Reflective Teacher Quotes

When one does a thing, it appears good, otherwise one would not write it. Only later comes reflection, and one discards or accepts the thing. Time is the best censor, and patience a most excellent teacher.

Joey was lying by the stream one afternoon after a hard day. He had been in trouble at school because he had left his homework at home. He had done the work, but his teacher didn’t believe him that he had completed it. Joey was still a bit upset with his teacher.   Suddenly, he heard a very soft voice say, “Hello.”   Joey sat up and looked around, but he couldn’t see anyone. So, he laid back down by the stream only to hear the voice again.   The voice sounded bubbly and a little like running water. Joey didn’t know where it was coming from.

I am thinking about the way that life can be so slippery; the way that a twelve-year-old girl looking into the mirror to count freckles reaches out toward herself and that reflection has turned into that of a woman on her wedding day, righting her veil. And how, when that bride blinks, she reopens her eyes to see a frazzled young mother trying to get lipstick on straight for the parent/teacher conference that starts in three minutes. And how after that young woman bends down to retrieve the wild-haired doll her daughter has left on the bathroom floor, she rises up to a forty-seven-year-old, looking into the mirror to count age spots.

Showing up at school already able to read is like showing up at the undertaker's already embalmed: people start worrying about being put out of their jobs.

Though many non-Native Americans have learned very little about us, over time we have had to learn everything about them. We watch their films, read their literature, worship in their churches, and attend their schools. Every third-grade student in the United States is presented with the concept of Europeans discovering America as a "New World" with fertile soil, abundant gifts of nature, and glorious mountains and rivers. Only the most enlightened teachers will explain that this world certainly wasn't new to the millions of indigenous people who already lived here when Columbus arrived.

Peace is within oneself to be found in the same place as agitation and suffering. It is not found in a forest or on a hilltop, nor is it given by a teacher. Where you experience suffering, you can also find freedom from suffering. Trying to run away from suffering is actually to run toward it.

The idea that regret is a fair but tough teacher can really piss people off. “No regrets” has become synonymous with daring and adventure, but I disagree. The idea of “no regrets” doesn’t mean living with courage, it means living without reflection. To live without regret is to believe we have nothing to learn, no amends to make, and no opportunity to be braver with our lives.

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another [with sight and hearing]. Its people, scenery, manners, joys, and tragedies should be living tangible interpreters of the real world. The lecture halls seemed filled with the spirit of the great and wise, and I thought the professors were the embodiment of wisdom... But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and "faded into the light of common day." Gradually I began to find that there were disadvantages in going to college. The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures – solitude, books and imagination – outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.

I have read like a man on fire my whole life because the genius of English teachers touched me with the dazzling beauty of language.

It’s hard to know how people select a course in life,” Amos said. “The big choices we make are practically random. The small choices probably tell us more about who we are. Which field we go into may depend on which high school teacher we happen to meet. Who we marry may depend on who happens to be around at the right time of life. On the other hand, the small decisions are very systematic. That I became a psychologist is probably not very revealing. What kind of psychologist I am may reflect deep traits.

Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators.

I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

Before drifting away entirely, he found himself reflecting---not for the first time---on the peculiarity of adults. Thet took laxatives, liquor, or sleeping pills to drive away their terrors so that sleep would come, and their terrors were so tame and domestic: the job, the money, what the teacher will think if I can't get Jennie nicer clothes, does my wife still love me, who are my friends. They were pallid compared to the fears every child lies cheek and jowl with in his dark bed, with no one to confess to in hope of perfect understanding but another child. There is no group therapy or psychiatry or community social services for the child who must cope with the thing under the bed or in the cellar every night, the thing which leers and capers and threatens just beyond the point where vision will reach. The same lonely battle must be fought night after night and the only cure is the eventual ossification of the imaginary faculties, and this is called adulthood.

She was one of the greatest losses, bell hooks... a brilliant thinker, and writer, and teacher, reflective and brave and inspiring, revolutionary ideas infused with ancestral wisdom, always coming from a place of love, which kept her in a world of possibility.

When you press the pause button on a machine, it stops. But when you press the pause button on human beings they start,” argues my friend and teacher Dov Seidman, CEO of LRN, which advises global businesses on ethics and leadership. “You start to reflect, you start to rethink your assumptions, you start to reimagine what is possible and, most importantly, you start to reconnect with

Self-reflection is a much kinder teacher than regret is. Prioritize yourself by making a habit of it.

Magic reflects what’s in our hearts. Every teacher’s said so. It’s this force inside of you that harnesses your emotions.

Failure can be a lousy teacher, because it seduces smart people into thinking their decisions were terrible when sometimes they just reflect the unforgiving realities of risk. The

We should reflect on the idea that since the beginning of time sentient beings have been mentally unstable because they have been slaves of delusion, they lack the eye of wisdom to see the path leading to nirvana and enlightenment, and they lack the necessary guidance of a spiritual teacher. Moment by moment they are indulging in negative actions, which will eventually bring about their downfall.

Let’s face it - English is a crazy language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren’t invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren’t sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don’t fing, grocers don’t groce and hammers don’t ham? If the plural of tooth is teeth, why isn’t the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn’t it seem crazy that you can make amends but not one amend? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why didn’t preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn’t a race at all). That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. And finally, why doesn't "buick" rhyme with "quick"?

YOU ARE JUST You are not just for the right or left, but for what is right over the wrong. You are not just rich or poor, but always wealthy in the mind and heart. You are not perfect, but flawed. You are flawed, but you are just. You may just be conscious human, but you are also a magnificent reflection of God.

Men learn to regard rape as a moment in time; a discreet episode with a beginning, middle, and end. But for women, rape is thousands of moments that we fold into ourselves over a lifetime. Its' the day that you realize you can't walk to a friend's house anymore or the time when your aunt tells you to be nice because the boy was just 'stealing a kiss.' It's the evening you stop going to the corner store because, the night before, a stranger followed you home. It's the late hour that a father or stepfather or brother or uncle climbs into your bed. It's the time it takes you to write an email explaining that you're changing your major, even though you don't really want to, in order to avoid a particular professor. It's when you're racing to catch a bus, hear a person demand a blow job, and turn to see that it's a police officer. It's the second your teacher tells you to cover your shoulders because you'll 'distract the boys, and what will your male teachers do?' It's the minute you decide not to travel to a place you've always dreamed about visiting and are accused of being 'unadventurous.' It's the sting of knowing that exactly as the world starts expanding for most boys, it begins to shrink for you. All of this goes on all day, every day, without anyone really uttering the word rape in a way that grandfathers, fathers, brothers, uncles, teachers, and friends will hear it, let alone seriously reflect on what it means.

Also, one day I’ll likely just end up as the art teacher at the Godshus Upper School,” she judged, realistically.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

The rest of my Thursday can be summarised thus: - Nat tells me to bite her. - I don't. - I am forced to sit next to Toby for the entire two-and-a-half-hour return coach journey. - He tells me that water is not blue because it reflects the sky, but actually because the molecular structure of the water itself reflects the colour blue and therefore our art teacher is wrong and the authorities should be alerted. - I pull my jumper over my head. - I stay under my jumper for the next two hours.

I beg you, help me, in angelic charity, Pray my efforts will reflect your mastery!

I have yet to meet an English teacher who assigned a book to damage a kid.

Of the seminal moments in my life, Careers Day in the autumn of Year 5 is my favorite. Everyone had to dress as whatever they wanted to be once they grew up. I had gone in a tweed jacket and a bow tie, and when Miss Weston asked me what I wanted to be, I told her that I wanted to be the Doctor. 'Shouldn't you be wearing a lab coat and stethoscope like Paul?' She pointed to Paul Black, who was trying to strangle everyone with the stethoscope in question. Before I could answer, a boy I didn't know from the other class spoke up. 'Paul's *a* doctor,' he explained, giving me a look of approval. 'He wants to be *the* Doctor.' 'Who?' 'Exactly,' we said at the same time, relieved that she understood. She didn't. We were sent to the quiet table to reflect on why cheeking teachers was wrong.

God’s love for us is everlasting. That means that God’s love for us existed before we were born and will exist after we have died. It is an eternal love in which we are embraced. Living a spiritual life calls us to claim that eternal love for ourselves so that we can live our temporal loves – for parents, brothers, sisters, teachers, friends, spouses, and all people who become part of our lives – as reflections or refractions of God’s eternal love. No fathers or mothers can love their children perfectly. No husbands or wives can love each other with unlimited love. There is no human love that is not broken somewhere. When our broken love is the only love we can have, we are easily thrown into despair, but when we can live our broken love as a partial reflection of God’s perfect, unconditional love, we can forgive one another our limitations and enjoy together the love we have to offer.

A twin flame is a person who is your friend, lover, and teacher in this life. He or she is the catalyst of your spiritual growth and the mirror of your deepest desires, needs, and fears. Your twin flame will reflect back to you all of your inner shadows, but also your deepest beauty and greatest strengths. In this way, your twin flame helps you to access tremendous emotional, psychological, and spiritual growth.

Teaching remains a heroic act to me, and teachers live a necessary and all-important life. We are killing their spirit with unnecessary pressure and expectation that seem forced and destructive to me. Long ago I was one of them. I still regret I was forced to leave them. My entire body of work is because of men and women like them.

The universe is our greatest teacher, our greatest friend. It is always teaching us the Art of Peace. Study how water flows in a valley stream, smoothly and freely between the rocks. Everything—mountains, rivers, plants, and trees—should be your teacher. The world’s wisdom is contained in books, and by studying the words of the wise, countless new techniques can be created. Study and practice, and then reflect on your progress. The Art of Peace is the art of learning deeply, the art of knowing oneself.

There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me, but without effect. I never could learn the art of 'copying'.

None should say: 'I can trust' or 'I cannot trust' until he is a master of the option, of trusting or not trusting.

The past will be your teacher if you learn from it; your master if you live in it.

A nation of unhappy teachers makes for a sadder and more endangered America.

You gain knowledge from teachers and textbooks. But wisdom you attain when your intellect reflects, contemplates upon the knowledge acquired.

Though it is not the most enjoyable experience in the world, hardship is a very good teacher. When you encounter it, you cannot help but to listen to it. It speaks with power.

Our poor human heart is flawed: it is like a cake without the frosting: the first two acts of the theatre without the climax. Even its design is marred for a small piece is missing out of the side. That is why it remains so unsatisfied: it wants life and it gets death: it wants Truth and it has to settle for an education; it craves love and gets only intermittent euphoria’s with satieties. Samples, reflections and fractions are only tastes, not mouthfuls. A divine trick has been played on the human heart as if a violin teacher gave his pupil an instrument with one string missing. God kept a part of man's heart in Heaven, so that discontent would drive him back again to Him Who is Eternal Life, All-Knowing Truth and the Abiding Ecstasy of Love.

I wish I could give you your due,” Rangi muttered after some time had passed. “The wisest teachers. Armies to defend you. A palace to live in.” Kyoshi raised an eyebrow. “The Avatar gets a palace?” “No, but you deserve one.” “I don’t need it,” Kyoshi said. She smiled into Rangi’s hair, the soft strands caressing her lips. “And I don’t need an army. I have you.” “Psh,” Rangi scoffed. “A lot of good I’ve been so far. If I were better at my job you would never feel scared. Only loved. Adored by all.” Kyoshi gently nudged Rangi’s chin upward. She could no more prevent herself from doing this than she could keep from breathing, living, fearing. “I do feel loved,” she declared. Rangi’s beautiful face shone in reflection. Kyoshi leaned in and kissed her. A warm glow mapped Kyoshi’s veins. Eternity distilled in a single brush of skin. She thought she would never be more alive than now. And then— The shock of hands pushing her away. Kyoshi snapped out of her trance, aghast. Rangi had flinched at the contact. Repelled her. Viscerally, reflexively. Oh no. Oh no. This couldn’t—not after everything they’d been through—this couldn’t be how it— Kyoshi shut her eyes until they hurt. She wanted to shrink until she vanished within the cracks of the earth. She wanted to become dust and blow away in the wind. But the sound of laughter pulled her back. Rangi was coughing, drowning herself with her own tears and mirth. She caught her breath and retook Kyoshi by the hips, turning to the side, offering up the smooth, unblemished skin of her throat. “That side of my face is busted up, stupid,” she whispered in the darkness. “Kiss me where I’m not hurt.

When some great teachers of the past reflected on the rarity of human existence, they did not even feel like sleeping; they could not bear to waste a single moment. They put all their energy into spiritual practice.

I felt a downright fear of the mathematics class. The teacher pretended that algebra was a perfectly natural affair, to be taken for granted, whereas I didn’t even know what numbers really were. They were not flowers, not animals, not fossils; they were nothing that could be imagined, mere quantities that resulted from counting. To my confusion these quantities were now represented by letters, which signified sounds, so that it became possible to hear them, so to speak. Oddly enough, my classmates could handle these things and found them self-evident. No one could tell me what numbers were, and I was unable even to formulate the question.

recalled a concept from the Jewish mystics—rishima—“the imprint an experience leaves.” They believed that if you endured something and let it pass without memory or reflection, if you didn’t change after having gone through it, it was as if the event had never happened. But if an experience left an imprint, if it inspired growth or altered the course of your life, then, according to the mystics, even the most painful and challenging experiences become a blessed teacher.

The letter is only an aid to philosophical communication, the actual essence of which consists in arousing a particular train of thought. Someone speaking thinks and produces—someone listening reflects—and reproduces. Words are a deceptive medium for what is already though—unreliable vehicles of a particular, specific stimulus. The true teacher is a guide. If the pupil genuinely desires truth it requires only a hint to show him how to find what he is seeking. Accordingly the representation of philosophy consists purely of themes—of initial propositions—principles. It exists only for autonomous lovers of truth. The analytical exposition of the theme is only for those who are sluggish or unpracticed. The latter must learn thereby how to fly and keep themselves moving in a particular direction. Attentiveness is a centripetal force. The effective relation between that which is directed and the object of direction begins with the given direction. If we hold fast to this direction we are apodictically certain of reaching the goal that has been set. True collaboration in philosophy then is a common movement toward a beloved world—whereby we relieve each other in the most advanced outpost, a movement that demands the greatest effort against the resisting element within which we are flying.

