to limit their congress’s ability to impose obligations on future generations, eliminating the moral hazard of elected officials engaging in “buy now, pay later” policy enactments. Ireland, once among the poorest nations in Europe now ranks among its most prosperous. Through its “Citizens Assemblies”, Petri dishes used to form political consensus at the ground level on sensitive matters such as abortion and gay marriage, it has morphed from one of the conservative societies to among the most liberal. New Zealand has just introduced ‘naked vegetables’, requiring produce in supermarkets to be sold without plastic packaging.

I missed the rest of the conversation because, while the good actor was carefully cooking his sentences with criticisms spiced with kindness, another member of the group, a young man who looked Chinese, with a face like raspberry jelly, stumbled up to me. His naturally yellow complexion was complemented by bright threads of broken veins, more purple than red. He had thick hair, a receding brow, jutting cheekbones, narrow eyes whose dark pupils seemed more polished than alive, a barely visible moustache the color of dead leaves, a little salt and pepper beard that was worn out like an old carpet, a long neck with an Adam’s apple stuck in it like a huge walnut, and shoulders like a scrawny old horse which did not fit with his thick, short chest and his pot belly. He was knock-kneed and bowed legged, with kneecaps shaped like coconuts. He also borrowed Doctor Magne’s chair, blew cigarette smoke out his nose, and took his turn to tackle me. His language was less elegant than the other two; it was hard for him to speak, which you could put down to shyness. He was dull and awkward. He seemed horribly unhappy and sorry to have come over, but there he was. He had to march on—and he did so heroically!—death in his soul. “Monsieur—finally yes!... Monsieur… I don’t like to jaw about brothers… absolutely not! But I have to tell you that Desbosquets is a lot more… absolutely… oh, I’ll blurt it out… a lot more… absolutely cracked than our friend Magne. Absolutely yes!” He wanted to be frank, to open up, which he constantly regretted, because he knew that he would be clumsy and mocked; he felt ridiculous and it was killing him. But his need for some honest self-indulgence gnawed at him, and he spit out his slang and his absolutelys—‘absolutely yes!’ and ‘absolutely no!’— which made him think he was revealing the deepest depths of his soul. He continued. “Maybe they told you about me—yes! I know: bing, bang —mechanics! Absolutely yes! A hack, they must have told you…” (Aha! I thought. So it’s my colleague the poet!) “…and the worst trouble, right? That’s Leonard—yes! Ah! When I’m a little…bing, bang…mechanics! I guess—grumpy—I don’t say… but there’s not an ounce of meanness in me! Disgusting, this awful problem with talking, but the mechanics, you know—because it’s the mechanics—no way! Do you want me to tell you my name? Ah! Totally unknown, my name, but don’t want them to mangle it mechanically when quoting it to you: Oswald Norbert Nigeot. Don’t say Numskull—no!—Although my verses!... Ah! Damned mechanics!... A bonehead, a stupid bonehead, bitten by the morbid mania to write—and the slander of the old students of the Polytechnic! Oh! To write! Terrible trade for the poorly gifted like me who are… bing, bang, not mechanics! And angry at the mechanics of words. Polytechnic pigs manufacture words; so, poor hacks can’t use them. Ah! Even this is mechanics!... And drunk on it, Desbosquets too, very drunk! Obviously you see it: Cusenier, Noilly-Prat, why not Pernod? It’s awful for people like him and me! See, you know— liquids are scarce—but thanks to the guards’ hatred of Bid’homme… and thanks to old Froin, too good, don’t believe in any bad—but can you call that bad? He lives with the Heaven of…mechanics…of…bang…of derangements, no! I want arrangements, not derangements!” Mr. Nigeot seemed very proud of having successfully (?) completed such a long sentence propped up by only one “bang” and one “mechanics,” but in spite of his satisfaction, he was scared of continuing less elegantly and he got all tangled up in a run of bizarre expressions in which the hated Polytechnicians and the bings and bangs (not to mention the absolutelys) got so out of hand that I could not understand a word of what he said.