Responsibilities Of A Student Quotes

The master of the garden is the one who waters it, trims the branches, plants the seeds, and pulls the weeds. If you merely stroll through the garden, you are but an acolyte.

The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

School management can impress parents with their fancy infrastructure, but students have to spend more time there than their parents.

The ideal architect should be a man of letters, a skillful draftsman, a mathematician, familiar with historical studies, a diligent student of philosophy, acquainted with music, not ignorant of medicine, learned in the responses of jurisconsults, familiar with astronomy and astronomical calculations.

I realized that every lesson, conference, response, and assignment I taught must lead students away from me and toward their autonomy as literate people.

he who has the knowledge has the responsibility to impart it to the students.

When everyone in the classroom, teacher and students, recognizes that they are responsible for creating a learning community together, learning is at its most meaningful and useful.

My name is not Mara Dyer, but my lawyer told me I had to choose something. A pseudonym. A nom de plume, for all of us studying for the SATs. I know that having a fake name is strange, but trust me—it’s the most normal thing about my life right now. Even telling you this much probably isn’t smart. But without my big mouth, no one would know that a seventeen-year-old who likes Death Cab for Cutie was responsible for the murders. No one would know that somewhere out there is a B student with a body count. And it’s important that you know, so you’re not next.

My, my," he said, looking the note over. "If only students would write this much in their essays. One of you has considerably worse writing than the other, so forgive me if I get anything wrong here." He cleared his throat."'So, I saw J last night,' begins the person with bad handwriting, to which the response is,'What happened,' followed by no fewer than five question marks. Understandable, since sometimes one—let alone four—just won't get the point across, eh?" The class laughed, and I noticed Mia throwing me a particularly mean smile. "The first speaker responds:'What do you think happened? We hooked up in one of the empty lounges.'“ Mr. Nagy glanced up after hearing some more giggles in the room. His British accent only added to the hilarity. "May I assume by this reaction that the use of 'hook up' pertains to the more recent, shall we say,carnal application of the term than the tamer one I grew up with?” More snickers ensued. Straightening up, I said boldly, "Yes, sir, Mr. Nagy. That would be correct, sir." A number of people in the class laughed outright. "Thank you for that confirmation, Miss Hathaway. Now, where was I? Ah yes, the other speaker then asks,'How was it?' The response is,'Good,' punctuated with a smiley face to confirm said adjective. Well. I suppose kudos are in order for the mysterious J, hmmm?'So, like, how far did you guys go?' Uh, ladies," said Mr. Nagy, "I do hope this doesn't surpass a PG rating.'Not very.We got caught.'And again, we are shown the severity of the situation, this time through the use of a not-smiling face.'What happened?' 'Dimitri showed up. He threw Jesse out and then bitched me out.'“ The class lost it, both from hearing Mr. Nagy say "bitched" and from finally getting some participants named. "Why, Mr.Zeklos, are you the aforementioned J? The one who earned a smiley face from the sloppy writer?

One student asks: Why should I live? Steven Pinker answers: In the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

I’ll tell you a secret. I’m not responsible for whether my students care or don’t care. That care has to come from them—not me.” “Where does that leave you?” “No matter what, Ari, my job is to care.” “Even when they don’t?” “Even when they don’t.” “No matter what?” “No matter what.

As Feministing.com commenter electron-Blue noted in response to the 2008 New York Times Magazine article “Students of Virginity,” on abstinence clubs at Ivy League colleges, “There were a WHOLE LOTTA us not having sex at Harvard . . . but none of us thought that that was special enough to start a club about it, for pete’s sake.

Ultimately though, we are not responsible for another's happiness. The unhappy person almost always suffers from self-inflicted pain.

A sense of responsibility in teaching pushes us constantly to think about and promote the best interests of our students. In contrast, the demand for accountability often induces mere compliance.

Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

My life is on loan, like money borrowed from a bank. God is the lender, and He retains the right to call in the loan any time. Though I am responsible for taking care of it, I do not own this life; it is borrowed. Why should I fear its loss or the loss of anything else in this world when I must surrender it all anyway?