Like mythology, Greek philosophy has a tendency to personify ideas. And the Sophist is not merely a teacher of rhetoric for a fee of one or fifty drachmae (Crat.), but an ideal of Plato's in which the falsehood of all mankind is reflected.

Teachers didn’t like it when you didn’t participate, even when you were a spelling bee champion who got 100s on all the exams. Silence made them uncomfortable. Silence was like a big watery void that reflected back whatever they feared the most.

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

There is no humility in calling yourself a Christian; placing Christ in the role of colleague. The humility lies in the truth of your imperfection and a more accurate description as a student of Christianity; placing Christ back in the role as head teacher.

There is almost no "letter" in the words of Jesus. Taken by a literalist, He will always prove the most illusive of teachers. Systems cannot keep up with that darting illumination. No net less wide than a man's whole heart, nor less fine of mesh than love, will hold the sacred fish.

The teacher took two long strides and stood beside Parker’s desk. Before the boy could speak, Mr. Earl threw the desktop open. For a second, he stared into it. A white glow reflected off his face. “What is this?” he said, as he reached toward the brightness. “Careful, Mr. Earl,” Parker started to say, but it was too late. The teacher screeched before lurching against the desk. He went down quickly, his feet vanishing into the desk last.

[W]hat people truly desire is access to the knowledge and information that ultimately lead to a better life--the collected wisdom of the ages found only in one place: a well-stocked library. To the teachers and librarians and everyone on the frontlines of bringing literature to young people: I know you have days when your work seems humdrum, or unappreciated, or embattled, and I hope on those days you will take a few moments to reflect with pride on the importance of the work you do. For it is indeed of enormous importance--the job of safeguarding and sharing the world's wisdom. All of you are engaged in the vital task of providing the next generation with the tools they will need to save the world. The ability to read and access information isn't just a power--it's a superpower. Which means that you aren't just heroes--you're superheroes. I believe that with all my heart.

Though I’ve never met a teacher who was not happy in retirement, I rarely meet one who thinks that their teaching life was not a grand way to spend a human life. The unhappy ones are the young ones, those who must teach in public schools when the whole nation seems at war with the very essence of teaching.

This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.

I consider the two years in Beaufort when I taught high school as perhaps the happiest time of my life. My attraction to melodrama and suffering had not yet overwhelmed me, but signs of it were surfacing. No one had warned me that a teacher could fall so completely in love with his students that graduation seemed like the death of a small civilization.

The world is your canvas and your teacher.Take a day to reflect, measure and adjust on your goals; progress is essential to continued success.

Children need teachers who are passionate, curious, joyful, and committed to being fully mindful.

O prince, abide in meditative equipoise on the spacelike ultimate. [16] In the illusionlike subsequent periods, reflect on karma and its fruits.” When the teacher revealed

Our first teacher is our own heart. When we begin to tune in and listen to our heart we can bring our thoughts and actions into alignment to reflect our wholeness.

No written word nor spoken plea Can teach our youth what they should be. Nor all the books on all the shelves. It’s what the teachers are themselves.

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

When Athens loses its hold on its empire, Hera still sees Athena: a grey-feathered owl tilting its head in the town square where men debate philosophy and rationality, striving for sense and understanding; or else a flash of silver in the eyes of someone stacking another roll of papyrus in the public library, the teacher calling his students to lessons, or the woman demonstrating how the loom works to her attentive daughter. At the lush, rolling vineyards, she sometimes thinks she spots the laughing eyes of Dionysus in a jovial winemaker selling his wares. In the forests, she's convinced she catches a flash of Artemis, running in pursuit of a stag, or else she recognises her determined jawline in a defiant girl. In smoky forges, where blacksmiths wipe the sweat from their brows, she feels the patience of Hephaestus; and she is certain that Ares still runs wild on the battlefields, filling every fighter's heart with his destructive rage. Hestia is there, of course, in every kindly friend, at every welcoming hearth. She wonders where they see her - in rebellious wives, she hopes, in the iron souls of powerful queens, in resilient girls who find the strength to keep going.

If I were not here, this full moon would not be here. Neither would the trees. Or the wind. If my view of the world disappears, then everything that I see disappears too. It’s as simple as that. I began to understand that we were born in order to see and listen to the world. And that’s all this world wants of us. It doesn’t matter that I was never a teacher or a member of the workforce, my life had meaning.

Christ is our Way; we walk in Him. He is our Truth; we embrace Him. He is our Life; we live in Him. He is our Lord; we choose Him to rule over us. He is our Master; we serve Him. He is our Teacher, instructing us in the way of salvation. He is our Prophet, pointing out the future. He is our Priest, having atoned for us. He is our Advocate, ever living to make intercession for us. He is our Saviour, saving to the uttermost. He is our Root; we grow from Him. He is our Bread; we feed upon Him. He is our Shepherd, leading us into green pastures. He is our true Vine; we abide in Him. He is the Water of Life; we slake our thirst from Him. He is the fairest among ten thousand: we admire Him above all others. He is 'the brightness of the Father's glory, and the express image of His person;' we strive to reflect His likeness. He is the upholder of all things; we rest upon Him. He is our wisdom; we are guided by Him. He is our Righteousness; we cast all our imperfections upon Him. He is our Sanctification; we draw all our power for holy life from Him. He is our Redemption, redeeming us from all iniquity. He is our Healer, curing all our diseases. He is our Friend, relieving us in all our necessities. He is our Brother, cheering us in our difficulties.

My concern with democracy is highly specific. It begins in observing the remarkable fact that, while democracy means a government accountable to the electorate, our rulers now make us accountable to them. Most Western governments hate me smoking, or eating the wrong kind of food, or hunting foxes, or drinking too much, and these are merely the surface disapprovals, the ones that provoke legislation or public campaigns. We also borrow too much money for our personal pleasures, and many of us are very bad parents. Ministers of state have been known to instruct us in elementary matters, such as the importance of reading stories to our children. Again, many of us have unsound views about people of other races, cultures, or religions, and the distribution of our friends does not always correspond, as governments think that it ought, to the cultural diversity of our society. We must face up to the grim fact that the rulers we elect are losing patience with us. No philosopher can contemplate this interesting situation without beginning to reflect on what it can mean. The gap between political realities and their public face is so great that the term “paradox” tends to crop up from sentence to sentence. Our rulers are theoretically “our” representatives, but they are busy turning us into the instruments of the projects they keep dreaming up. The business of governments, one might think, is to supply the framework of law within which we may pursue happiness on our own account. Instead, we are constantly being summoned to reform ourselves. Debt, intemperance, and incompetence in rearing our children are no doubt regrettable, but they are vices, and left alone, they will soon lead to the pain that corrects. Life is a better teacher of virtue than politicians, and most sensible governments in the past left moral faults to the churches. But democratic citizenship in the twenty-first century means receiving a stream of improving “messages” from politicians. Some may forgive these intrusions because they are so well intentioned. Who would defend prejudice, debt, or excessive drinking? The point, however, is that our rulers have no business telling us how to live. They are tiresome enough in their exercise of authority—they are intolerable when they mount the pulpit. Nor should we be in any doubt that nationalizing the moral life is the first step towards totalitarianism. We might perhaps be more tolerant of rulers turning preachers if they were moral giants. But what citizen looks at the government today thinking how wise and virtuous it is? Public respect for politicians has long been declining, even as the population at large has been seduced into demanding political solutions to social problems. To demand help from officials we rather despise argues for a notable lack of logic in the demos. The statesmen of eras past have been replaced by a set of barely competent social workers eager to take over the risks of our everyday life. The electorates of earlier times would have responded to politicians seeking to bribe us with such promises with derision. Today, the demos votes for them.

Then let the Son of God awaken from his sleep, and opening his holy eyes return again to bless the world he made. In error it began. But it will end in the reflection of his holiness. And he will sleep no more and dream of death.

The best teacher is not life, but the crystallized and distilled experience of the most sensitive, reflective, and most observant of our human beings, and this experience you will find preserved in our great books and nowhere else.

The mass education in high schools reflects the mass production of the real world. The teaching style has one teacher (supervisor) lecturing (leading) 20-25 students (workers) sitting in rows, much like a manager and his employees.

He granted its due share to everything equally, drawing from everything only what was beautiful in it, and in the end left himself only the divine Raphael as a teacher. So a great poetic artist, having read many different writings filled with much delight and majestic beauty, in the end might leave himself, as his daily reading, only Homer's Iliad, having discovered that there is nothing that has not already been reflected in its profound and great perfection.

Going through deep crises, profound adversity—those are the make-or-break moments for faith; they can be existential threats to your belief, or they can be extraordinary teachers. Sometimes they are both, and not always at the same time.

A language teacher I know explained that grammar is just the way we chart relationships in language. Maybe it also reflects our relationships with each other. Maybe a grammar of animacy could lead us to whole new ways of living in the world, other species a sovereign people, a world with a democracy of species, not a tyranny of one—with moral responsibility to water and wolves, and with a legal system that recognizes the standing of other species. It’s all in the pronouns.

Like his teacher Plato, and Plato’s teacher Socrates before him, Aristotle liked to walk as he reflected; so have many important philosophers since, including Nietzsche, who insisted that “only ideas gained through walking have any worth at all.

As much as I love computers, I can't imagine getting an excellent education from any multimedia system. Rather than augmenting the teacher, these machines steal limited class time and direct attention away from scholarship and toward pretty graphics.

Eloquence, when at its highest pitch, leaves little room for reason or reflection; but addressing itself entirely to the fancy or the affections, captivates the willing hearers, and subdues their understanding. Happily, this pitch it seldom attains. But what a Tully or a Demosthenes could scarcely effect over a Roman or Athenian audience, every Capuchin, every itinerant or stationary teacher can perform over the generality of mankind, and in a higher degree, by touching such gross and vulgar passions.

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.

We may observe that the teaching of Our Lord Himself, in which there is no imperfection, is not given us in that cut-and-dried, fool-proof, systematic fashion we might have expected or desired. He wrote no book. We have only reported sayings, most of them uttered in answer to questions, shaped in some degree by their context. And when we have collected them all we cannot reduce them to a system. He preaches but He does not lecture. He uses paradox, proverb, exaggeration, parable, irony; even (I mean no irreverence) the 'wisecrack'. He utters maxims which, like popular proverbs, if rigorously taken, may seem to contradict one another. His teaching therefore cannot be grasped by the intellect alone, cannot be 'got up' as if it were a 'subject'. If we try to do that with it, we shall find Him the most elusive of teachers. He hardly ever gave a straight answer to a straight question. He will not be, in the way we want, 'pinned down'. The attempt is (again, I mean no irreverence) like trying to bottle a sunbeam.

The teachers introduced a program that explicitly trained the students to construct coherent arguments, with a focus on the connections between successive ideas. It was a radical shift from the kind of assignment that dominates high school writing instruction today, in which students are asked to write memoirs and personal reflections. The students showed dramatic improvements in their test scores in several subjects, and many more of them graduated from high school and applied to college. It’s no coincidence that

It often happens that two schoolboys can solve difficulties in their work for one another better than the master can. When you took the problem to a master, as we all remember, he was very likely to explain what you understood already, to add a great deal of information which you didn’t want, and say nothing at all about the thing that was puzzling you. I have watched this from both sides of the net; for when, as a teacher myself, I have tried to answer questions brought me by pupils, I have sometimes, after a minute, seen that expression settle down on their faces that assured me that they were suffering exactly the same frustration which I had suffered from my teachers. The fellow-pupil can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago he has forgotten. He sees the whole subject, by now, in a different light that he cannot conceive what is really troubling the pupil; he sees a dozen other difficulties which ought to be troubling him but aren’t.

Once individuals become too ‘religious’ about a certain belief or reality tunnel they tend to subconsciously lose sight of the bigger picture. Be it faith, atheism, patriotism, veganism, cross-fittanism among a multitude of other isms and schisms, teachers and followers alike often cannot help but become dogmatic to a considerable degree. This happens when they don’t, at least occasionally, pause, reflect, or question — themselves included — which leaves them blinded by an illusory light at the end of their tunnel. The more certain they become regarding holding absolute truth, the more they drift away from truth; for absolute certainty remains life’s biggest illusion. The key is to do whatever you feel like doing without the need to shove it down others’ throats. And those who vibrate at similar frequencies will eventually find you.

I flip on my blinker. “I like reading reviews. I feel like business reviews are a reflection of the owner, and I want to know what people think of my restaurants. The constructive criticism helps. I haven’t had the kitchen experience a lot of chefs have, and critics are some of the best teachers.” “What do you get out of reading reviews about other people’s businesses?” “Nothing, really. I just find it entertaining.” “Do I have any bad ones?” Lily looks away from me, half turning so that she’s facing forward again. “Never mind, don’t answer that. I’m just going to pretend they’re all good and that everyone loves my flowers.

Teachers were not allowed to beat children as they did in the past, although, Mma Ramotswe reflected, there were some boys-and indeed some young men-who might have been greatly improved by moderate physical correction. The apprentices, for example: would it help if Mr. J.L.B. Matekoni resorted to physical chastisement-nothing severe, of course-but just an occasional kick in the seat of the pants while they were bending over to change a tyre or something like that? The thought made her smile. She would even offer to administer the kick herself, which she imagined might be oddly satisfying, as one of the apprentices, the one who still kept on about girls, had a largeish bottom which she thought would be quite comfortable to kick. How enjoyable it would be to creep up behind him and kick him when he was least expecting it, and then to say: Let that be a lesson! That was all one would have to say, but it would be a blow for women everywhere.

