Repetition Education Quotes

When you are unemployed, weekends are seven days long.

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

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

...enslaved black males were socialized by white folks to believe that they should endeabor to become patriarchs by seeking to attain the freedom to provide and protect for black women, to be benevolen patriarchs. Benevolent patriarchs exercise their power without using force. And it was this notion of patriarchy that educated black men coming from slavery into freedom sought to mimic. However, a large majority of black men took as their standard the dominator model set by white masters. When slavery ended these black men often used violence to dominate black women, which was a repetition of the strategies of control white slave masters used.

Since the dawn of education, the student considered as normal has been the student who puts up the least resistance to teaching, the one who doesn't call our knowledge into question or put our competency to the test, a student who already knows a lot, who is gifted with instant comprehension, who spares us searching for the access roads to his grey matter, a student with a natural urge to learn, who can stop being a kid in turmoil or a teenager with problems during our lessons, a student convinced from the cradle that he has to curb his appetites and emotions by exercising his reason if he doesn't want to live in a jungle filled with predators, a student confident that the intellectual life is a source of infinite pleasures that can be refined to the extreme when most other pleasures are doomed to monotonous repetition - in short, a student who has understod that knowledge is the only answer: the answer to the slavery in which ignorance wants to keep us, the sole consolation for our ontological loneliness.

Realism is for lazy-minded, semi-educated people whose atrophied imagination allows them to appreciate only the most limited and convention subject matter. Re-Fi is a repetitive genre written by unimaginative hacks who rely on mere mimesis. If they had any self-respect they'd be writing memoir, but they're too lazy to fact-check. Of course I never read Re-Fi. But the kids keep bringing home these garish realistic novels and talking about them, so I know that it's an incredibly narrow genre, completely centered on one species, full of worn-out cliches and predictable situations--the quest for the father, mother-bashing, obsessive male lust, dysfunctional suburban families, etc., etc. All it's good for is being made into mass-market movies. Given its old-fashioned means and limited subject matter, realism is quite incapable of describing the complexity of contemporary experience.

There is no 'eugenics' in Nietzsche - despite occasional references to 'breeding'- at least no more than is implicit in the recommendation to choose a partner under decent lightning conditions and with one's self-respect intact. Everything else falls under training, discipline, education and self-design - the Übermensch implies not a biological but an artistic, not to say an acrobatic programme. The only thought-provoking aspect of the marriage recommendation quoted above is the difference between onward and upward propagation. This coincides with a critique of mere repetition - obviously it will no longer suffice in future for children, as one says, to 'return' in their children. There may be a right to imperfection, but not to triviality.

Education, or the repetition and internalization of set models and the childhood seen through the lens of this education are false. Not just the models taught in class, but all perceptual models made and turned absolute. For instance, when I was a child, I didn't actually know either St. Pierre or Burpface, yet I defined myself, predicated my identity on how they saw me and how I perceived how they saw me. The above dream has shown me that, since the identity I was taught was fake, childhood is a fake.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Smart is just time on task, it's repetition and support.

Everything still revolves around memorization and repetition, the old cornerstones of Chinese education.

When you report to people every week about the condition of the company, you establish credibility. When you get them to write the information down, you teach. Education comes by repetition.

Like Semmering Academy, the Grove School was a Gothic pile of bricks run by 1950s-era chalk drones, which maintained its cultural viability by perpetuating a weirdly seductive anxiety throughout its community. Mary herself was a victim of the seduction; despite the trying and repetitive emotional requirements of her job, she remained eternally fascinated by the wicker-thin girls and their wicker-thin mothers, all of them favoring dark wool skirts and macintoshes and unreadably far-away expressions; if she squinted, they could have emerged intact from any of the last seven decades.

Repetition and memorization of imposed lessons are indeed tedious work for children, whose instincts urge them constantly to play and think freely, raise their own questions, and explore the world in their own ways. Children did not adapt well to forced schooling, and in many cases they rebelled. This was no surprise to the adults. By this point in history, the idea that children’s own preferences had any value had been pretty well forgotten. Brute force, long used to keep children on task in fields and factories, was transported into the classroom to make children learn. Some of the underpaid, ill-prepared schoolmasters were quite sadistic. One master in Germany kept records of the punishments he meted out in fifty-one years of teaching, a partial list of which included: “911,527 blows with a rod, 124,010 blows with a cane, 20,989 taps with a ruler, 136,715 blows with the hand, 10,235 blows to the mouth, 7,905 boxes on the ear, and 1,118,800 blows on the head.”25 Clearly he was proud of all the educating he had done.