Are the Trials starting?” The girl claps her hands over her mouth. “I'm sorry,” she whispers. “I—” “It's all right.” I don't smile at her. It will only scare her. For a female slave, a smile from a Mask is not usually a good thing. “I'm actually wondering the same thing. What's your name?” “S-slave-Girl.” Of course. My mother would already have scourged her name out of existence. “Right. You work for the Commandant?” I want her to say no. I want her to say that my mother roped her into this. I want her to say she's assigned to the kitchens or infirmary, where slaves aren't scarred or missing body parts. But the girl nods in response to my question. Don't let my mother break you, I think. The girl meets my eyes, and there is that feeling again, low and hot and consuming. Don't be weak. Fight. Escape. A gust of wind whips a strand free from her bun and across her cheekbone. Defiance flashes across her face as she holds my gaze, and for a second, I see my own desire for freedom mirrored, intensified in her eyes. It's something I've never detected in the eyes of a fellow student, let alone a Scholar slave. For one strange moment, I feel less alone. But then she looks down, and I wonder at my own naiveté. She can't fight. She can't scape. Not from Blackcliff. I smile joylessly; in this, at least, the slave and I are more similar than she'll ever know.

The older you get the more you realize that just because someone has an important job doesn't necessarily mean that they do it responsibly, or are even good at it. There are many 'D' students running around with high social status gained from their seemingly important positions. Integrity and proficiency are not a given. These qualities can only be proven over time.

Then, as we pulled into a parking lot to break for lunch, another white student stood to speak. But instead of a different variation on “Please don’t make me responsible for this,” she took a deep breath and gave in to the emotion of it all. “I don’t know what to do with what I’ve learned,” she said. “I can’t fix your pain, and I can’t take it away, but I can see it. And I can work for the rest of my life to make sure your children don’t have to experience the pain of racism.” And then she said nine words that I’ve never forgotten: “Doing nothing is no longer an option for me.

I hurried out of the lobby and turned the corner into the English hall, so I didn’t see the guy in front of me until it was too late. “Oh!” I exclaimed as we bumped shoulders. “Sorry!” Then I realized who I’d bumped into, and I immediately regretted my apologetic tone. If I’d known it was David Stark, I would have tried to hit him harder, or maybe stepped on his foot with the spiky heel of my new shoes for good measure. I did my best to smile at him, though, even as I realized my stomach was jumping all over the place. He must have scared me more than I’d thought. David scowled at me over the rims of his ridiculous hipster glasses, the kind with the thick black rims. I hate those. I mean, it’s the 21st century. There are fashionable options for eyewear. “Watch where you’re going,” he said. Then his lips twisted in a smirk. “Or could you not see through all that mascara?” I would’ve loved nothing more than the tell him to kiss my ass, but one of the responsibilities of being a student leader at The Grove is being polite to everyone, even if he is a douchebag who wrote not one, but three incredibly unflattering articles in the school paper about what a crap job you’re doing as SGA president. And you especially needed to be polite to said douchebag when he happened to be the nephew of Saylor Stark, President of the Pine Grove Junior League, head of the Pine Grove Betterment Society, Chairwoman of the Grove Academy School Board, and, most importantly, Founder and Organizer of Pine Grove’s Annual Cotillion. So I forced myself to smile even bigger at David and said, “Nope, just in a hurry. Are you, uh… are you here for the dance?” He snorted. “Um, no. I’d rather slam my testicles in a locker door. I have some work to do on the paper.

Encounters taking the form of challenge-and-response are the most illuminating kind of events a for student of human affairs if he believes, as I believe, that one of the most distinctive characteristics of Man is the he is partially free to make choices.... Encounters are the occasions in human life on which freedom and creativity come into play and on which new things are brought into existence.

One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.

For too long some of our schools have taught too many subjects as subsets of dogmatic commitments...Too often, education made our students less flexible- confident to the point of arrogance that they now had all the answers- rather than more flexible- humble in their lifelong openness to new questions and new responses. An important goal of quality education is to equip each generation to participate effectively in what has been called 'the great conversation' of our times. This means, on one hand, being unafraid of controversy. But, on the other hand, it also means being sensitive to the values and outlooks of others.