This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained. “Cooperative learning enables skills in working as teams—skills that are in dire demand in the workplace,” writes the educational consultant Bruce Williams.

The pat on the back becomes more important than the music or the skating. One part of us becomes ever more committed to earning the pat on the back, while another subversive part—that we try to ignore—kicks and screams and resists the teacher’s authority. This is the part that gives us all kinds of excuses for not practicing.

It's ok for people to be angry at your negative behavior when your purpose is to reflect what they did to you back to them. People don't realize what they do and say until it happens to them. Instead of resorting to punishment, resort to making them understand themselves better by letting their reflections be their own teacher.

The process of relating to this reflection of the inner Buddha is called devotion. As long as there is the stream of thoughts, there is no end to the projection of samsara. Until the end of samsara, there is no end to the path. As long as there is a path, there is devotion. And as long as there is devotion, there is an outer teacher.

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

Another essential testament to the authenticity of Rinpoche’s teachings is his unflinching devotion to his teachers and the strong emphasis he puts on nurturing bodhichitta, the vital altruistic attitude that leads one to realize, as the masters of the past stated, that “anything that is not meant to benefit others is simply not worth undertaking.

I used to think that life was only about progress, getting to a destination, the final outcome. But this isn’t quite right. Life is more of a process, and as much as goals are important, the in-the-moment experiences along the way are really where authentic living takes place. Running has taught me this. In fact, running has been my greatest teacher of life.

[T]he old stories of human relationships with animals can't be discounted. They are not primitive; they are primal. They reflect insights that came from considerable and elaborate systems of knowledge, intellectual traditions and ways of living that were tried, tested, and found true over many thousands of years and on all continents. But perhaps the truest story is with the animals themselves because we have found our exemplary ways through them, both in the older world and in the present time, both physically and spiritually. According to the traditions of the Seneca animal society, there were medicine animals in ancient times that entered into relationships with people. The animals themselves taught ceremonies that were to be performed in their names, saying they would provide help for humans if this relationship was kept. We have followed them, not only in the way the early European voyagers and prenavigators did, by following the migrations of whales in order to know their location, or by releasing birds from cages on their sailing vessels and following them towards land, but in ways more subtle and even more sustaining. In a discussion of the Wolf Dance of the Northwest, artists Bill Holm and William Reid said that 'It is often done by a woman or a group of women. The dance is supposed to come from the wolves. There are different versions of its origin and different songs, but the words say something like, 'Your name is widely known among the wolves. You are honored by the wolves.' In another recent account, a Northern Cheyenne ceremonialist said that after years spent recovering from removals and genocide, indigenous peoples are learning their lost songs back from the wolves who retained them during the grief-filled times, as thought the wolves, even though threatened in their own numbers, have had compassion for the people.... It seems we have always found our way across unknown lands, physical and spiritual, with the assistance of the animals. Our cultures are shaped around them and we are judged by the ways in which we treat them. For us, the animals are understood to be our equals. They are still our teachers. They are our helpers and healers. They have been our guardians and we have been theirs. We have asked for, and sometimes been given, if we've lived well enough, carefully enough, their extraordinary powers of endurance and vision, which we have added to our own knowledge, powers and gifts when we are not strong enough for the tasks required of us. We have deep obligations to them. Without other animals, we are made less. (from her essay "First People")

Science properly done is one of the humanities, as a fine physics teacher once said. The point of science is to help us understand what we are and how we got here, and for this we need the great stories: the tale of how, once upon a time, there was a Big Bang; the Darwinian epic of the evolution of life on Earth; and now the story we are just beginning to learn how to tell...

Suddenly the ground seemed to give way beneath me, and I found myself in quite another region. Within five minutes I went through some such reflections as the following: the loneliness of the human soul is unendurable; nothing can penetrate it except the highest intensity of the sort of love that religious teachers have preached; whatever does not spring from this motive is harmful, or at best useless; it follows that war is wrong, that a public school education is abominable, that the use of force is to be deprecated, and that in human relations one should penetrate to the core of loneliness in each person and speak to that … At the end of those five minutes I had become a completely different person. For a time, a sort of mystic illumination possessed me

You can blame it on circumstances, the environment, but you made the choices you made, no one else. It's a lot to take in all at once, but it's essential that you make an effort to answer that question. Who are human beings? Because who we are determines the type of governing we need. Later on, I hope you can reflect and be honest with yourself about what you learned tonight...And a few stitches in your arm is a cheap price to pay for it...Coriolanus felt nauseous at her words but even more enraged that she had forced him to kill for the sake of her lesson.. Something that significant should have been his decision, not hers. No one's but his. So if I'm a vicious animal, then who are you? You're the teacher who sent her student to beat another boy to death! 243-44

I had thrived in Miss Popham’s class because she was in charge of her own curriculum. She had a wonderful idea and freedom to teach as she wished. I still think hers is the best way to organize a literature class in high school if the goal is to encourage wide reading and the love of books. My own best teaching in high school reflected my attempts to replicate the spirit of that 1943 class

Before drifting away entirely, he found himself reflecting--not for the first time--on the peculiarity of adults. They took laxatives, liquor, or sleeping pills to drive away their terrors so that sleep would come, and their terrors were so tame and domestic: the job, the money, what the teacher will think if I can't get Jennie nicer clothes, does my wife still love me, who are my friends.

If we step back from the progressive argument and put it in any other context, its absurdity immediately becomes apparent. Imagine if I were to say to my daughter, who got a high score on the SAT, “You don’t deserve your scores at all. You didn’t build that. After all, young lady, you had teachers who helped you with vocabulary and math. Moreover, you took the public roads to the test. Had your car been held up along the way or caught fire, you would count on the services of the police and the fire department. So society deserves a large part of the credit for those scores. They don’t reflect your accomplishment but society’s accomplishment.” If I said this I am sure my daughter would think I was talking like an insane person. In fact, of course, I would be talking like a progressive.

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.

The door was a dark mirror. Aru wondered if it was a two-way one that let people on the other side see you while you only saw your reflection. Aru had learned about those the hard way. Two weeks ago she had looked in the mirrored door to the teacher’s lounge to see if there was something up her nose. A teacher had coughed quietly on the other side, and said, “Dear, you’re free of boogers. Trust me. I can see quite clearly.” Aru had been mortified.

What we need is a profound rethinking of the nature of suffering itself, and what it is trying to highlight and ask us to change. We need to repoliticise emotional discontent in the minds of teachers, parents and policy-makers, rather than continue reducing it to dysfunctions that allegedly reside within the self. We need to acknowledge that suffering also reflects family/socio/political dynamics we would do well to better acknowledge and address.

The sutras liken reincarnation to the relationship between teachers and students. A singing teacher teaches students how to sing. His students learn techniques and benefit from direct experiential advice from their teacher. But the teacher doesn't remove a song from his throat and insert it into a student's mouth. Similarly, reincarnation is a continuity of everything we have learnt, like lighting one candle from another, or a face and its reflection in a mirror.

Human social life is built on this ability to “reflect” each other and respond to those reflections, with both positive and negative results. For example, if you are feeling great and go to work where your supervisor is in a vile mood, soon you will probably feel lousy, too. If a teacher becomes angry or frustrated, the children in her classroom may begin to misbehave, reflecting the powerful emotion being expressed by the teacher. To calm a frightened child, you must first calm yourself.

I was a watchful boy being raised by a father I didn’t admire. In a desperate way, I needed the guidance of someone who could show me another way of becoming a man. It was sometime during the year when I decided I would become the kind of man that Bill Dufford was born to be. I wanted to be the type of man that a whole town could respect and honor and fall in love with—the way Beaufort did when Bill Dufford came to town to teach and shape and turn its children into the best citizens they could be.

We may observe that the teaching of Our Lord Himself, in which there is no imperfection, is not given us in that cut-and-dried, fool-proof, systematic fashion we might have expected or desired. He wrote no book. We have only reported sayings, most of them uttered in answer to questions, shaped in some degree by their context. And when we have collected them all we cannot reduce them to a system. He preaches but He does not lecture. He uses paradox, proverb, exaggeration, parable, irony; even (I mean no irreverence) the 'wisecrack'. He utters maxims which, like popular proverbs, if rigorously taken, may seem to contradict one another. His teaching therefore cannot be grasped by the intellect alone, cannot be 'got up' as if it were a 'subject'. If we try to do that with it, we shall find Him the most elusive of teachers. He hardly ever gave a straight answer to a straight question. He will not be, in the way we want, 'pinned down'. The attempt is (again, I mean no irreverence) like trying to bottle a sunbeam.

there are some fun games and fantasy games like Myst, one of the highest-selling games in the industry, which invite kids into a world that requires them to solve a mystery or accomplish a goal. There are many others that require little more than quick, aggressive, violent responses to a perceived threat. These games reward kids for their speed in reacting and for their quick reflexes. The reactive portions of their brains are strengthened. The abilities to reflect and respond are not reinforced; in fact, they are stifled.

Nor is it to be wondered at that the loosening of moral ties between the large human units has had a pronounced effect upon the morality of the individual, for our conscience is not the inexorable judge that teachers of ethics say it is; it has its origin in nothing but "social fear." Wherever the community suspends its reproach the suppression of evil desire also ceases, and men commit acts of cruelty, treachery, deception, and brutality, the very possibility of which would have been considered incompatible with their level of culture.

As Rumi says, “Raise your words, not your voice. It is rain that grows flowers, not thunder.” As Muslims we are called to guide one another, advise one another and to celebrate one another. The Qur’an’s command toward “enjoining what is right and forbidding what is wrong” (Qur’an 3:104) is not an excuse for judging and shaming each other. As my teacher once said, “If you can’t counsel someone from love, then don’t counsel them because if you advise others from a place of judgment then you are fostering the quality of arrogance within you.

A reflection on Robert Lowell Robert Lowell knew I was not one of his devotees. I attended his famous “office hours” salon only a few times. Life Studies was not a book of central importance for me, though I respected it. I admired his writing, but not the way many of my Boston friends did. Among poets in his generation, poems by Elizabeth Bishop, Alan Dugan, and Allen Ginsberg meant more to me than Lowell’s. I think he probably sensed some of that. To his credit, Lowell nevertheless was generous to me (as he was to many other young poets) just the same. In that generosity, and a kind of open, omnivorous curiosity, he was different from my dear teacher at Stanford, Yvor Winters. Like Lowell, Winters attracted followers—but Lowell seemed almost dismayed or a little bewildered by imitators; Winters seemed to want disciples: “Wintersians,” they were called. A few years before I met Lowell, when I was still in California, I read his review of Winters’s Selected Poems. Lowell wrote that, for him, Winters’s poetry passed A. E. Housman’s test: he felt that if he recited it while he was shaving, he would cut himself. One thing Lowell and Winters shared, that I still revere in both of them, was a fiery devotion to the vocal essence of poetry: the work and interplay of sentences and lines, rhythm and pitch. The poetry in the sounds of the poetry, in a reader’s voice: neither page nor stage. Winters criticizing the violence of Lowell’s enjambments, or Lowell admiring a poem in pentameter for its “drill-sergeant quality”: they shared that way of thinking, not matters of opinion but the matter itself, passionately engaged in the art and its vocal—call it “technical”—materials. Lowell loved to talk about poetry and poems. His appetite for that kind of conversation seemed inexhaustible. It tended to be about historical poetry, mixed in with his contemporaries. When he asked you, what was Pope’s best work, it was as though he was talking about a living colleague . . . which in a way he was. He could be amusing about that same sort of thing. He described Julius Caesar’s entourage waiting in the street outside Cicero’s house while Caesar chatted up Cicero about writers. “They talked about poetry,” said Lowell in his peculiar drawl. “Caesar asked Cicero what he thought of Jim Dickey.” His considerable comic gift had to do with a humor of self and incongruity, rather than wit. More surreal than donnish. He had a memorable conversation with my daughter Caroline when she was six years old. A tall, bespectacled man with a fringe of long gray hair came into her living room, with a certain air. “You look like somebody famous,” she said to him, “but I can’t remember who.” “Do I?” “Yes . . . now I remember!— Benjamin Franklin.” “He was a terrible man, just awful.” “Or no, I don’t mean Benjamin Franklin. I mean you look like a Christmas ornament my friend Heather made out of Play-Doh, that looked like Benjamin Franklin.” That left Robert Lowell with nothing to do but repeat himself: “Well, he was a terrible man.” That silly conversation suggests the kind of social static or weirdness the man generated. It also happens to exemplify his peculiar largeness of mind . . . even, in a way, his engagement with the past. When he died, I realized that a large vacuum had appeared at the center of the world I knew.

model’s blind spots reflect the judgments and priorities of its creators. While the choices in Google Maps and avionics software appear cut and dried, others are far more problematic. The value-added model in Washington, D.C., schools, to return to that example, evaluates teachers largely on the basis of students’ test scores, while ignoring how much the teachers engage the students, work on specific skills, deal with classroom management, or help students with personal and family problems. It’s overly simple, sacrificing accuracy and insight for efficiency.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

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.

The environment in which we live and work plays a very important role in this practice. When we choose wholesome living and working environments (and that includes the things we hear, see, smell, and touch), they help us get in touch with what’s beautiful and healthy in us and in the world, and we will be nourished, healed, and transformed. We should do everything we can to choose—or create—wholesome environments for ourselves, our children, and our grandchildren. If you are a political leader, if you work in a ministry of culture, or if you are a teacher or a parent, please reflect on this point.