From his own lessons, he knew repetition was important. The key was not to overdo the repetition—not to make it so tiresome that it actually had an inverse result and caused the student to forget. That was called boredom. According to Elizabeth, boredom was what was wrong with education today.

The modern educational system teaches children how to obey authority. People are not being educated; they're being tested for levels of obedience. School is about memorizing what you are told short-term and repeating it. Children are taught that truth comes from authority, that intelligence is the ability to remember and repeat, that accurate memory and repetition are rewarded, that noncompliance is punished, and that they need to conform both intellectually and socially. The sad truth is, our educational system is flawed. It does not properly educate the people; it teaches them how to be good workers.

Many of the streams that feed the river of culture are polluted, and the soil this river should be watering is thus parched and fragmented. Most of these we know, but let me briefly touch on some of the fault lines in the cultural soil (starving the soul) as well as some of the sources of the poisons in the water (polluting the soul).   Starving the cultural soul   One of the most powerful sources of cultural fragmentation has grown out of the great successes of the industrial revolution. Its vision, standards, and methods soon proliferated beyond the factory and the economic realm and were embraced in sectors from education to government and even church. The result was reductionism. Modern people began to equate progress with efficiency. Despite valiant and ongoing resistance from many quarters—including industry—success for a large part of our culture is now judged by efficient production and mass consumption. We often value repetitive, machine-like performance as critical to “bottom line” success. In the seductive industrialist mentality, “people” become “workers” or “human resources,” who are first seen as interchangeable cogs, then treated as machines—and are now often replaced by machines.

The experience of sexual love is therefore no longer to be sought as the repetition of a familiar ecstasy, prejudiced by the expectation of what we already know. It will be the exploration of our relationship with an ever-changing, ever unknown, partner, unknown because he or she is not in truth the abstract role or person, the set of conditioned reflexes which society has imposed, the stereotyped male or female which education has led us to expect.

Every father is given the opportunity to corrupt his daughter's nature, and the educator, husband, or psychiatrist then has to face the music. For what has been spoiled by the father can only be made good by a father, just as what has been spoiled by the mother can only be repaired by a mother. The disastrous repetition of the family pattern could be described as the psychological original sin, or as the curse of the Atrides running through the generations.

Memos are never good things in the world of education - or maybe anywhere. If nothing else, they're usually dull, and repetitive, and, as Max always put it, TLTR - too long to read. Max had banished memos entirely before I even arrived - replacing them with IOMs - instead of meetings. These were basically ... memos. But Max enforced a strict, 100-word length, limited them to Fridays (when we were "almost free"), and emphasized that he was only sending them so we could avoid a MSM - a meeting that should've been a memo.

Most of us do live like that; we live according to a preordained plan. We spend our youth being educated. Then we find a job, and meet someone, marry, and have children. We buy a house, try to make a success of our business, aim for dreams like a country house or a second car. We go away on holiday with our friends. We plan for retirement. The biggest dilemmas some of us ever have to face are where to take our next holiday or whom to invite at Christmas. Our lives are monotonous, petty, and repetitive, wasted in the pursuit of the trivial, because we seem to know of nothing better.

Take one child, limitless dreams, unlimited potential, pure innocence and a sponge-like brain. Force them by law to spend at least ten years of their precious youth being force-fed the most useless information. Constantly reminding them that they’re only as good as their grades in a system that teaches useless mind-numbing subjects and claims to confirm our intellect with repetition and random memory tests. I didn’t give a flying fuck about the square route of the number nine or the speed of sound; I just so desperately wanted to know the basics. Happiness, love, the things that we need in our lives; the things that help us to find confidence in ourselves, our ability and our dreams.

His concept of allochrony - initially introduced shyly as 'untimeliness', then later radicalized to an exit from modernity - is based on the idea, as suggestive as it is fantastic, that antiquity has no need of repetitions enacted in subsequent periods, because it 'essentially' returns constantly on its own strength. In other words, antiquity - or the ancient - is not an overcome phase of cultural development that is only represented in the collective memory and can be summoned by the wilfulness of education. It is rather a kind of constant present - a depth time, a nature time, a time of being - that continues underneath the theatre of memory and innovation that occupies cultural time.