Why must I test myself? Because no one else will, not anymore. Now that I am no longer a student of any kind, I must take responsibility for the furniture inside my head. I must slide new drawers into chests and attach new rollers to armchairs. I must maintain the old highboys and sideboards and whatnots. Polish, patch, dust, buff.

We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.

Education occurs when students set out to educate themselves… the student will only learn, can only learn, what he chooses to learn…(An) advantage of not pushing is an innate sense (his) education is (his) responsibility and reward.

Impulsivity is commonly misdiagnosed as AD/HD, but it is actually an exaggerated response to stress that serves as a survival mechanism:

Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.

But over the last decade, neuroscientists have discovered that, like an eager student, the brain is remarkably responsive to experience. Ask your brain to do math every day, and it gets better at math. Ask your brain to worry, and it gets better at worrying. Ask your brain to concentrate, and it gets better at concentrating. Not only does your brain find these things easier, but it actually remodels itself based on what you ask it to do.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Students get the message bout what adults want. When 4th graders in a variety of classroomswere asked what their teachers most wanted them to do, they didn't say, "Ask thoughtful questions" or "Make responsible decisions" or Help others." They said, "Be quiet, don't fool around, and get our work done on time.

Responsibility Training is rigged from the ground up so that the students win.

And I thought of a cresting wave of water, lit by a moon, rushing past and vanishing upstream, pursued by a band of yelping students whose torchbeams criss-crossed in the dark. There is accumulation. There is responsibility. And beyond these, there is unrest. There is great unrest.

You and I, we’re responsible for our own flourishing. We’re responsible for not letting our happiness depend on external circumstances—we shouldn’t let the rain, annoying strangers, or a leaking washing machine decide upon our wellbeing. Otherwise, we become helpless victims of life circumstances out of hand. As a Stoic student, you learn that only you can ruin your life and only you can refuse to let your inner self be conquered by whatever nasty challenge life throws at you.

If freedom, personal responsibility, self-initiative, honesty, integrity, and concern for others rank high in your system of values, and if they represent characteristics you would like to see in your children, then you will want to be a trustful parent. None of these can be taught by lecturing, coercion, or coaxing. They are acquired or lost through daily life experiences that reinforce or suppress them. You can help your children build these values by living them yourself and applying them in your relationship with your children. Trust promotes trustworthiness. Self-initiative and all of the traits that depend on self-initiative can develop only under conditions of freedom.

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

Economists are not responsible for the wealth of nations, but they can be responsible for the poverty of nations. This is an ironic twist that students must come to understand. Economists err if they forget that economic life existed before them, and that it operates, for the most part, independently of them.

Memorization has gotten a bad rap recently. Lots of students, and even some educators, say that being able to reason is more important than knowing facts; and besides, why bother committing things to memory when you've got Google? My response to this - after I've finished inwardly groaning - is that of course reasoning is important, but that doesn't mean you shouldn't know facts as well. It's not like you have to choose between one or the other. Besides, facts give you a foundation on which to reason about things.

The old adage we usually hear is that “practice makes perfect.” Based on what we know about neuroplasticity and deliberate practice, we should rephrase that to read, “practice makes permanent.” As you organize yourself for this self-reflective prep work, remember that it is not about being perfect but about creating new neural pathways that shift your default cultural programming as you grow in awareness and skill.

I tell my students, who are concerned with the question of betrayal, that when it comes to memoir, there is no such thing as absolute truth—only the truth that is singularly their own. I say this not to release them from responsibility but to illuminate the subjectivity of our inner lives. One person's experience is not another's.

It is the well educated who will improve society—and they will improve it, at first, by criticizing it, and we are giving them the tools to criticize it. Naturally, as students, the brighter of them will begin their improvements upon society by criticizing us.” To Owen, old Archie Thorndike would sing a slightly different song: “It is your responsibility to find fault with me, it is mine to hear you out. But don’t expect me to change. I’m not going to change; I’m going to retire! Get the new headmaster to make the changes; that’s when I made changes—when I was new.” “WHAT CHANGES DID YOU MAKE?” Owen Meany asked. “That’s another reason I’m retiring!” old Thorny told Owen amiably. “My memory’s shot!