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

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

I am thinking about the way that life can be so slippery, the way a twelve-year-old girl looking into the mirror to count freckles reaches out toward her reflection has turned into that woman on her wedding day, righting her veil. And how, when that bride blinks, she reopens her eyes to see a frazzled young mother trying to get lipstick on straight for the parent-teacher conference that starts in three minutes. And how after that young woman bends down to retrieve the wild-haired doll her daughter has left on the bathroom floor, she rises up to a forty-seven-year-old, looking in the mirror to count age spots. - What We Keep

Often these approaches reflect the inverse of the habits of effective people. In fact, my brother, John Covey, who is a master teacher, sometimes refers to them as the seven habits of ineffective people: Be reactive: doubt yourself and blame others. Work without any clear end in mind. Do the urgent thing first. Think win/lose. Seek first to be understood. If you can’t win, compromise. Fear change and put off improvement. Just as personal victories precede public victories when effective people progress along the maturity continuum, so also do private failures portend embarrassing public failures when ineffective people regress along an

Always the teacher, Quigley emphasized the study of tools of analysis to develop a useful epistemology. In epistemology he always retained his belief in the scientific method.6 Quigley’s explanation of scientific method as an analytical tool in the social sciences is original with him only in that he recognized the real limitations of the physical sciences, as opposed to the scientific extremism of Langlois and Seignobos. The scientific method Quigley subscribed to consists of gathering evidence, making a hypothesis, and testing the hypothesis. The laws arising from the use of scientific method in both the physical and social sciences are idealized theories reflecting observed phenomena only approximately, but Quigley felt laws must be based on observation and must be amended to account for any observed anomalies. After these laws were scientifically constructed, Quigley used them as conceptual paradigms to explain historical phenomena through comparison, in contrast to rationally derived laws of the theorists which will not adapt to anomalies of observation. “Theory must agree with phenomena, not vice versa.” 7 Thus, Quigley puts the historian at ease with scientific methods by explaining that physical laws have as many exceptions as the historicists claim historical laws do.

What if evangelicals remembered women like Christine de Pizan and Dorothy L. Sayers? What if we remembered that women have always been leaders, teachers, and preachers, even in evangelical history? What if our seminaries used textbooks that included women? What if our Sunday school and Bible study curriculum correctly reflected Junia as an apostle, Priscilla as a coworker, and women like Hildegard of Bingen as preachers? What if we recognized women’s leadership the same way Paul did throughout his letters—even entrusting the Letter to the Romans to the deacon Phoebe? What if we listened to women in our evangelical churches the way Jesus listened to women?

To Lao-tse (LAOdsuh), the harmony that naturally existed between heaven and earth from the very beginning could be found by anyone at any time, but not by following the rules of the Confucianists. As he stated in his Tao To Ching (DAO DEH JEENG), the "Tao Virtue Book," earth was in essence a reflection of heaven, run by the same laws - not by the laws of men. These laws affected not only the spinning of distant planets, but the activities of the birds in the forest and the fish in the sea. According to Lao-tse, the more man interfered with the natural balance produced and governed by the universal laws, the further away the harmony retreated into the distance. The more forcing, the more trouble. Whether heavy or fight, wet or dry, fast or slow, everything had its own nature already within it, which could not be violated without causing difficulties. When abstract and arbitrary rules were imposed from the outside, struggle was inevitable. Only then did life become sour. To Lao-tse, the world was not a setter of traps but a teacher of valuable lessons. Its lessons needed to be learned, just as its laws needed to be followed; then all would go well. Rather than turn away from "the world of dust," Lao-tse advised others to "join the dust of the world." What he saw operating behind everything in heaven and earth he called Tao (DAO), "the Way.

A teach­er in Ok­la­homa re­flect­ed on the post-​grad­ua­tion af­ter­math of stu­dent so­cial di­vi­sions. “The in crowd al­ways hangs to­geth­er, even af­ter grad­ua­tion. They are the ones who will be­come debutantes af­ter their fresh­man year in col­lege. The oth­ers tend to drift away. They don’t get in­vit­ed to the par­ties, they are laughed at be­cause they aren’t wear­ing de­sign­er clothes, etc.,” she said. But when it comes down to the pop­ular stu­dents ver­sus the out­casts, the lat­ter “are more sure of them­selves (even with the ridicule), and usu­al­ly turn out to be more suc­cess­ful and well-​adjust­ed. I would take the out­casts in a heart­beat.” So would I.

Questioner: How can we know ourselves? Krishnamurti: You know your face because you have often looked at it reflected in the mirror. Now, there is a mirror in which you can see yourself entirely – not your face, but all that you think, all that you feel, your motives, your appetites, your urges and fears. That mirror is the mirror of relationship: the relationship between you and your parents, between you and your teachers, between you and the river, the trees, the earth, between you and your thoughts. Relationship is a mirror in which you can see yourself, not as you would wish to be, but as you are. I may wish, when looking in an ordinary mirror, that it would show me to be beautiful, but that does not happen because the mirror reflects my face exactly as it is and I cannot deceive myself. Similarly, I can see myself exactly as I am in the mirror of my relationship with others. I can observe how I talk to people: most politely to those who I think can give me something, and rudely or contemptuously to those who cannot. I am attentive to those I am afraid of. I get up when important people come in, but when the servant enters I pay no attention. So, by observing myself in relationship, I have found out how falsely I respect people, have I not? And I can also discover myself as I am in my relationship with the trees and the birds, with ideas and books.

In one county in Mississippi, 350 black children had only three teachers among them. The low priority the government placed on schools for African American children was reflected not only in the paucity of resources but in the truncated school year as well. The academic term for black children in Dawson County, Georgia, was six weeks. In Mississippi, because children were essential for picking cotton and would not be released until the last harvest was in, African Americans’ schools routinely opened as late as mid-November.26 Beyond sick and tired of the anemic and inadequate public education designed for blacks, African Americans were willing to go north to find good schools for their children.27

The New Age Manifesto You're always exactly where you need to be, some call it coincidence, others synchronicity. The universe entire, spiritually interconnects Partaking of the same God energy it at once reflects. We are all tones in the cosmos musicality, Each man tunes in and creates his unique reality. Intuition integrates our divine and truest guide, Science and rationalism are too often misapplied. All is framed by the principles, laws and duties of dharma Effecting cause, causing effect, in each incarnation's karma. Everything we confront, everyone we meet Become our teachers in life's balance sheet. The most important lesson to learn is that of love Absence its problem, presence the solution thereof.

Sure, they became frustrated with students at times and occasionally displayed impatience, but because they were willing to face the failures of teaching and believed in their capacity to solve problems, they tried not to become defensive with their students or build a wall around themselves. Instead, they tried to take their students seriously as human beings and treated them the way they might treat any colleague, with fairness, compassion, and concern. That approach found reflection in what they taught, how they taught it, and how they evaluated students, but it also appeared in attempts to understand their students’ lives, cultures, and aspirations. It even emerged in their willingness to see their students outside of class.

Newt Gingrich, Reagan reflected, had never in his life fit properly into a suit. He still looked like the fat, despised, teacher’s-pet, suck-up junior debating whiz who was going to fall apart in his senior year, except he was now fifty years past it. Back when I was alive, he had that same querulous expression of a guy who didn’t understand two big things:
 1. being smart doesn’t make you popular, and 2. even if it did, he isn’t smart enough for it to work for him. He remembered trying to explain it to Nancy, who had told him that, “Ronnie, granted that Newt is sometimes irritating, you have to admit he’s brighter than most Congressmen—” “So is every horse out at Rancho del Cielo, Mommy, and half the rocks for that matter,” he’d said.

Thus I learned from life itself. At the beginning I was only a little mass of possibilities. It was my teacher who unfolded and developed them. When she came, everything about me breathed of love and joy and was full of meaning. She has never since let pass an opportunity to point out the beauty that is in everything, nor has she ceased trying in thought and action and example to make my life sweet and useful. It was my teacher’s genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child’s mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks.

Full of remorse and self-recrimination, Remus fled, leaving the pregnant Tonks, seeking out Harry and offering to accompany him on whatever death-defying adventure awaited. To Remus’s shock and displeasure, the seventeen-year-old Harry not only declined his offer but became angry and insulting. He told his ex-teacher that he was acting selfishly and irresponsibly. Remus responded with uncharacteristic violence and stormed out of the house, taking refuge in a corner of the Leaky Cauldron, where he sat drinking and fuming. However, after a few hours’ reflection, Remus was forced to accept that his ex-pupil had just taught him a valuable lesson. James and Lily, Remus reflected, had stuck with Harry even unto their own deaths. His own parents, Lyall and Hope, had sacrificed their peace and security to keep the family together.

The cooperative approach has politically progressive roots—the theory is that students take ownership of their education when they learn from one another—but according to elementary school teachers I interviewed at public and private schools in New York, Michigan, and Georgia, it also trains kids to express themselves in the team culture of corporate America. “This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained.

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

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

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

The speediest and most reliable way to strengthen the prefrontal cortex, and begin to recover the resilience of our true self, is through experiences with people who can be, as the clinical psychologist Diana Fosha puts it, true others to our true self. True others are those who can see and reflect our true self back to us when we have forgotten, or perhaps have never known, who we truly are. They remember our best self when we are mired in our worst self and accept without judgment all of who we are. True others are not necessarily the people closest to us, though they may be: they are the people most attuned to us, those most accepting of our innate goodness, our essential worth as human beings. For many people, a true other can be a spiritual figure or deity; for others, it may be a counselor, teacher, or friend. When someone who is acting as a true other genuinely sees us at our best, we can see ourselves in that light, too. This mirroring helps us rediscover our resilient self.

Rebecca's eyes were like faith,—"the substance of things hoped for, the evidence of things not seen." Under her delicately etched brows they glowed like two stars, their dancing lights half hidden in lustrous darkness. Their glance was eager and full of interest, yet never satisfied; their steadfast gaze was brilliant and mysterious, and had the effect of looking directly through the obvious to something beyond, in the object, in the landscape, in you. They had never been accounted for, Rebecca's eyes. The school teacher and the minister at Temperance had tried and failed; the young artist who came for the summer to sketch the red barn, the ruined mill, and the bridge ended by giving up all these local beauties and devoting herself to the face of a child,—a small, plain face illuminated by a pair of eyes carrying such messages, such suggestions, such hints of sleeping power and insight, that one never tired of looking into their shining depths, nor of fancying that what one saw there was the reflection of one's own thought.

My parents must have seen something in me that I missed. My teachers insisted that I didn’t apply myself… I know that I didn’t like doing the additional homework my parents gave me, so instead of being a scholar I became the class clown. Ouch! My grades, although passing, didn’t come near reflecting my potential. It was suggested that I was a bright child who just didn’t apply himself. Most of the time I received only “C” grades, although they should have been at least “B+” and perhaps by showing just a bit more effort I could have been an “A” student or better. Lazy, was the term they used, and for this reason they gave me lower grades. But nothing fazed me as long as I passed and was promoted with my class. Punishing me also didn’t work, and boxing my ears only made me more rebellious. It must have seemed futile to my parents, but they continued doing what they thought was right. Being defiant, I insisted that if they didn’t give me so much additional work, I would have more time for what was assigned. However, that was not to be.

Neither that I picked my nose compulsively, daydreamed through my boring classes, masturbated, once in a condom I stole from my father’s drawer, enraptured by its half-chemical, half-organic odor; nor my obsessions with smells in general, earth, dead rats, even my baby sister’s diaper shit, which made me pleasantly retch; nor that I filched money from my mother for candy and so knew early on I was a thief, a sneak, a liar: none of that convinced me I was “bad,” subversive and perverse, so much as that purveyor of morality—parent, teacher, maybe even treacherous friend—who inculcated the unannulable conviction in me that the most egregious wrong, of which I was clearly already despicably, irredeemably guilty, was my abiding involvement with myself. Even now, only rarely am I able to convince myself that my reluctance to pass on my most secret reflections, meditations, theorizings, all the modes by which I manage to distract myself, arises from my belief that out of my appalling inner universe nothing anyway could possibly be extracted, departicularized, and offered as an instance of anything at all to anyone else.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

In 2008, an Australian company commissioned a study to find out exactly how much people fear public speaking. The survey of more than one thousand people found that 23 percent feared public speaking more than death itself! As Jerry Seinfeld once said, most people attending a funeral would rather be in the casket than delivering the eulogy! I can relate to those people because I feared speaking in front of a class or group of people more than anything else when I was a kid. In fact, I dropped speech in high school because when I signed up for it I thought it was a grammar class for an English credit. When I found out it actually required giving an oral presentation, I didn’t want any part of it! After hearing the overview of the class on the first day, I got out of my seat and walked toward the door; the teacher asked me where I was going. We had a brief meeting in the hall, in which she informed me that nobody ever dropped her class. After a meeting with the principal, I dropped the class, but on the condition that I might be called upon in the near future to use my hunting and fishing skills. I thought the principal was joking--until I was called upon later that year during duck season to pick ducks during recess! I looked at it as a fair trade.

Melinda Pratt rides city bus number twelve to her cello lesson, wearing her mother's jean jacket and only one sock. Hallo, world, says Minna. Minna often addresses the world, sometimes silently, sometimes out loud. Bus number twelve is her favorite place for watching, inside and out. The bus passes cars and bicycles and people walking dogs. It passes store windows, and every so often Minna sees her face reflection, two dark eyes in a face as pale as a winter dawn. There are fourteen people on the bus today. Minna stands up to count them. She likes to count people, telephone poles, hats, umbrellas, and, lately, earrings. One girl, sitting directly in front of Minna, has seven earrings, five in one ear. She has wisps of dyed green hair that lie like forsythia buds against her neck. There are, Minna knows, a king, a past president of the United States, and a beauty queen on the bus. Minna can tell by looking. The king yawns and scratches his ear with his little finger. Scratches, not picks. The beauty queen sleeps, her mouth open, her hair the color of tomatoes not yet ripe. The past preside of the United States reads Teen Love and Body Builder's Annual. Next to Minna, leaning against the seat, is her cello in its zippered canvas case. Next to her cello is her younger brother, McGrew, who is humming. McGrew always hums. Sometimes he hums sentences, though most often it comes out like singing. McGrew's teachers do not enjoy McGrew answering questions in hums or song. Neither does the school principal, Mr. Ripley. McGrew spends lots of time sitting on the bench outside Mr. Ripley's office, humming. Today McGrew is humming the newspaper. First the headlines, then the sports section, then the comics. McGrew only laughs at the headlines. Minna smiles at her brother. He is small and stocky and compact like a suitcase. Minna loves him. McGrew always tells the truth, even when he shouldn't. He is kind. And he lends Minna money from the coffee jar he keeps beneath his mattress. Minna looks out the bus window and thinks about her life. Her one life. She likes artichokes and blue fingernail polish and Mozart played too fast. She loves baseball, and the month of March because no one else much likes March, and every shade of brown she has ever seen. But this is only one life. Someday, she knows, she will have another life. A better one. McGrew knows this, too. McGrew is ten years old. He knows nearly everything. He knows, for instance, that his older sister, Minna Pratt, age eleven, is sitting patiently next to her cello waiting to be a woman.