One of the main purposes of university education is to escape from the Zeitgeist, from the mean, narrow, provincial spirit which is constantly assuring us that we are at the peak of human achievement, that we stand on the edge of unprecedented prosperity or an unparalleled catastrophe; that the next summit conference is going to be the most fateful in history or that the leader of the day is either the greatest, or the most disastrous, of all time. It is a liberation of the spirit to acquire perspective, to recognize that every generation is confronted by problems of the utmost subjective urgency, but that an objective grading is probably impossible; to learn that the same moral predicaments and the same ideas have been explored before. One need read very little in political theory to become aware of recurrences and repetitions.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

In 2017, Greg Duncan, the education economist, along with psychologist Drew Bailey and colleagues, reviewed sixty-seven early childhood education programs meant to boost academic achievement. Programs like Head Start did give a head start, but academically that was about it. The researchers found a pervasive “fadeout” effect, where a temporary academic advantage quickly diminished and often completely vanished. On a graph, it looks eerily like the kind that show future elite athletes catching up to their peers who got a head start in deliberate practice. A reason for this, the researchers concluded, is that early childhood education programs teach “closed” skills that can be acquired quickly with repetition of procedures, but that everyone will pick up at some point anyway. The fadeout was not a disappearance of skill so much as the rest of the world catching up. The motor-skill equivalent would be teaching a kid to walk a little early. Everyone is going to learn it anyway, and while it might be temporarily impressive, there is no evidence that rushing it matters.

The Cistercian monks built simple and harmonious buildings out of the local limestone, with plain colours and few ornaments. The plans involved regular repetitions: the doors, windows and roof vaults wouldn’t vary much, so that the eye would easily find points of reference. Everything felt solid and enduring. Our natural human frailty was to contrast with the immemorial tone of the masonry. The monks were particularly keen on cloisters: covered walkways opening onto a quiet central square around which one could take de-stressing walks even on a rainy afternoon. The abbey at Cîteaux was just one of thousands built with similar intentions over a period of hundreds of years. It’s not an accident that architecture that sets out to create a contemplative and serene atmosphere can easily get labelled ‘monastic’, though in truth there’s nothing inherently religious or Christian about the pursuit of calm. The longing for serenity is a continuing, widespread human need, although the overtly religious background to abbeys and monasteries has an unfortunate association: making calm places erroneously seem as if they were inherently connected to a belief in Jesus. We need to rediscover the search for calm as a fundamental ambition of all architecture, not least for the buildings of our own harried times.

Urban riots must now be recognized as durable social phenomena. They may be deplored, but they are there and should be understood. Urban riots are a special form of violence. They are not insurrections. The rioters are not seeking to seize territory or to attain control of institutions. They are mainly intended to shock the white community. They are a distorted form of social protest. The looting which is their principal feature serves many functions. It enables the most enraged and deprived Negro to take hold of consumer goods with the ease the white man does by using his purse. Often the Negro does not even want what he takes; he wants the experience of taking. But most of all, alienated from society and knowing that this society cherishes property above people, he is shocking it by abusing property rights. There are thus elements of emotional catharsis in the violent act. This may explain why most cities in which riots have occurred have not had a repetition, even though the causative conditions remain. It is also noteworthy that the amount of physical harm done to white people other than police is infinitesimal and in Detroit whites and Negroes looted in unity. A profound judgment of today’s riots was expressed by Victor Hugo a century ago. He said, ‘If a soul is left in the darkness, sins will be committed. The guilty one is not he who commits the sin, but he who causes the darkness.’ The policymakers of the white society have caused the darkness; they create discrimination; they structured slums; and they perpetuate unemployment, ignorance and poverty. It is incontestable and deplorable that Negroes have committed crimes; but they are derivative crimes. They are born of the greater crimes of the white society. When we ask Negroes to abide by the law, let us also demand that the white man abide by law in the ghettos. Day-in and day-out he violates welfare laws to deprive the poor of their meager allotments; he flagrantly violates building codes and regulations; his police make a mockery of law; and he violates laws on equal employment and education and the provisions for civic services. The slums are the handiwork of a vicious system of the white society; Negroes live in them but do not make them any more than a prisoner makes a prison. Let us say boldly that if the violations of law by the white man in the slums over the years were calculated and compared with the law-breaking of a few days of riots, the hardened criminal would be the white man. These are often difficult things to say but I have come to see more and more that it is necessary to utter the truth in order to deal with the great problems that we face in our society.

John had written that normal fantasy ("normal" in the T.S. Kuhn sense) was written for the moderately educated class suffering from ennui. It was for folks stuck doing dull, repetitive work, growing old while not getting laid half often or variously enough, watching other, less deserving people (the privileged and the crooks) scoop up your share of fun. So then the fantasy generates the exciting world where you're given a heroic purpose and an opportunity to use those very powers you have suspected that you had but never have been able to locate and use, except in destructive ways when shit-faced.