Culture, it turns out, is the way that every brain makes sense of the world. That is why everyone, regardless of race or ethnicity, has a culture. Think of culture as software for the brain’s hardware. The brain uses cultural information to turn everyday happenings into meaningful events. If we want to help dependent learners do more higher order thinking and problem solving, then we have to access their brain’s cognitive structures to deliver culturally responsive instruction.

Students of media are persistently attacked as evaders, idly concentrating on means or processes rather than on 'substance'. The dramatic and rapid changes of 'substance' elude these accusers. Survival is not possible if one approaches his environment, the social drama, with a fixed, unchangeable point of view - the witless repetitive response to the unperceived.

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.

By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.

My refusal to remove the book from the library was backed by a majority of the Board of Governors. I wrote back to Mr Malfoy, explaining my decision: So-called pure-blood families maintain their alleged purity by disowning, banishing or lying about Muggles or Muggle-borns on their family trees. They then attempt to foist their hypocrisy upon the rest of us by asking us to ban works dealing with the truths they deny. There is not a witch or wizard in existence whose blood has not mingled with that of Muggles, and I should therefore consider it both illogical and immoral to remove works dealing with the subject from our students' store of knowledge.(4) This exchange marked the beginning of Mr Malfoy's long campaign to have me removed from my post as Headmaster of Hogwarts, and of mine to have him removed from his position as Lord Voldemort's Favourite Death Eater. (4)My response prompted several further letters from Mr Malfoy, but as they consisted mainly of opprobrious remarks on my sanity, parentage and hygiene, their relevance to this commentary is remote.

And many years later, as an adult student of history, Knecht was to perceive more distinctly that history cannot come into being without the substance and the dynamism of this sinful world of egoism and instinctuality, and that even such sublime creations as the Order were born in this cloudy torrent and sooner or later will be swallowed up by it again...Nor was this ever merely an intellectual problem for him. Rather, it engaged his innermost self more than any other problem, and he felt it as partly his responsibility. His was one of those natures which can sicken, languish, and die when they see an ideal they have believed in, or the country and community they love, afflicted with ills.

Just how accurate is face reading? Since turning pro as a physiognomist in 1986, I have read faces like crazy. At the end of those readings, I ask for feedback about my accuracy. About 99 percent of the time the response is positive. This system is so easy to learn, students like you can have a high level of accuracy, too.

Lisak and Miller examined a random sample of 1,882 men, all of whom were students at the University of Massachusetts Boston between 1991 and 1998. Their average age was twenty-four. Of these 1,882 students, 120 individuals—6.4 percent of the sample—were identified as rapists, which wasn’t a surprising proportion. But 76 of the 120—63 percent of the undetected student rapists, amounting to 4 percent of the overall sample—turned out to be repeat offenders who were collectively responsible for at least 439 rapes, an average of nearly 6 assaults per rapist. A very small number of men in the population, in other words, had raped a great many women with utter impunity. Lisak’s study also revealed something equally disturbing: These same 76 individuals were also responsible for 49 sexual assaults that didn’t rise to the level of rape, 277 acts of sexual abuse against children, 66 acts of physical abuse against children, and 214 acts of battery against intimate partners. This relative handful of male students, as Lisak put it, “had each, on average, left 14 victims in their wake….And the number of assaults was almost certainly underreported.

Will non-English-speaking students start speaking English because their teachers were fired? Will children come to school ready to learn because their teachers were fired? It would be good if our nation's education leaders recognized that teachers are not solely responsible for student test scores. Other influences matter, including the students' effort, the family's encouragement, the effects of popular culture, and the influence of poverty. A blogger called "Mrs. Mimi" wrote the other day that we fire teachers because "we can't fire poverty." Since we can't fire poverty, we can't fire students, and we can't fire families, all that is left is to fire teachers.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

As these quotations are examined and exposed, it will become quite clear that those Jesus mythicists citing the Church Fathers in such a fashion are not competent students on the subject of Christianity's origins. They have merely copied accusations from less than reliable sources without concern for whether their citations were interpreted properly or even existed. Nor have they ever bothered investigating the responses given by Christian apologists to these quotes. That it attacks Christianity is enough for them.