The grown-ups stand around watching. Grown-ups know what to do. The grown-ups stand around watching. Is that Simon lying on the pavement? He has got blondie hair like Simon’s. The grown-ups stand around watching. A boy has been run over, another kid says. Is that Simon lying on the pavement? He was walking in front of me. The grown-ups stand around watching. Mrs Bailey puts a blanket over him – but I can still see his blondie hair. She looks at me but before she can turn quickly to the other grown-ups, I can see she’s scared. ‘Send Mark away.’ What have I done wrong? The grown-ups know what to do. They send me away. I run ahead alone. Trying to find Simon. I might not recognise him. Pulling kids by their shoulders – no that’s not him. I speed up when I hear the ambulance siren. ‘Simon’s been run over,’ Pete Williams said. I run away, trying hard not to believe him. How can Pete Williams tell who is lying there, anyhow I saw him looking for his brother too. Surely I would have recognised my own brother. My teacher says, ‘Simon will be in his classroom’. But he isn’t, so she smiles and cuddles me, warm and soft. ‘It’s alright, Mark, they call ambulances for sprained ankles these days.’ When he came into the classroom everyone stopped and looked. He didn’t have to tell me. I said ‘Simon’s dead,’ and he nodded, unable to speak. Mark Purvis

The calf is capable of walking quite well now," Dazu said. "He never stumbles." "But I told you to carry him back here," the teacher said. "The first thing a soldier must learn is to obey orders." Every day, the calf grew a little heavier, and every day, Dazu had to struggle a little harder. He would collapse, exhausted, when he finally got to the ranch, and the calf would bound out of his arms, glad to be able to walk on his own and stretch out. When winter rolled around again, Médo handed him a wooden sword and asked him to strike as hard as he could at the practice dummy. Dazu looked with distaste at the crude weapon with no edge, but he swung obediently. The wooden dummy fell in half, cut clean through. He looked at the sword in his hand with wonder. "It's not the sword," his teacher said. "Have you looked at yourself lately?" He brought Dazu to stand in front of a brightly polished shield. The young man could hardly recognize the reflection. His shoulders filled the frame of the mirror. His arms and thighs were twice as thick as he remembered, and his chest bulged over his narrow waist. "A great warrior trusts not his weapons, but himself. When you possess true strength, you can deal a killing blow even if all you have is a blade of grass. "Now you're finally ready to learn from me. But first, go thank the calf for making you strong.

A friend I’ll call Kate took an Introduction to Theology class. Her professor told the class to “write their personal creeds.” For the next week, Kate kept writing and rewriting. She kept asking herself, “What do I believe?” As she honestly reflected on that question, she realized that she believed many things. At the same time, she couldn’t say how strong any of these beliefs were. Should she have a “definitely believe” category, along with sections for “probably believe” and “might believe”? Should she have a “I believe usually, but not necessarily today” category? She struggled with what she thought she believed versus what she acted like she believed. The assignment took a great deal of her time and energy.   After a week, the paper came due. Kate took a deep breath and turned in a handwritten copy of the Nicene Creed, the great orthodox faith statement of the church. She told her teacher that some days she believes the creed with her whole heart. On other days, she isn’t so sure. But the creed isn’t about her. It’s about the faith of the whole church. On the days that she believes it all, she’s in harmony with “the great cloud of witnesses” (Hebrews 12:1). On days when she doesn’t believe it, those witnesses carry her along. The creed shows that we’re all in this together. It’s not a consumerist document; it’s not based on what’s popular or unpopular. It’s the confession of the saints and sinners, martyrs and betrayers.

329 Leisure and Idleness. - There is an Indian savagery, a savagery peculiar to the Indian blood, in the manner in which the Americans strive after gold: and the breathless hurry of their work- the characteristic vice of the New World-already begins to infect old Europe, and makes it savage also, spreading over it a strange lack of intellectuality. One is now ashamed of repose: even long reflection almost causes remorse of conscience. Thinking is done with a stop-watch, as dining is done with the eyes fixed on the financial newspaper; we live like men who are continually " afraid of letting opportunities slip." " Better do anything whatever, than nothing "-this principle also is a noose with which all culture and all higher taste may be strangled. And just as all form obviously disappears in this hurry of workers, so the sense for form itself, the ear and the eye for the melody of movement, also disappear. The proof of this is the clumsy perspicuity which is now everywhere demanded in all positions where a person would like to be sincere with his fellows, in intercourse with friends, women, relatives, children, teachers, pupils, leaders and princes,-one has no longer either time or energy for ceremonies, for roundabout courtesies, for any esprit in conversation, or for any otium whatever. For life in the hunt for gain continually compels a person to consume his intellect, even to exhaustion, in constant dissimulation, overreaching, or forestalling: the real virtue nowadays is to do something in a shorter time than another person. And so there are only rare hours of sincere intercourse permitted: in them, however, people are tired, and would not only like " to let themselves go," but to stretch their legs out wide in awkward style. The way people write their letters nowadays is quite in keeping with the age; their style and spirit will always be the true " sign of the times." If there be still enjoyment in society and in art, it is enjoyment such as over-worked slaves provide for themselves. Oh, this moderation in "joy" of our cultured and uncultured classes! Oh, this increasing suspiciousness of all enjoyment! Work is winning over more and more the good conscience to its side: the desire for enjoyment already calls itself " need of recreation," and even begins to be ashamed of itself. " One owes it to one's health," people say, when they are caught at a picnic. Indeed, it might soon go so far that one could not yield to the desire for the vita contemplativa (that is to say, excursions with thoughts and friends), without self-contempt and a bad conscience.-Well! Formerly it was the very reverse: it was "action" that suffered from a bad conscience. A man of good family concealed his work when need compelled him to labour. The slave laboured under the weight of the feeling that he did something contemptible :- the "doing" itself was something contemptible. "Only in otium and bellum is there nobility and honour:" so rang the voice of ancient prejudice !

We build emotional literacy, first, by being able to identify and name our emotions; second, by recognizing the emotional content of voice and facial expression, or body language; and, third, by understanding the situations or reactions that produce emotional states. By this we mean becoming aware of the link between loss and sadness, between frustration and anger, or threats to pride or self-esteem and fear. In our experience with families, we find that most girls get lots of encouragement from an early age to be emotionally literate—to be reflective and expressive of their own feelings and to be encouragement, and their emotional illiteracy shows, at a young age, when they act responsive to the feelings of others. Many boys do not receive this kind of with careless disregard for the feelings of others at home, at school, or on the playground. Mothers are often shocked by the ferocity of anger displayed by little boys, their sons of four or five who shout in their faces, or call them names, or even try to hit them. One of the most common complaints about boys is that the are aggressive and 'seem not to care.' We have heard the same complaint from veteran teachers who are stunned by the power of boy anger and disruption in their classes. Too often, adults excuse this behavior as harmless 'immaturity,' as if maturity will arrive someday—like puberty—to transform a boy's emotional life. But we do boys no favor by ignoring the underlying absence of awareness. Boys' emotional ignorance clearly imposes on others, but it costs them dearly, too.

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

I met Suffering on a quiet road, just as the sun was setting behind me. Its presence was heavy, like an old coat I had worn for too long. It walked beside me, its voice a whisper carried by the wind. "I know your name," it murmured. "I've been with you for years, through the nights you couldn’t sleep, through the prayers that felt unheard. I know every tear you've shed." I sighed, staring down at the worn path beneath my feet. "I know," I admitted. "You've been my shadow. But why do you stay? Why do you cling to me?" Suffering chuckled, low and knowing. "I don’t choose to stay," it said. "I grow where wounds refuse to heal. Where doubt lingers, where fear feeds the soul. I am not your captor, only your reflection." I stopped walking, the weight of its words settling into my bones. "But I’ve fought. I’ve tried. I’ve prayed for light, for peace. And yet, here you are." Suffering tilted its head, watching me. "And yet, here YOU are," it said. "Still standing. Still walking. Have you ever wondered why?" The question caught me off guard. I turned to face it, really looking for the first time. Suffering was not as menacing as I once believed. It was worn and tired, just like me. A teacher, perhaps, but not a master. "I see now," I said softly. "You are not my enemy. But you are not my home, either." Suffering gave a slow nod. "You understand then." I took a deep breath, straightening my shoulders as the sky deepened into night. "I do. And I choose to thrive." Suffering stilled, then smiled. “You’ve learned my lesson; now walk with God. I do not vanish, but I will bend, For you have chosen to keep growing, my friend.

Actually there are,” the President said, after a moment’s reflection. “The problem is that they never come here to work. You know who I learned that from? Cathy,” Jack told him. “She fucks up, somebody goes blind, but she can’t run away from making the call, can she? Imagine, you fuck up, and somebody loses his sight forever—or dies. The guys who work the emergency room are really on the ragged edge, like when Cathy and Sally went into Shock-Trauma. You blow the call, and somebody is gone forever. Big deal, George, bigger than trading equities like we used to do. Same thing with cops. Same thing with soldiers. You have to make the call, right now, or something really bad happens. But those kinds of people don’t come here to Washington, do they? And mainly that sort of guy goes to the place he—or she—has to be, where the real action is,” Ryan said, almost wistfully. “The really good ones go where they’re needed, and they always seem to know where that is.” “But the really good ones don’t like the bullshit. So they don’t come here?” Winston asked, getting his own course in Government 101, and finding Ryan a teacher of note. “Some do. Adler at State. Another guy over there I’ve discovered, name of Vasco. But those are the ones who buck the system. The system works against them. Those are the ones we have to identify and protect. Mostly little ones, but what they do isn’t little. They keep the system running, and mainly they go unnoticed because they don’t care much about being noticed. They care about getting it done, serving the people out there. You know what I’d really like to do?” Ryan asked, for the first time revealing something from the depths of his soul. He hadn’t even had the guts to say this to Arnie.

A more complex way to understand this is the method used by Hermann Minkowski, Einstein’s former math teacher at the Zurich Polytechnic. Reflecting on Einstein’s work, Minkowski uttered the expression of amazement that every beleaguered student wants to elicit someday from condescending professors. “It came as a tremendous surprise, for in his student days Einstein had been a lazy dog,” Minkowski told physicist Max Born. “He never bothered about mathematics at all.”63 Minkowski decided to give a formal mathematical structure to the theory. His approach was the same one suggested by the time traveler on the first page of H. G. Wells’s great novel The Time Machine, published in 1895: “There are really four dimensions, three which we call the three planes of Space, and a fourth, Time.” Minkowski turned all events into mathematical coordinates in four dimensions, with time as the fourth dimension. This permitted transformations to occur, but the mathematical relationships between the events remained invariant. Minkowski dramatically announced his new mathematical approach in a lecture in 1908. “The views of space and time which I wish to lay before you have sprung from the soil of experimental physics, and therein lies their strength,” he said. “They are radical. Henceforth space by itself, and time by itself, are doomed to fade away into mere shadows, and only a kind of union of the two will preserve an independent reality.”64 Einstein, who was still not yet enamored of math, at one point described Minkowski’s work as “superfluous learnedness” and joked, “Since the mathematicians have grabbed hold of the theory of relativity, I myself no longer understand it.” But he in fact came to admire Minkowski’s handiwork and wrote a section about it in his popular 1916 book on relativity.

Neither that I picked my nose compulsively, daydreamed through my boring classes, masturbated, once in a condom I stole from my father’s drawer, enraptured by its half-chemical, half-organic odor; nor my obsessions with smells in general, earth, dead rats, even my baby sister’s diaper shit, which made me pleasantly retch; nor that I filched money from my mother for candy and so knew early on I was a thief, a sneak, a liar: none of that convinced me I was “bad,” subversive and perverse, so much as that purveyor of morality—parent, teacher, maybe even treacherous friend—who inculcated the unannulable conviction in me that the most egregious wrong, of which I was clearly already despicably, irredeemably guilty, was my abiding involvement with myself. Even now, only rarely am I able to convince myself that my reluctance to pass on my most secret reflections, meditations, theorizings, all the modes by which I manage to distract myself, arises from my belief that out of my appalling inner universe nothing anyway could possibly be extracted, departicularized, and offered as an instance of anything at all to anyone else. An overrefined sense of generosity, I opine; an unwillingness to presume upon others by hauling them into this barn, this sty, where mental vermin gobble, lust, excrete. Not a lack of sensitivity but a specialization of that lobe of it which most appreciates the unspoken wish of others: to stay free of that rank habitation within me I call “me.” Really, though: to consider one’s splendid self-made self as after all benevolent, propelled by secret altruism? Aren’t I, outer mouth and inner masticating self-excusing sublimations, still really back there in my neither-land? Aren’t I still a thief, stealing from some hoard of language trash to justify my inner stink? Maybe let it go, just let it go.

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance.