John had written that normal fantasy ("normal" in the T.S. Kuhn sense) was written for the moderately educated class from suffering ennui. It was for folks stuck doing dull, repetitive work, growing old while not getting laid half often or variously enough, watching other, less deserving people (the privileged and the crooks) scoop up your share of fun. So then the fantasy generates the exciting world where you're given a heroic purpose and an opportunity to use those very powers you have suspected that you had but never have been able to locate and use, except in destructive ways when shit-faced.

We must also consider the nature of prayer. It is curious that Christians are pushing so strenuously for prayer which they don't believe to he prayer. Christians pray to the Father of the Lord Jesus Christ-not to Allah, Krishna, or God-as-you-conceive-him/her-tobe. If we were successful in establishing Christian prayer in the schools, we would be violating the religious liberties of those who are not Christians. If we establish prayer that is not Christian, what have we gained? Why fight to get prayer in the schools when you believe the prayers, once instituted, won't get past the ceiling? Do we really want our children led in a daily vain repetition?

Letters of the alphabet are the base of reading and writing. It is through letters that form words. For your children to learn the alphabet, you can buy educational books geared for this purpose. My book the grocery cart of spring writing abc is very affordable and helpful when it comes to teaching. Train an hour a day, until they learn slowly and learn to differentiate one letter from another. Repetition and association are the keys to learning fast.

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

Today, more people die from overwork and stress than from wars. More than 75 percent of people are dissatisfied with their jobs, which they view as too tedious and repetitive. Countries are facing growing debts, a constant fear of a coming recession, and later retirement ages. The cost of human error and fraud is almost equivalent to the total amount of money allocated globally to education.

1. To learn and use three simple, easily understood concepts that must be used by any person for continuous success in any human activity. Herein lies the essence of this work. For the person who uses these three ingredients in combination in any specific activity cannot fail. • Inspiration to action: that which motivates you to act because you want to. • Know-how: the particular techniques and skills that consistently get results for you when applied. It is the proper application of knowledge. Know-how becomes habit through actual repetitive experience. • Activity knowledge: knowledge of the activity, service, product, methods, techniques, and skills with which you are particularly concerned. 2. To strive day by day to continue his education and thus expand his horizon. 3. To help himself become a better person and constantly strive to make his world better for himself and others. 4. To learn to develop the habit of recognizing, understanding, relating, assimilating, and using principles from his reading, the people he meets, and his everyday experiences. 5. To acquire financial wealth and business success, even though the spotlight is on the true riches of life. 6. To preserve and protect his inheritance as an American. 7. To feel, live, and act with a dynamic philosophy resulting from the action of striving to live up to the precepts of the religious teachings of his own church. 8. To seek and find the true riches of life. Again: A drop of ink makes thousands, perhaps millions, think. And a self-help book has changed the lives of countless thousands for the better. Take Fuller Duke, for example.

But not everyone was taken in by Hitler’s act. In Germany, too, there were warning voices. To many people’s surprise, on 17 October, Nobel Prize-winning author Thomas Mann issued an impassioned “Appeal to Reason” in Berlin’s Beethoven-Saal auditorium. The call was combined with a complex analysis of the intellectual and social preconditions for National Socialism. The Hitler movement would never have reached such a level of “mass emotional conviction,” Mann asserted, if it had not been preceded by “the sense of the beginning of a new epoch and…a new spiritual situation for humanity.” People had turned away from the fundamental principles of a civil society—“liberty, equality, education, optimism and belief in progress”—and faith in reason to embrace “the forces of the unconscious, of unthinking dynamism and of pernicious creativity,” which rejected everything intellectual. Fed by those tendencies and carried by a “gigantic wave of eccentric barbarism and primitive, populist fairground barking,” National Socialism pursued “a politics of the grotesque…replete with Salvation Army allures, reflexive mass paroxysms, amusement-park chiming, cries of hallelujah and mantra-like repetition of monotonous slogans until everyone foamed at the mouth.

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

Yet somehow, in recent years educational theory has come to reject repetition as a good educational tool when it comes to mastering our multiplication tables or identifying geographic locations or learning the correct spelling of words. We accept that to be good at sports or music you must practice over and over until your fine motor skills become your gross motor skills, meaning that you can play Tchaikovsky in your sleep! Over-practice implies enough repetition to make new skills seem easy and natural. Yet contemporary educational philosophies consider large amounts of rote practice to be unnecessary in academics. And so our modern educational system is weak. The purpose of a classical education is to strengthen one’s mind, body, and character in order to develop the ability to learn anything.

One of the biggest insights from brain science has to do with how our memories are made. We used to think it was repetition, which many of us experienced during our education, as we were forced to write or recite things again and again. But it turns out that it is retrieval, not repetition, that makes the difference. For conceptual learning, the evidence is clear: it is the act of retrieval—having to recall something we’ve learned—that makes learning memorable.