I had no one to point at. Certainly not my parents, because I had nothing to accuse them of. The zeal for letting in the daylight, with which , as a member of the concentration camps seminar, I had condemned my father to shame, had passed, and it embarrassed me. But what other people in my social environment had done, and their guilt, were in any case a lot less bad than what Hanna had done. I had to point at Hanna. But the finger I had pointed at her turned back to me. I had loved her. Not only had I loved her, I had chosen her. I tried to tell myself that I had known nothing of what she had done when I chose her. I tried to talk myself into the state of innocence in which children love their parents. But love of our parents is the only for which we are not responsible. And perhaps we are responsible even for the love we feel for our parents. I envied other students back then who had dissociated themselves from their parents and thus from the entire generation of perpetrators, voyeurs, and the willfully blind, accommodators and accepters, thereby overcoming perhaps not their shame, but at least their suffering because of the shame. But what gave rise to the swaggering self-righteousness I so often encountered among these students? How could one feel guilt and sahme and at teh same time parade one's self-righteousness? Was their dissociation of themselves from their parents ere rhetoric: sounds and noise that were supposed to drown out the fact that their love for their parents made them irrevocably complicit in their crimes? These thoughts did not come until later, and even later they brought no comfort. How could it be a comfort that the pain I went through because of my love for Hanna, was, in a way, the fate of my generation, a German fate, and that it was only more difficult for me to evade, more difficult for me to manage than for others. All the same, it would have been good for me back then to be able to feel I was part of my generation.

From the will of a freedom-fighter, Farzad Kamangar: "Is it possible to be a teacher and not show the path to the sea to the little fish of the country? Is it possible to carry the heavy burden of being a teacher and be responsible for spreading the seeds of knowledge and still be silent? Is it possible to see the lumps in the throats of the students and witness their thin and malnourished faces and keep quiet? … I cannot imagine witnessing the pain and poverty of the people of this land and fail to give our hearts to the river and the sea, to the roar and the flood.

Ramanujan was not the first foreigner to retreat into his shell in a new country; indeed, his was the typical response, not the exceptional one. One later study of Asian and African students in Britain observed that a sense of exclusion “from the life of the community … constituted one of the most serious problems with which they were confronted … [and had] a serious psychological effect” upon them. Another study, this time of Indian students in particular, reported that while 83 percent of them saw friends more or less every day back in India, just 17 percent did while in England.

The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.

In the workplace, Japanese women have low participation and low pay. Participation declines steeply with increasing level of responsibility. Whereas women account for 49% of Japanese university students and 45% of entry-level job holders, they account for only 14% of university faculty positions (versus 33%–44% in the U.S., United Kingdom, Germany, and France), 11% of middle-level to senior management positions, 2% of positions on boards of directors, 1% of business executive committee members, and less than 1% of CEOs. At those higher levels Japan lags behind all major industrial countries except (again) South Korea.

But love of our parents is the only love for which we are not responsible. And perhaps we are responsible even for the love we feel for our parents. I envied other students back then who had dissociated themselves from their parents and thus from the entire generation of perpetrators, voyeurs, and the willfully blind, accommodators and accepters, thereby overcoming perhaps not their shame, but at least their suffering because of the shame. But what gave rise to the swaggering self-righteousness I so often encountered among these students? How could one feel guilt and shame, and at the same time parade one’s self-righteousness? Was their dissociation of themselves from their parents mere rhetoric: sounds and noise that were supposed to drown out the fact that their love for their parents made them irrevocably complicit in their crimes?

If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook. And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone. If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault. That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.' What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.

The censors were so far gone as to find the following sentence obscene: 'The factory gate waited for the student workers, thrown open in longing.' What can I say? This obscenity verdict was handed down by a censor in response to my script for my 1944 film about a girls' volunteer corps, Ichiban utsukushiku (The Most Beautiful). I could not fathom what it was he found to be obscene about this sentence. Probably none of you can either. But for the mentally disturbed censor this sentence was unquestionably obscene. He explained that the word 'gate' very vividly suggested to him the vagina! For these people suffering from sexual manias, anything and everything made them feel carnal desire. Because they were obscene themselves, everything seen through their obscene eyes naturally became obscene. Nothing more or less than a case of sexual pathology.