We see three men standing around a vat of vinegar. Each has dipped his finger into the vinegar and has tasted it. The expression on each man's face shows his individual reaction. Since the painting is allegorical, we are to understand that these are no ordinary vinegar tasters, but are instead representatives of the "Three Teachings" of China, and that the vinegar they are sampling represents the Essence of Life. The three masters are K'ung Fu-tse (Confucius), Buddha, and Lao-tse, author of the oldest existing book of Taoism. The first has a sour look on his face, the second wears a bitter expression, but the third man is smiling. To Kung Fu-tse (kung FOOdsuh), life seemed rather sour. He believed that the present was out step with the past, and that the government of man on earth was out of harmony with the Way of Heaven, the government of, the universe. Therefore, he emphasized reverence for the Ancestors, as well as for the ancient rituals and ceremonies in which the emperor, as the Son of Heaven, acted as intermediary between limitless heaven and limited earth. Under Confucianism, the use of precisely measured court music, prescribed steps, actions, and phrases all added up to an extremely complex system of rituals, each used for a particular purpose at a particular time. A saying was recorded about K'ung Fu-tse: "If the mat was not straight, the Master would not sit." This ought to give an indication of the extent to which things were carried out under Confucianism. To Buddha, the second figure in the painting, life on earth was bitter, filled with attachments and desires that led to suffering. The world was seen as a setter of traps, a generator of illusions, a revolving wheel of pain for all creatures. In order to find peace, the Buddhist considered it necessary to transcend "the world of dust" and reach Nirvana, literally a state of "no wind." Although the essentially optimistic attitude of the Chinese altered Buddhism considerably after it was brought in from its native India, the devout Buddhist often saw the way to Nirvana interrupted all the same by the bitter wind of everyday existence. To Lao-tse (LAOdsuh), the harmony that naturally existed between heaven and earth from the very beginning could be found by anyone at any time, but not by following the rules of the Confucianists. As he stated in his Tao To Ching (DAO DEH JEENG), the "Tao Virtue Book," earth was in essence a reflection of heaven, run by the same laws - not by the laws of men. These laws affected not only the spinning of distant planets, but the activities of the birds in the forest and the fish in the sea. According to Lao-tse, the more man interfered with the natural balance produced and governed by the universal laws, the further away the harmony retreated into the distance. The more forcing, the more trouble. Whether heavy or fight, wet or dry, fast or slow, everything had its own nature already within it, which could not be violated without causing difficulties. When abstract and arbitrary rules were imposed from the outside, struggle was inevitable. Only then did life become sour. To Lao-tse, the world was not a setter of traps but a teacher of valuable lessons. Its lessons needed to be learned, just as its laws needed to be followed; then all would go well. Rather than turn away from "the world of dust," Lao-tse advised others to "join the dust of the world." What he saw operating behind everything in heaven and earth he called Tao (DAO), "the Way." A basic principle of Lao-tse's teaching was that this Way of the Universe could not be adequately described in words, and that it would be insulting both to its unlimited power and to the intelligent human mind to attempt to do so. Still, its nature could be understood, and those who cared the most about it, and the life from which it was inseparable, understood it best.

A circle of trust is a group of people who know how to sit quietly "in the woods" with each other and wait for the shy soul to show up. The relationships in such a group are not pushy but patient; they are not confrontational but compassionate; they are filled not with expectations and demands but with abiding faith in the reality of the inner teacher and in each person's capacity to learn from it. The poet Rumi captures the essence of this way of being together: "A circle of lovely, quiet people / becomes the ring on my finger."6 Few of us have experienced large-scale communities that possess these qualities, but we may have had one-on-one relationships that do. By reflecting on the dynamics of these small-scale circles of trust, we can sharpen our sense of what a larger community of solitudes might look like-and remind ourselves that two people who create safe space for the soul can support each other's inner journey. Think, for example, about someone who helped you grow toward true self. When I think about such a person, it is my father who first comes to mind. Though he was himself a hardworking and successful businessman, he did not press me toward goals that were his rather than mine. Instead, he made space for me to grow into my own selfhood. Throughout high school, I got mediocre grades-every one of which I earned-although I always did quite well on standardized intelligence tests. I look back with amazement on the fact that not once did my father demand that I "live up to my potential." He trusted that if I had a gift for academic life, it would flower in its own time, as it did when I went to college. The people who help us grow toward true self offer unconditional love, neither judging us to be deficient nor trying to force us to change but accepting us exactly as we are. And yet this unconditional love does not lead us to rest on our laurels. Instead, it surrounds us with a charged force field that makes us want to grow from the inside out -a force field that is safe enough to take the risks and endure the failures that growth requires.

What possibilities are there for preventing actions with negative consequences, actions that we may later regret? One possibility is dhyāna, which in this context means “reflection.”3 Reflection can take many forms. For example, when faced with an important decision, you could imagine what would happen if you did the exact opposite of what your instincts suggest.4 Try to make the consequence of your decision as real as possible in your imagination. No matter what it is or what you feel, before you make an important decision and take action you should give yourself the opportunity to consider the matter with an open mind and a certain degree of objectivity. Dhyāna in this respect is a quiet, alert consideration, a meditation. The aim is to free yourself of preconceptions and avoid actions that you may later regret and that may create new troubles (duḥkha) for you. Dhyāna strengthens self-sufficiency. Yoga makes us independent. We all want to be free, although many of us are dependent on psychologists, gurus, teachers, drugs, or whatever. Even if advice and guidance are helpful, in the end we ourselves are the best judge of our own actions. No one is more interested in me than me. With the help of dhyāna we find our own methods and systems for making decisions and better understand our behavior. There are other ways of distancing ourselves from our actions than reflecting on how it would be if we were to act differently from what we intend. We might go to a concert or go for a walk or do something else that calms the thoughts. All the while the mind goes on working unconsciously, without any external pressure. In the pursuit of other activities we gain a certain distance. However short it may be, time becomes available to cast the mind over everything surrounding the decision that has to be made. Perhaps with ease and distance we will make a better decision. Stepping out of a situation in order to get a better look at it from another standpoint is called pratipakṣa. The same word describes the process of considering other possible courses of action.5 The time spent in dhyāna is extremely important. Through self-reflection our actions gain in quality.

No teacher of RE ever said to me: “Beyond the limited realm of the senses, the shallow pool of the known, is a great untamable ocean, and we don’t have a fucking clue what goes on in there.” What we receive through sight, sound, smell, taste, and touch is all we know. We have tools that can enhance that information, we have theories for things that we suspect lie beyond that information, filtered through an apparatus limited once more to those senses. Those senses are limited; the light range we detect is within a narrow spectrum, between infrared light and ultraviolet light; other species see light that we can’t see. In the auditory realm, we hear but a fraction of the sound vibrations; we don’t hear high-pitched frequencies, like dog whistles, and we don’t hear low frequencies like whale song. The world is awash with colors unseen and abuzz with unheard frequencies. Undetected and disregarded. The wise have always known that these inaccessible realms, these dimensions that cannot be breached by our beautifully blunt senses, hold the very codes to our existence, the invisible, electromagnetic foundations upon which our gross reality clumsily rests. Expressible only through symbol and story, as it can never be known by the innocent mind. The stories are formulas, poems, tools for reflection through which we may access the realm behind the thinking mind, the consciousness beyond knowing and known, the awareness that is not connected to the haphazard data of biography. The awareness that is not prickled and tugged by capricious emotion. The awareness that is aware that it is aware. In meditation I access it; in yoga I feel it; on drugs it hit me like a hammer—at sixteen, staring into a bathroom mirror on LSD, contrary to instruction (“Don’t look in the mirror, Russ, it’ll fuck your head up.” Mental note: “Look in mirror.”). I saw that my face wasn’t my face at all but a face that I lived behind and was welded to by a billion nerves. I looked into my eyes and saw that there was something looking back at me that was not me, not what I’d taken to be me. The unrefined ocean beyond the shallow pool was cascading through the mirror back at me. Nature looking at nature.

I was a country kid who went to a public school, and she was more of a middle-class girl who attended a private school. I was into hunting and fishing, and she liked drama and singing in the choir at school and church. Our lives up until that point were totally different. But Missy and I had a very deep spiritual connection, and I thought our mutual love for the Lord might be our biggest strength in sustaining our relationship. Even though Missy was so different from me, I found her world to be very interesting. Looking back, perhaps another reason I decided to give our relationship a chance was because of my aunt Jan’s bizarre premonition about Missy years earlier. My dad’s sister Jan had helped bring him to the Lord, and she taught the fourth grade at OCS. One of her students was Missy, and they went to church together at White’s Ferry Road Church. When I was a kid we attended a small church in the country, but occasionally we visited White’s Ferry with my aunt Jan and her husband. One Sunday, Missy walked by us as we were waiting in the pew. “Let me tell you something,” Jan told me as she pointed at me and then Missy. “That’s the girl you’re going to marry.” Missy was nine years old. To say that was one of the dumbest things I’d ever heard would be an understatement. I love my aunt Jan, but she has a lot in common with her brother Si. They talk a lot, are very animated, and even seem crazy at times. However, they love the Lord and have great hearts. I actually never thought about it again until she reminded me of that day once Missy and I started getting serious. Freaky? A bit. Bizarre? Definitely! Was she right? Absolutely, good call! Missy still isn’t sure what my aunt Jan saw in her. Missy: What did Jan see in me at nine years old? Well, you’ll have to ask her about that. She was the only teacher in my academic history from whom I ever received a smack. She announced a rule to the class one day that no one could touch anyone else’s possessions at any time (due to a recent rash of kids messing with other people’s stuff). The next day, I moved some papers around on one of my classmates’ desks before school, and he tattled on me. Because of her newly pronounced rule, she took me to the girls’ bathroom and gave me a whack on the rear. At the time, I certainly would have never thought she had picked me out to marry her nephew!

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance. I had a fifth-grade teacher, Mr. Conway, who fought monsters in me. He showed kindness and recognized some talent in me at just the period when violence was consuming my family. He gave me some alternative designs for self-image, not just the one children logically deduce from mistreatment (“If this is how I am treated, then this is the treatment I am worthy of”). It might literally be a matter of a few hours with a person whose kindness reconnects the child to an earlier experience of self, a self that was loved and valued and encouraged.

When I get back, I decide to listen to a talk Ram Dass once gave about what happens after death. When you die, where your consciousness is at the moment of death is a reflection of your level of evolution. If you are ready for the transformation that occurs at the moment of death, when there is a dissolving of the control mechanism and an intensification of all the energies, and you are not identified with all that so that you have equanimity through it, you can witness from a place of presence. You can witness the entire process of dying, and your consciousness doesn’t flicker. Most people, however, are attached to some way of looking at the world, and when that starts to dissolve at the moment of death, they go unconscious. They go through the process unconsciously and pick up the thread later on, because it happens too fast and requires letting go too fast. So the art is to let go before you die, so that when you die, there is no letting go required. That’s the most evolved state. They say in the literature that one who sees the way in the morning can gladly die in the evening. Die before you die, so that when you die you need not die. There is a great quote from Kabir: ‘If you don’t break your ropes while you are alive’—that is, if you don’t break the identification with your body and your personality while you’re alive—‘do you think that ghosts will do it after?’ The idea that the soul will join with the ecstatic just because the body is rotten, that is all fantasy. What is found now is found then. If you find nothing now, you’ll simply end up with an apartment in the city of death. But if you make love with the Divine now, then in the next life, you will have the face of satisfied desire. So plunge into the truth. Find out who your teacher is. Believe in the great sound. In other words, do your sadhana so that you can break the identification now. Then, at the moment of transformation, you can just go. If you have fear, you will be met and guided and protected. There will be beings that are there, who are on other planes, available to give meaning to this transformation for you. So the least conscious beings go unconscious and get reprogrammed. The next more conscious beings meet other beings who guide them and help them. The most conscious beings just let go completely at the moment of death, and they don’t go through more incarnations. The meaning of the wheel of birth and death is that as you get more and more evolved, there is less likelihood that you will keep taking rebirth. From the soul’s point of view, you take rebirth only to work your way out of the illusion of your own separateness.

[T]o look back on our life and also to discover something that can no longer be made good: the squandering of our youth when our educators failed to employ those eager, hot and thirsty years to lead us towards knowledge of things but used them for a so-called 'classical education'! The squandering of our youth when we had a meagre knowledge of the Greeks and Romans and their languages drummed into us in a way as clumsy as it was painful and one contrary to the supreme principle of all education, that one should offer food only to him who hungers for it ! When we had mathematics and physics forced upon us instead of our being led into despair at our ignorance and having our little daily life, our activities, and all that went on at home, in the work-place, in the sky, in the countryside from morn to night, reduced to thousands of problems, to annoying, mortifying, irritating problems so as to show us that we needed a knowledge of mathematics and mechanics, and then to teach us our first delight in science through showing us the absolute consistency of this knowledge! If only we had been taught to revere these sciences, if only our souls had even once been made to tremble at the way in which the great men of the past had struggled and been defeated and had struggled anew, at the martyrdom which constitutes the history of rigorous science! What we felt instead was the breath of a certain disdain for the actual sciences in favour of history, of 'formal education' and of 'the classics'! And we let ourselves be deceived so easily! Formal education! Could we not have pointed to the finest teachers at our grammar schools, laughed at them and asked: 'are they the products of formal education? And if not, how can they teach it?' And the classics! Did we learn anything of that which these same ancients taught their young people? Did we learn to speak or write as they did? Did we practise unceasingly the fencing-art of conversation, dialectics? Did we learn to move as beautifully and proudly as they did, to wrestle, to throw, to box as they did? Did we learn anything of the asceticism practised by all Greek philosophers? Were we trained in a single one of the antique virtues and in the manner in which the ancients practised it? Was all reflection on morality not utterly lacking in our education not to speak of the only possible critique of morality, a brave and rigorous attempt to live in this or that morality? Was there ever aroused in us any feeling that the ancients regarded more highly than the moderns? Were we ever shown the divisions of the day and of life, and goals beyond life, in the spirit of antiquity? Did we learn even the ancient languages in the way we learn those of living nations namely, so as to speak them with ease and fluency? Not one real piece of ability, of new capacity, out of years of effort! Only a knowledge of what men were once capable of knowing!