Overly informed, one creates under too much influence, too much anxiety. Without education, one risks mistaking originality for repetition, reinventing solutions to problems many times resolved in the past ["Tradition," Quarry West, #32].

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While making studies of the revolutionary movement, I was aided for a time by Angelica Balabanoff. This restless, diminutive Russian knew almost everyone engaged in socialist and communist activities. Aflame with the spirit of revolt, she spared no effort to infect others with her hatred for the capitalist regime. She was very useful as she not only brought me in contact with everyone I wished to meet, but she also spoke fluently many of the European languages. She would often sit beside me at conferences and in restaurants, translating into my ear, in a soft and to others almost inaudible voice, everything of interest said by the various speakers, no matter from what country they came. She was afterward one of Mussolini's chief aids and became his assistant editor when he took control of *Avanti*. In 1917 she went back to Russia with Lenin and other communists in the train so kindly provided by the German government, which expected them to augment the chaos already paralyzing its enemies on the East. Revolutionists talk fast and are often well educated. In some groups at dinner three or four languages would be spoken and, of course, at all the socialists and labor conferences delegates from many countries delivered their addresses in their native tongues. These different languages were laboriously translated by official interpreters. It was unnecessary to follow these dreary repetitions when Balabanoff sat beside me. She was often the official interpreter at the larger gatherings and her translations were never questioned — although she often excelled the orator in eloquence when he was expressing some of her cherished and more violently revolutionary views. Although she was a valued aid to both Mussolini and Lenin — I believe she brought them together at one time — and the most impassioned revolutionist I have ever met, she left Russia in 1921, ill and thoroughly disillusioned by the Reign of Terror.

The philosopher Alasdair MacIntyre has developed a concept of ‘living traditions’, which suggests that traditions are entirely distinct from consensus and a simple repetition of the past. He defines a living tradition as ‘an historically extended, socially embodied argument, and an argument precisely in part about the goods which constitute that tradition’.6 It may seem strange to define a tradition as an ‘argument’ extended over time, but it suggests that any tradition – e.g. of political co-operation, educational practices or artistic activity – must involve a continuous discussion of what it is and how to legitimise or change it. Traditions aren’t monolithic and unchanging (apart from dead ones, of course). They are living, dynamic and in constant motion.

All rituals are grounded in repetition and rigidly fixed action sequences.17 But they differ from habits in one important way. Rituals lack a direct, immediate reward. Instead, we have to invent a meaning and impose it on them. We lift our glasses to toast, blow out candles on a birthday cake, and wear caps and gowns at graduation. The act of standing silently for a song, singing while candles burn, or wearing a ceremonial costume acts as feedback, reinforcing our belief that something meaningful is taking place—an act of respect for our country, a celebration of another year, or an educational accomplishment.

Chocolate is a girl's best friend.' 'Consequently, I am going to polish off this entire chocolate pie, as well as sit here and cry, yes just sitting in my white tank top, and light pink comfy old short shorts, with the black drawstring in the fronts, tied, into a big floppy bow.' 'I sit looking at the TV, hugging my teddy bear. Tonight's movie lineup is 'Shawshank,' 'Misery,' 'The Notebook,' and 'A Walk to Remember.' While my black mascara from the day runs down my cheeks.' 'Life is not a fairytale, so maybe I can go next year. I know the prom is not going to happen either, yet I want to go at least once in my life. Yet, some get to go to prom, and dance for five years running. They go all four high school years.' 'Plus, they get asked for their date, which is still in school after they're out, even though they have gone many times before.' 'Then someone like me never gets the chance; that is not fair! I am not jealous; I just want to have the same opportunities, the photos, and the involvements.' 'I could envision in my mind the couples swaying to the music.' 'I could picture the bodies pressed against one another. With their hands laced with desire, all the girls having their poofy dresses pushed down by their partner's closeness, as they look so in love.' 'I know is just dumb dances, but I want to go. Why am I such a hopeless romantic? I could visualize the passionate kissing.' 'I can see the room and how it would be decorated, but all I have is the vision of it. That is all I have! Yeah, I think I know how Carrie White feels too, well maybe not like that, but close. I might get through that one tonight too because I am not going to sleep anywise.' 'So why not be scared shitless! Ha, that reminds me of another one, he- he.' 'I am sure that this night, which they had, would never be forgotten about! I will not forget it either. It must have- been an amazing night which is shared, with that one special person.' 'That singular someone, who only wants to be with you! I think about all the photographs I will never have. All the memories that can never be completed and all the time lost that can never be regained.' 'The next morning, I have to go through the same repetition over again. Something's changed slightly but not much; I must ride on the yellow wagon of pain and misery. Yet do I want to today?' 'I do not want to go after the night that I put in. I was feeling vulnerable, moody, and a little twitchy.' 'I do not feel like listening to the ramblings of my educators. Yet knowing if I do not show up at the hellhole doors, I would be asked a million questions, like why I did not show up, the next day I arrived there.

you impress upon your subconscious mind an idea, plan, concept, or belief. Repetition of positive suggestions to your subconscious mind is the most effective way of educating it to broadcast only positive messages.

Traits Commonly Associated with “Female Autism”[10] Emotional Strikes others as emotionally immature and sensitive. Prone to outbursts or crying jags, sometimes over seemingly small things. Has trouble recognizing or naming one’s feelings. Ignores or suppresses emotions until they “bubble up” and explode. May become disturbed or overwhelmed when others are upset, but uncertain how to respond or support them. Goes “blank” and seems to shut down after prolonged socializing or when overstimulated. Psychological Reports a high degree of anxiety, especially social anxiety. Is perceived by others as moody and prone to bouts of depression. May have been diagnosed with mood disorders such as Bipolar Disorder, or personality disorders such as Borderline or Narcissistic Personality Disorder, before Autism was discovered. Fears rejection intensely and tries to manage how other people feel to avoid it. Has an unstable sense of self, perhaps highly dependent on the opinions of others. Behavioral Uses control to manage stress: follows intense self-imposed rules, despite having an otherwise unconventional personality. Is usually happiest at home or in a familiar, predictable environment. Seems youthful for their age, in looks, dress, behavior, or interests. Prone to excessive exercise, calorie restriction, or other eating disordered behaviors. Neglects physical health until it becomes impossible to ignore. Self-soothes by constantly fidgeting, listening to repetitive music, twirling hair, picking at skin or cuticles, etc. Social Is a social chameleon; adopts the mannerisms and interests of the groups they’re in. May be highly self-educated but will have struggled with social aspects of college or their career. Can be very shy or mute, yet can become very outspoken when discussing a subject they are passionate about. Struggles to know when to speak when in large groups or at parties. Does not initiate conversations but can appear outgoing and comfortable when approached. Can socialize, but primarily in shallow, superficial ways that may seem like a performance. Struggles to form deeper friendships. Has trouble disappointing or disagreeing with someone during a real-time conversation.

LINGUISTIC DIFFERENCES Phonological: BASL signers are more likely to produce two-handed signs, use an overall larger signing space, and tend to produce more signs on the lower half of the face. Syntactical: A higher incidence of syntactic repetition appears in multiple studies of BASL signers. A study documented in 2011 also showed more frequent use of constructed dialogue and constructed action among Black signers. Lexical Variation: Some signs developed at Black Deaf schools diverge completely from standard ASL signs, mostly for everyday objects and activities discussed frequently by students. Linguists have also noticed an increase in lexical borrowing of words and idioms from African American Vernacular English (AAVE) among younger Black signers. Due to the prevalence of the oral method in white deaf education after the Milan Conference, many white deaf children were denied access to American Sign Language, and ASL was subjugated by spoken English. However, significantly fewer resources were dedicated to Black deaf education, leaving many Black Deaf schools to pursue manual language. As such, scholars note that some variations common in BASL, like a higher incidence of two-handed signs, are actually a preservation of the linguistic qualities of early ASL. (Jump to “ASL, origins of.”) NOTABLE PEOPLE Platt H. Skinner, abolitionist and founder of The School for Colored Deaf Dumb and Blind Children, circa 1858. (Jump to “Directory of U.S. Black Deaf Schools.”) Carl Croneberg, a Swedish-American Deaf linguist, was the first person to note differences between ASL and BASL in writing, as coauthor of the 1965 Dictionary of American Sign Language on its Linguistic Principles (see also: William Stokoe). Dr. Carolyn McCaskill’s 2011 book, The Hidden Treasure of Black ASL: Its History and Structure, features data from a series of studies performed by McCaskill and her team, and is considered a foundational work in the field.

Change comes in the form of repetition. We are doomed to repeat the mistakes of the past, and no amount of education gleaned from our propensity for self-destruction and misguided thinking ever teaches us anything. Not anything that we remember for more than a generation or two, in any case. It’s been so in the

The hard left ideology that has accelerated the West’s demise and threatens the whole of humanity with World War III was entrenched through the formal schooling system. In 2023 it is the most educated college liberal that is likely to not know the difference between men and woman, believe that poverty is justification for criminality, and extorting money from those who earn it to distribute amongst those who don’t is a good thing, amongst other half-witted ideologies. This was achieved by constant repetition of man’s superior abilities over nature in formal schools and tertiary institutions.