In short, we had rather be Sir Walter Scott (meaning thereby the Author of Waverley) than Lord Byron a hundred times over, and for the reason just given, namely, that he casts his descriptions in the mould of nature, ever-varying, never tiresome, always interesting and always instructive, instead of casting them constantly in the mould of his own individual impressions. He gives us man as he is, or as he was, in almost every variety of situation, action and feeling. Lord Byron makes man after his own image, woman after his own heart; the one is a capricious tyrant, the other a yielding slave; he gives us the misanthrope and the voluptuary by turns; and with these two characters, burning or melting in their own fires, he makes out everlasting centos of himself. He hangs the cloud, the film of his existence over all outward things, sits in the centre of his thoughts, and enjoys dark night, bright day, the glitter and the gloom 'in cell monastic.' We see the mournful pall, the crucifix, the death's-heads, the faded chaplet of flowers, the gleaming tapers, the agonized brow of genius, the wasted form of beauty; but we are still imprisoned in a dungeon; a curtain intercepts our view; we do not breathe freely the air of nature or of our own thoughts. The other admired author draws aside the curtain, and the veil of egotism is rent; and he shows us the crowd of living men and women, the endless groups, the landscape background, the cloud and the rainbow, and enriches our imaginations and relieves one passion by another, and expands and lightens reflection, and takes away that tightness at the breast which arises from thinking or wishing to think that there is nothing in the world out of a man's self! In this point of view, the Author of Waverley is one of the greatest teachers of morality that ever lived, by emancipating the mind from petty, narrow, and bigoted prejudices: Lord Byron is the greatest pamperer of those prejudices, by seeming to think there is nothing else worth encouraging but the seeds or the full luxuriant growth of dogmatism and self-conceit. In reading the Scotch Novels, we never think about the author, except from a feeling of curiosity respecting our unknown benefactor: in reading Lord Byron's works, he himself is never absent from our minds. The colouring of Lord Byron's style, however rich and dipped in Tyrian dyes, is nevertheless opaque, is in itself an object of delight and wonder: Sir Walter Scott's is perfectly transparent. In studying the one, you seem to gaze at the figures cut in stained glass, which exclude the view beyond, and where the pure light of Heaven is only a means of setting off the gorgeousness of art: in reading the other, you look through a noble window at the clear and varied landscape without. Or to sum up the distinction in one word, Sir Walter Scott is the most dramatic writer now living, and Lord Byron is the least so.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.

You don’t like feeling powerless? Then change your definition of power. Do not fix unfixable problems. Do not devote yourself to things you cannot control. You cannot make this world respect you. You cannot make it dignify you. It will never bend to you. This world does not belong to door. She tied her long hair away from her face, meticulously turning on specific track lights and not others, perhaps to highlight the beauty of her Scandinavian-style furniture choices or the incomparable city view. Then she poured herself a glass of wine from a previously opened bottle, joining Reina on the sofa with an air of hospitably withheld dread. “I was born here in Tokyo,” Reina commented. “Not far from here, actually. There was a fire the day I was born. People died. My grandmother always thought it meant something that I was—” She broke off. “What I was.” “People often search for meaning where there is none,” said Aiya placidly. Perhaps in a tone of sympathy, though Reina wasn’t sure what to think anymore. “Just because you can see two points does not mean anything exists between them.” “In other words, fate is a lie we tell ourselves?” asked Reina drolly. Aiya shrugged. Despite the careful curation of her lighting, she looked tired. “We tell ourselves many stories. But I don’t think you came here just to tell me yours.” No. Reina did not know why she was there, not really. She had simply wanted to go home, and when she realized home was an English manor house, she had railed against the idea so hard it brought her here, to the place she’d once done everything in her power to escape. “I want,” Reina began slowly, “to do good. Not because I love the world, but because I hate it. And not because I can,” she added. “But because everyone else won’t.” Aiya sighed, perhaps with amusement. “The Society doesn’t promise you a better world, Reina. It doesn’t because it can’t.” “Why not? I was promised everything I could ever dream of. I was offered power, and yet I have never felt so powerless.” The words left her like a kick to the chest, a hard stomp. She hadn’t realized that was the problem until now, sitting with a woman who so clearly lived alone. Who had everything, and yet at the same time, Reina did not see anything in Aiya Sato’s museum of a life that she would covet for her own. Aiya sipped her wine quietly, in a way that made Reina feel sure that Aiya saw her as a child, a lost little lamb. She was too polite to ask her to leave, of course. That wasn’t the way of things and Reina ought to know it. Until then, Aiya would simply hold the thought in her head. “So,” Aiya said with an air of teacherly patience. “You are disappointed in the world. Why should the Society be any better? It is part of the same world.” “But I should be able to fix things. Change things.” “Why?” “Because I should.” Reina felt restless. “Because if the world cannot be fixed by me, then how can it be fixed at all?” “These sound like questions for the Forum,” Aiya said with a shrug. “If you want to spend your life banging down doors that will never open, try their tactics instead, see how it goes. See if the mob can learn to love you, Reina Mori, without consuming or destroying you first.” Another reflective sip. “The Society is no democracy. In fact, it chose you because you are selfish.” She looked demurely at Reina. “It promised you glory, not salvation. They never said you could save others. Only yourself.” “And that is power to you?” Aiya’s smile was so polite that Reina felt it like the edge of a weapon. “You don’t like feeling powerless? Then change your definition of power. Do not fix unfixable problems. Do not devote yourself to things you cannot control. You cannot make this world respect you. You cannot make it dignify you. It will never bend to you. This world does not belong to you, Reina Mori, you belong to it, and perhaps when it is ready for a revolution it will look to you for leadership.

Even if someone humiliates you and denounces you In front of a crowd of people, Think of this person as your teacher And humbly honor him — this is the practice of a bodhisattva.

One area of particular concern for professionals is the identification of ADHD in individuals from culturally and linguistically diverse backgrounds. Some are fearful that ethnic and cultural factors may lead to the overdiagnosis of ADHD in some groups, especially African American boys. Because this disorder is frequently identified by means of behavior rating scales, which rely on the subjective opinions of the evaluators, the issue of bias may arise. This concern is especially troublesome when the rater’s background differs from that of the student. Differences have been found in how teachers evaluate for ADHD in European American versus African American youngsters. African American boys, for example, were thought to exhibit the most severe symptoms of ADHD, and European American girls were seen as manifesting the least severe symptoms (Weyandt, 2007). Interestingly, Hispanic children are less likely than white and African American children to be diagnosed with ADHD (National Resource Center on ADHD, 2019a). The intriguing question then is “Are these authentic group differences (which likely reflect normative behaviors) or an indicator of possible rater bias?” Unfortunately, this issue currently remains unresolved.

The best growth is aided by community. Yes, we teachers should study our craft vigorously. We should take classes. We should attend conferences. But, in truth, without discussion practice, we will never see our fullest potential. Here, teaching is no different from other pursuits: Lasting improvement requires dedication to the humbling cycle of practice and reflection.

Every mistake is a chance to reflect, analyze, and revise. Every mistake—and every success—makes me a better teacher. But I also know that I couldn’t have made it without a collective of students, teachers, parents, and community members, like Mrs. Leona Wallace, who encouraged me, nurtured me, challenged me, and taught me. And who pushed me to understand that no matter where we teach or who we teach, we are always teaching about race and class.

Aristotle was the figure who dominated every part of the university curriculum, from Salerno and Toledo to Paris and Oxford and Louvain, from the seven liberal arts to medicine, law, and especially theology. Aristotle was, in the Arab phrase made famous by the poet Dante, “the Master of Those Who Know.” He was also the supreme teacher of all those who wanted to know. The standard way to learn any subject was first to read Aristotle’s own works on it line by line from cover to cover, then pore over the commentaries on the work by Boethius, Duns Scotus, Peter Lombard, and Thomas Aquinas (whose works were rehabilitated when he was canonized in 1323). Finally, the student would write up his own series of quaestiones, or logical debating points, that seemed to arise from the text, and which were themselves reflections on past scholars’ debates on Aristotle.

How does one know the true path?’ ‘Not through arguments—they never reach a conclusion; not from teachers—they can only give their opinions; to know the true path one must, in silence and solitude, reflect on one’s own life.

We shape behavior in the way we reward it. In that way, narcissism may simply be a reflection of how children’s behaviors are shaped into adulthood by parents, extended family, teachers, communities, and society at large.

The concept of identity is a complex one, shaped by individual characteristics, family dynamics, historical factors, and social and political contexts. Who am I? The answer depends in large part on who the world around me says I am. Who do my parents say I am? Who do my peers say I am? What message is reflected back to me in the faces and voices of my teachers, my neighbors, store clerks? What do I learn from the media about myself? How am I represented in the cultural images around me? Or am I missing from the picture altogether?

He is not merely full of the news of grace and truth, but of grace and truth themselves. Others had been messengers of gracious tidings, but He came to bring grace. Others teach us truth, but Jesus is the truth. He is that grace and truth whereof others spake. Jesus is not merely a Teacher, an Exhorter, a Worker of grace and truth; but these heavenly things are in Him, and He is full of them.

In the Sermon on the Mount, Jesus asked us to turn to nature as our teacher. Nature does not make any distinction in its treatment of the good and the evil, nor does it discriminate between the just and the unjust. To treat all things and all people as equal is the way of nature. Jesus said that our love of others should also be like that. True love is indiscriminate. In this light, the instruction to "love your enemies" and to "pray for those who persecute you" is more a reflection of this nondiscriminatory mentality than an intention to go overboard.

The one great lesson Origen learned from his Neoplatonist teachers was that every human being was made in the image of God, in the same way Plato described all material objects as made in the image of the Forms.31 Of course, the most perfect of God’s images was Jesus Christ himself, His only begotten son. However, everyone of every race, sex, age, or creed, from the lowest slave to the emperor himself, carried that same reflection of perfection.

She stared at the water until the sun’s reflection became too much, and then reached for her single bag of belongings. Digging around, she found the clay turtle. It was made of earth. It was tiny. She could use it for practice. Small, she thought as she cradled it with both hands. Precise. Silent. Small. She curled her lips in concentration. It was like crooking the tip of her pinky while wiggling her opposite ear. She needed a whole-body effort to keep her focus sufficiently narrow. There was another reason why she didn’t want to seek instruction from a famous bending master with a sterling reputation and wisdom to spare. Such a teacher would never let her kill Jianzhu in cold blood. Her hunger to learn all four elements had nothing to do with becoming a fully realized Avatar. Fire, Air, and Water were simply more weapons she could bring to bear on a single target. And she had to bring her earthbending up to speed too. Small. Precise. The turtle floated upward, trembling in the air. It wasn’t steady the way bent earth should be, more of a wobbling top on its last few spins. But she was bending it. The smallest piece of earth she’d ever managed to control. A minor victory. This was only the beginning of her path. She would need much more practice to see Jianzhu broken in pieces before her feet, to steal his world away from him the way he had stolen hers, to make him suffer as much as possible before she ended his miserable worthless life— There was a sharp crack. The turtle fractured along innumerable fault lines. The smallest parts, the blunt little tail and squat legs, crumbled first. The head fell off and bounced over the edge of the saddle. She tried to close her grip around the rest of it and caught only dust. The powdered clay slipped between her fingers and was taken by the breeze. Her only keepsake of Kelsang flew away on the wind.

Compulsory, class-based education of young people by teachers in preparation for exams is one of those universal things nobody ever questions. We just assume that’s the way learning happens. But a quick reflection on our own experience shows that there are all sorts of other ways to learn. We learn by reading, by watching, by emulating, by doing. We learn in groups of friends, we learn alone. Yet almost none of this is called ‘education’ – which is always a top–down activity. Is the classroom really the best way for young people to learn things? Or has the obsession with formal education crowded out all sorts of other, more emergent models of learning? What would education look like if allowed to evolve? When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years. There they are held, on pain of punishment, in cells called classrooms and made, on pain of further punishment, to sit at desks and follow particular routines. Of course it is not as Dickensian as it used to be, and many people emerge with brilliant minds, but school is still a highly authoritarian and indoctrinating place. In my own case, the prison analogy was all too apt. The boarding school I attended between the ages of eight and twelve had such strict rules and such regular and painful corporal punishment that we readily identified with stories of prisoners of war in Nazi Germany, even down to the point of digging tunnels, saving up food and planning routes across the countryside to railway stations. Escapes were frequent, firmly punished, and generally considered heroic.

Mahayana Buddhism was marked by the emergence of the bodhisattva ideal. It reinterpreted early Buddhist teachings, such as the Teaching of All Buddhas, in the light of the messianic vow to save all beings. Several hundred years later, these bodhisattva precepts were expressed by teachers of the Zen tradition as the Three Pure Precepts: Embrace and sustain forms and ceremonies Embrace and sustain all good Embrace and sustain all beings The Three Pure Precepts pay homage to the bodhisattva ideal of Mahayana Buddhism in the context of monastic life and practice, which reflects the origins of Zen.

The acting captain reflected that Remi was right. Acting captain was like being a substitute teacher to preteens. And like many before him, Judge never could figure out why Ben kept Wilder on staff.

We all do this in some way or another. In degrees usually. Wherein our circumstances tempt us to doubt something true about God. That He isn’t good or kind, or faithful, or trustworthy, or present, or powerful or just, or real. The trial becomes a false teacher to whom we listen because, if we’re honest, believing a lie is more comfortable than reality.