Culture guides how we process information. Cultures with a strong oral tradition rely heavily on the brain’s memory and social engagement systems to process new learning. Learning will be more effective if processed using the common cultural learning aids—stories, music, and repetition. These elements help build neural pathways and activate myelination. They help neurons fire and wire together in ways that make learning “sticky.” Collectivist cultures use social interactions such as conversation and storytelling as learning aids. Because of society’s history of segregation and unequal educational opportunities, many communities of color continue to use the natural learning modalities in the home and community. As a result, their neural pathways are primed to learn using story, art, movement, and music.

Traditions are conditioned reflexes. Throughout Part 2 of this book, you will find suggestions for establishing family traditions that will trigger happy anticipation and leave lasting, cherished memories. Traditions around major holidays and minor holidays. Bedtime, bath-time, and mealtime traditions; sports and pastime traditions; birthday and anniversary traditions; charitable and educational traditions. If your family’s traditions coincide with others’ observances, such as celebrating Thanksgiving, you will still make those traditions unique to your family because of the personal nuances you add. Volunteering at the food bank on Thanksgiving morning, measuring and marking their heights on the door frame in the basement, Grandpa’s artistic carving of the turkey, and their uncle’s famous gravy are the traditions our kids salivated about when they were younger, and still do on their long plane rides home at the end of November each year. (By the way, our dog Lizzy has confirmed Pavlov’s observations; when the carving knife turns on, cue the saliva, tail wagging, and doggy squealing.) But don’t limit your family’s traditions to the big and obvious events like Thanksgiving. Weekly taco nights, family book club and movie nights, pajama walks, ice cream sundaes on Sundays, backyard football during halftime of TV games, pancakes in Mom and Dad’s bed on weekends, leaf fights in the fall, walks to the sledding hill on the season’s first snow, Chinese food on anniversaries, Indian food for big occasions, and balloons hanging from the ceiling around the breakfast table on birthday mornings. Be creative, even silly. Make a secret family noise together when you’re the only ones in the elevator. When you share a secret that “can’t leave this room,” everybody knows to reach up in the air and grab the imaginary tidbit before it can get away. Have a family comedy night or a talent show on each birthday. Make holiday cards from scratch. Celebrate major family events by writing personalized lyrics to an old song and karaoking your new composition together. There are two keys to establishing family traditions: repetition and anticipation. When you find something that brings out excitement and smiles in your kids, keep doing it. Not so often that it becomes mundane, but on a regular and predictable enough basis that it becomes an ingrained part of the family repertoire. And begin talking about the traditional event days ahead of time so by the time it finally happens, your kids are beside themselves with excitement. Anticipation can be as much fun as the tradition itself.

Dee Hock had the word educe; Jacobs had ramify. It’s the root of ramification, as in consequences. But ramify alone means to branch or differentiate. It is an active verb. She felt that the branching is where energy finds new opportunity—branching out a new brand or product line, branching into a new location. It’s these small, repetitive evolutions that make a profound impact over time. The more dynamic the environment—the more people you have with this mindset—the more energy will be created. And energy, which is just power repeatedly given away and returned, is the coin of the realm.

Phonics was used to teach reading in America without question until the 1890s when John Dewey began a movement to change education from intellectual training to conditioning students to be obedient, conformist, non-thinkers. One of his disciples William Gray, dean of the University of Chicago’s School of Education, convinced the National Education Association that phonics instruction should be replaced with the look-say technique. (Look-say involves memorizing a whole word without recognizing the individual sounds of letters in the word. Committing the word to memory through repetition is a form of behavior conditioning.) In 1930 Scott Foresman published Gray’s new reader, Dick and Jane. These readers, or primers, soon gained dominance in American elementary schools.

The difference between how we currently train and prepare versus the philosophy I am advocating is similar to the difference between techniques and tactics. Techniques require inflexibility and repetition, while tactics require flexibility, good judgment and creativity. Officers can only gain the ability to execute this new philosophy with experience and education, stressing free play force on force training brought to a conclusion with clear winners and losers. Keep in mind no tactical concept is an end in itself and that there is more than one solution to a tactical dilemma.   

To be sure, the cheder curriculum was narrowly limited, the pedagogical methods primitive: drill, repetition, and cracks across the knuckles with a pointer or ruler. But at a time when the overwhelming majority of humanity was illiterate, there was hardly a Jewish male over the age of five who could not read and write. The cultural impact and importance of this are for historians, sociologists, and educators to appraise.

But we are addicted to this repetition! We need to get fed up with these same stories. We need new stories

Why is such a wonderful school not the norm? Shouldn’t SVS already have been copied in a million different places? The answer isn’t so simple—or maybe it is. The idea of total freedom for children is very threatening to most people. The kinds of objections that are raised are these: “But there are some basics—how do you ensure that each child learns them?” We at Sudbury Valley are not so certain that there are any basics, but we are certain that our students are in an environment that is real, that is totally linked to the larger community, and that if there are things everyone should learn, the kids in the school surely know it as well as the adults, and it is up to them to ensure that they learn it. Often, people are angry when they learn that most students can learn all of basic math in just 20 hours of classroom work. They feel cheated because they spent years and years of doing repetitive mathematics either because they hated it and weren’t interested and were bad at it or because they learned it fast but were told they had to redrill, redrill and redrill some more or they would forget everything. Now I ask you, would you really forget it if it were truly basic? But

Change comes in the form of repetition. We are doomed to repeat the mistakes of the past, and no amount of education gleaned from our propensity for self-destruction and misguided thinking ever teaches us anything.

The sensory roles of the anulospiral receptor and the tendon organ are absolutely central in this process of exerting and adjusting muscle tone. These devices establish the “feel” for length and tension, and it is this feeling which is maintained by the gamma motor system, the reflex arcs, and the alpha skeletal muscles. All of my muscle cells—both alpha and gamma—are continually felt by the mind as they work, whether most of these “feelings” ever reach my conscious awareness or not. And it is primarily these muscular feelings which supply my central nervous system with the constant information necessary to successfully combine the demands of free motion with those of basic structural stability. The sophistication required for this maintenance of structure and flexibility can be appreciated if we remember that almost any simple motion—such as raising the arm out to the side—changes either the length or the tension values in most of the body’s muscle cells. If one is to avoid tipping towards the extended arm, then the feet, the legs, the hips, the back, the neck, and the opposite arm all must participate in a new distribution of balance created by the “isolated” movement of raising the arm. The difficulties experienced by every child learning to sit, to stand erect, and to walk with an even gait attest to the complexity of the demands which these shifts in balance and tone make upon us. The entire musculature must learn to participate in the motion of any of its parts. And to do this, the entire musculature must feel its own activity, fully and in rich detail. Competent posture and movement are among the chief points of sensory self-awareness. The purpose of bodywork is to heighten and focus this awareness. It is the child’s task during this early motor training to experiment by trial and error, and to set the precise lengths and tensions—and changes in length and tension—in all his muscle fibers for these basic skills of standing and walking. This is the education of the basal ganglia and the gamma motor system, as learned reflex responses are added to our inherited ones. The lengths and rates of change of the spindle fibers are set at values which experience has confirmed to be appropriate for the movement desired, and then the sensorimotor reflex arcs of the spindles and the Golgis command the alpha motor nerves, and hence the skeletal muscles, to respond exactly to those specifications that have been established in the gamma system by previous trial and error. And this chain of events holds true not only for the actual limb being moved, but for all other parts of the musculature that must brace, or shift, or compensate in any way. In this complicated process, the child is guided primarily by sensory cues which become more consistent and more predictable with every repetition of his efforts.

Nature loves analogies, but not repetitions.

Why is society crumbling, collapsing, as it surely is? One of the fundamental reasons is that the individual – you – has ceased to be creative. I will explain what I mean. You & I have become imitative, we are copying, outwardly and inwardly. Outwardly, when learning a technique, when communicating with each other on the verbal level, naturally there must be some imitation, copy. I copy words. To become an engineer, I must first learn the technique, then use the technique to build a bridge. There must be a certain amount of imitation, copying, in outward technique, but when there is inward, psychological imitation, surely we cease to be creative. Our education, our social structure, our so-called religious life, are all based on imitation; that is, I fit into a particular social or religious formula. I have ceased to be a real individual; psychologically, I have become a mere repetitive machine with certain conditioned responses, whether of the Hindu, the Christian, the Buddhist, the German, or the Englishman. Our responses are conditioned according to the pattern of society, whether it is Eastern or Western, religious or materialistic. So one of the fundamental causes of the disintegration of society is imitation, and one of the disintegrating factors is the leader, whose very essence is imitation.

What kind of lunatic would come back here once he'd escaped? There were now so many pink and yellow specks in my vision, it was as if I were inside a snow globe.

The language of rhythm and repetition may sit gentler with you and your children rather than habit and discipline. Remember language creates culture, so use what sits right with you.