Imran had joined the army when he was a little over seventeen and had died in operations in Swat within his first three months of active duty. The father’s drooping, sorrowful figure walking back and forth to his son’s grave and sitting by it for long periods is a common sight in the village. The social studies teacher in the government school in Palwal, a young man, reflected on the grief of Imran’s father: “I have noticed him; he has taken it to heart. He has not thought about it from the other angle [of shahadat]. If he thinks from this angle, that shahadat has its own position, reputation, then he might have got some relief. He is not thinking from this angle; he is only thinking from one angle: that his son is no more.” The schoolteacher suggests that Imran’s father finds it difficult to follow the path that will allow him to move on and come to terms with his son’s unexpected and violent death. It is a story of grief that refuses to follow script, despite instruction. This and other similar stories are expressed even as the parallel script of shahadat remains intact, flowing along unhindered and unchecked, like the tears. 195/378

When I reflect on the olden days, and on how my work in psychology and philosophy has evolved over the last 30 years, I recognize that I took a path that was mostly self-directed and not very orthodox. I stepped away from academia. I gave up a secure teaching position. I followed my intuition, and I took the road less traveled. I blended psychology with spirituality. I studied mysticism and physics. I practiced yoga philosophy and wrote poetry. Along the way I became a teacher of inquiry, and

We had to write a lot of essays in school. I had a very good teacher who taught us English, V. Siddharthacharry. I enjoyed the early process of learning to structure my essays. When I came home after finishing school at eighteen, I started writing extensively. I liked to be meticulous. Initially, I read a lot on western philosophy but also made notes on the administration and constitutions of different nations and civilizations.

Every good teacher, within Judaism as without, has anticipated Him. The whole religious history of the pre-Christian world, on its better side, anticipates Him. It could not be otherwise. The Light which has lightened every man from the beginning may shine more clearly but cannot change.

It is so important to take the time to refill our own cups before returning to work to take care of everyone else. Burnout is the #1 reason more than half of our nation's school teachers want to leave their field. So, prioritizing our own self care is so important. I want to encourage you all to remember that as we continue on this school year. Need some ideas? Here are 5 ways to practice self care after an emotionally taxing day: 1. take the time to reflect without dwelling on what went wrong. It's important to process and validate your emotions without focusing just on the negative. My suggestion: try spending a few minutes journaling your feelings to get all those thoughts and emotions out of your head and on to paper. 2. Make the space to appreciate everything you did right. It's so easy to get caught up in what went wrong, so try to capture all that went right and honor those things as well. 3. Do an activity that will make you feel better, whether it's a facemask, a long walk, or a stop at your favorite bakery on the way home. Find one way to treat yourself. Try to end your day off on a high note by doing something that makes you feel good. 4. Get some sleep, seriously. Chances are your body needs it. And in order to conquer the next day, its always a good idea to have a well rested body and mind. 5. Know that: just because today was hard, it doesn't mean tomorrow will be too. It's okay to have a bad day. Those are the days that help us appreciate the good ones even more. Try to remember that one bad day doesn't mean that the rest of the year will be the same. And don't forget: You've got this!

Keeping Track of Your Reading Life: Students document their reading habits throughout the school year using their readers’ notebooks. In this section, we examine components of the reader’s notebook that reinforce wild reading habits, describing how each tool holds students accountable for their reading and provides reflection and planning opportunities for both readers and teachers.

A powerful characteristic of andragogy, the teaching of adults, is the transparency of processes. Adults thrive in educational environments that are overt regarding why and how things are being done.

Aristotle says that virtues are found in the midpoint between two vices. Apparently, our two vices here would be following the syllabus blindly on one side, and, on the other side, following all and every student’s whims to design the course and lessons. After all, students are not the specialists and hired our, I mean, your services trusting you’d make the best decisions for them. – I understand. So, in this sense, a good lesson is one where the learning is relevant to students while also abiding by the course’s goals and objectives. Easier said than done, isn’t it?

A romantic dinner with knowledge and learning! What a gathering! If education is seen not as a means to an end, but as an end in itself, as a wholesome process, the endeavor of guessing the future becomes futile. – How so? – Because education will not glance exclusively at the future, but also at the present. Education would then be aimed entirely at making life, the present everyday life, a delight. It would, then, make no sense to talk about efficiency in education in the same way there’s no efficiency in a romantic dinner or a rollercoaster ride.

Education, as I see it, is the delightful process of developing skills and knowledge in which time becomes secondary and efficiency would only instrumentalize this wholesome endeavor. Education is life itself and an ongoing process that should never end. It bears its fruit both in the present and in the future.

The school fee structure reflects the school's commitment to providing a high-quality education while maintaining financial sustainability and accountability.

The school's commitment to transparency is reflected in its efforts to communicate the fee structure through various channels, leaving no room for ambiguity or misunderstanding.

A transparent admissions process fosters trust and confidence among applicants and their families, reflecting the school's commitment to fairness.

When ego, unopposed, assumes its throne, The world, in fragments, reaps the seeds it’s sown. A kaleidoscope of discord and divide, Where separate streams in ceaseless turmoil bide. Through ego’s lens, reality transforms, A battleground where rampant desire storms. A sphere of strife, of victory and loss, Where fortunes shift as dice of fate are tossed. In ego’s solitary, narrow view, The world is painted in a hue so skewed. Confined by fears, by selfish dreams confined, Its canvas bears the limits of the mind. Thus, perception, in its manifold grace, Reflects the light of ego and soul’s face. In balance, may the truest sight be found, Where essence and ego in harmony abound. In the crucible where essence blends with sight, A wondrous transformation takes its flight. Where once division’s shadow coldly lay, Interconnection’s dawn breaks forth in day. What opposition’s harsh gaze once discerned, To harmonies of concord is now turned. The essence, with its ancient wisdom’s glow, Unveils the unity that lies below. Each leaf and stone, each soul that wanders free, A note within reality’s grand symphony. Essential, bound within the vast expanse, In life’s intricate, cosmic dance. This alchemical shift in vision’s sphere, Brings forth changes profound, both far and near. Challenges, once daunting, now unfold, As growth’s opportunities, bright and bold. Foes, once clad in enmity’s harsh guise, Transform to teachers, wise beneath the skies. Each joy, each pain, in life’s intricate weave, Threads of our evolution, we perceive. No longer a stage for vain rivalry’s play, But a landscape where learning’s blossoms sway. Growth and learning, in rich abundance, thrive, In this new world where our spirits come alive. Where once the ego’s voice, in solo strain, Ruled with iron will, in self’s domain, Now in harmony with the soul’s sweet song, It finds a place where it truly belongs. No longer master, but a partner kind, Guiding through life with a humble mind. It learns compassion’s tongue, intuition hears, Acts with mindfulness, as purpose nears. In perception’s alchemy, a journey grand, From fractured states to unity’s soft hand, From discord’s harsh cacophony to peace, A path that leads where true essences release. This sacred path, evolving as it weaves, Into our nature’s heart, where spirit cleaves. The veil of separation gently falls, As interconnectedness softly calls. Upon this path, with every step we tread, Our world transforms, new visions in its stead. The mundane now with sacredness imbues, The ordinary in extraordinary hues. Each day becomes a picture, rich and vast, For deepest truths, in vibrant colors cast. Through alchemy of sight, our roles transcend, Not mere observers, but creators bend. In world’s unfolding tale, we play our part, Co-architects, with collective heart. A reality, where highest potentials shine, In this, your design, our spirits intertwine.

Factors like the school's reputation, tuition fees, and facilities can significantly influence enrolment decisions, reflecting prospective families' perceptions of the school’s educational quality and value.

In 1968, Melvin Conway, a computer programmer and high school math and physics teacher, observed that systems tend to reflect the people and values who designed them. Conway was specifically looking at how organizations communicate internally, but later Harvard and MIT studies proved his idea more broadly. Harvard Business School analyzed different codebases, looking at software that was built for the same purpose but by different kinds of teams: those that were tightly controlled, and those that were more ad-hoc and open source.10 One of their key findings: design choices stem from how their teams are organized, and within those teams, bias and influence tends to go overlooked.

Reciprocity Life takes on meaning only through reciprocal interaction with the world. To a fishmonger, all things reek of the sea; to a teacher, life is a lesson. What we do is what we know, and how we interact is what returns our way. Reciprocity symbolizes inner and outer worlds matching up in synchronized harmony. The art of existence is to give and receive, see and be seen, and the quality of love as echo and mirror assures us that we have a genuine presence. But those who grew up with a caregiver who was physically or emotionally absent may feel more than this normal desire for reciprocity. They may experience a compulsive urge to accomplish the one, elusive thing they imagine will finally get those absent ones—or anyone—to connect with them. If someone in your life doesn't reciprocate, there are two reasons. First, if your right-sized need for validation was denied in childhood, you will involuntarily recreate the same circumstances to correct it. Know that you get second chances so that you may change the art of your interaction, not so that others might finally treat you with the loving respect you deserve (and you do deserve loving respect). And there's another reason for unrequited regard: You must be able to receive, to be emotionally available. How many times do you deny or minimize others' genuine kindness? Life is a mirror that reflects your actions including your thoughts right back at you. People reciprocate exactly in proportion to how you treat yourself internally. Show yourself love. You have so much love to give yourself enough to reverberate for eternity. Let yourself live in your own loving.

He recalled a concept from the Jewish mystics—rishima—“the imprint an experience leaves.” They believed that if you endured something and let it pass without memory or reflection, if you didn’t change after having gone through it, it was as if the event had never happened. But if an experience left an imprint, if it inspired growth or altered the course of your life, then, according to the mystics, even the most painful and challenging experiences become a blessed teacher.

Teachers of creative writing used to urge their students to write about what they know – perhaps they still do. But when you’re eighteen or nineteen and keenly aware of how thin your experience really is, it’s hard to put a directive like that into action. The truth is, a family and a hometown will afford you material to last a lifetime, but when you’re a youth neither seems important enough to address. It’s as if only distant places and other families are worth writing about. Even young New Yorkers and Londoners must feel this. For somebody writing from the wrong side of the wrong continent in the wrong hemisphere – which is more or less what it felt like when I was first writing and publishing – the feeling is acute. When you’re starting out, it takes nerve to write about home and to do it in a language that’s unapologetically local. Some voice in your head is telling you to moderate the demotic and the specific, to accommodate the ‘cosmopolitan reader’. You waste a lot of time second-guessing this abstract stranger from somewhere far more important, and sadly, in time, you’ll get to meet him or her and realize they weren’t entirely imaginary. For writers at the margin there will always be an imperial pressure to relinquish particularity and conform to something more familiar, and what is most familiar to the world of publishing is an urban and largely denatured life. Whether they acknowledge it or not, many editors like to see their own lives reflected. Readers in New York and London often prefer a friction-free reading experience, so when you stubbornly write about regional lives in local vernacular you test the cosmopolitan reader’s patience. These were lessons I had to learn at home before I began to be published abroad.

In the palm tree courtyard of the Villa Vinea, Nubia finished telling Aristo about her adventures in North Africa and Egypt. ‘Amazing,’ he kept saying. ‘That’s amazing.’ The jasmine-scented courtyard was dimly lit by bronze hanging lamps, some of them were reflected in the mirror smooth pool beside them. The silver light of the rising moon illuminated the tops of the four palm trees. ‘Tomorrow,’ said Aristo softly, ‘I am going to gather all the children together and begin to teach them. It’s what I know how to do, and it will keep them busy and occupied. Do you think that’s a good idea?’ ‘Yes,’ said Nubia. ‘That is a very good idea. You are a wonderful teacher, Aristo.’ The air was filled with the scent of jasmine, but as he moved a little closer she caught a subtle whiff of his musky lavender scent. It made her dizzy. ‘Nubia,’ he said softly. ‘I want to tell you something.’ The tone of his voice made her heart begin to pound. ‘Something you said a few days ago . . . about being old enough for love . . . For a long time I thought . . . But then Flavia said . . . and I couldn’t bear to think . . . I’ve been such a fool . . .’ Nubia couldn’t understand what he was saying. So she willed the pulsing roar in her ears to be quiet and when it was, she heard him say: ‘I loved Miriam so much!’ Nubia felt sick. How could she compete with the most beautiful girl in the Roman Empire? A girl whose beauty would never fade or grow wrinkled? She had been right not to tell Aristo her feelings. He would laugh at her. Or despise her. Or worst of all: pity her. In the darkness she felt him take her hand in his. The shock of his touch was so powerful that she almost cried out. ‘You’re trembling again,’ he said. ‘Are you cold?’ ‘No,’ she whispered. She wanted to cry out: Why do you still love Miriam? She never loved you. But I do. I will always love you. But she knew it would be the worst thing she could do. So instead she snatched her hand from his and ran upstairs and groped her way along the dim corridor to the bedroom and threw herself onto the bed. And in the lonely darkness, she wept.

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

Regina Waldman, a young Jewish girl living in Libya, who was nine years old in 1957, recalled an incident in her own school. A teacher asked the children in an arithmetic lesson: ‘If you have ten Jews and you kill five, how many do you have left?’ That, she reflected many years later, ‘was my first taste of hate.’13

Creating compelling vision and mission statements requires a deep understanding of the school's ethos, values, and strengths, obtained through thorough stakeholder consultation and reflection.

What is it about us teenage girls that claws so deeply under people’s skin? We’re reviled and desired in equal measure; cringed at, laughed at, then lunged at. The sheer effort people like my father and my teachers have spent trying to control us. So many dress codes and rigid rules and unspoken ones we have taken on the mantel of policing ourselves, looking in the mirror and wincing at our reflections, drawing our own blood first, before others can.

Showing love and concern as a caring teacher Teaching how to live into the fullness of his message Testifying to sacred realities invisible on the surface Pointing to what one needs to learn and trust Forgiving those who stumble and fall off of the path Encouraging the effort to go an extra mile for others Explaining what human minds find difficult to perceive Leading into the depths of being where the true self resides Extending compassion for sorrows, defeats, and struggles Attending a desire to be a truly loving individual Understanding how challenging it is to absorb his teachings Cautioning to stay alert and appreciate life to the utmost Influencing the decision to be generous and self-giving Finding the lost when they wander far from the Way Inviting to accept with faith what is not fully perceived Midwifing the ongoing process of transformation