...your zeal to face life's rough and tumble, your ardor to accept the responsibilities of adulthood is hardly congruent with the aspirations of most graduate students...' He shook his head of disagreeable hair. 'I need not tell you,' he deplored, sinking to paralipsis, 'that there resides in almost every one of 'em the unconscious desire not to grow up. For once the academic goal is attained and the doctorate irradicably abbreviated after the name, the problem of facing the world is confronted. The subtlest, most unremitting drive of the student is his unconscious proclivity to postpone the acceptance of responsibility as long as possible.

Jill was born into an inner-city home. Her father began having sex with Jill and her sister during their preschool years. Her mother was institutionalized twice because of what used to be termed “nervous breakdowns.” When Jill was 7 years old, her agitated dad called a family meeting in the living room. In front of the whole clan, he put a handgun to his head, said, “You drove me to this,” and then blew his brains out. The mother’s mental condition continued to deteriorate, and she revolved in and out of mental hospitals for years. When Mom was home, she would beat Jill. Beginning in her early teens, Jill was forced to work outside the home to help make ends meet. As Jill got older, we would have expected to see deep psychiatric scars, severe emotional damage, drugs, maybe even a pregnancy or two. Instead, Jill developed into a charming and quite popular young woman at school. She became a talented singer, an honor student, and president of her high-school class. By every measure, she was emotionally well-adjusted and seemingly unscathed by the awful circumstances of her childhood. Her story, published in a leading psychiatric journal, illustrates the unevenness of the human response to stress. Psychiatrists long have observed that some people are more tolerant of stress than others.

Or possibly- forgive me- you simply haven't decided what you want from life yet; you haven't found anything that you truly want to hold onto. That changes everything, you know. Students and very young people can rent with no damage to their intellectual freedom, because it puts them under no threat: they have nothing, yet, to lose. Have you noticed how easily the very young die? They make the best martyrs for any cause, the best soldiers, the best suicides. It's because they're held here so lightly: they haven't yet accumulated loves and responsibilities and commitments and all the things that tie us securely to this world. They can let go of it as easily and simply as lifting a finger. But as you get older, you begin to find things that are worth holding onto, forever. All of a sudden you're playing for keeps, as children say, and it changes the very fabric of you.

The School Now we come to the school. The responsibility of the school is to educate a child and at the same time, not to vanquish all the virtues that a child is born with. A child is born with virtues and a school should see that it protects their virtues, that innocence, the sense of belongingness, love, and trust which every child is born with. Often in the educational system, the school only caters as an information bureau, but not as a personality-building center. Most schools can produce great computers but only a few good human beings. We have brilliant students. They have information about the world. Just by one question they can answer all the information that is needed. But are they good human beings? Do they know how to behave well? Are they cultured, civilized, compassionate human beings? This is a question that every school and every teacher should ask.

The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.

The foretelling, Elias,” the Augur says. “The future given to the Augurs in visions. That is the reason we built this school. That is the reason you are here. Do you know the story?” The story of Blackcliff’s origin was the first thing I learned as a Yearling: Five hundred years ago, a warrior brute named Taius united the fractured Martial clans and swept down from the north, crushing the Scholar Empire and taking over most of the continent. He named himself Emperor and established his dynasty. He was called the Masked One, for the unearthly silver mask he wore to scare the hell out of his enemies. But the Augurs, considered holy even then, saw in their visions that Taius’s line would one day fail. When that day came, the Augurs would choose a new Emperor through a series of physical and mental tests: the Trials. For obvious reasons, Taius didn’t appreciate this prediction, but the Augurs must have threatened to strangle him with sheep gut, because he didn’t make a peep when they raised Blackcliff and began training students here. And here we all are, five centuries later, masked just like Taius the First, waiting for the old devil’s line to fail so one of us can become the shiny new Emperor. I’m not holding my breath. Generations of Masks have trained and served and died without a whisper of the Trials. Blackcliff may have started out as a place to prepare the future Emperor, but now it’s just a training ground for the Empire’s deadliest asset. “I know the story,” I say in response to the Augur’s question. But I don’t believe a word of it, since it’s mythical horse dung.

No one should have to pass someone else’s ideological purity test to be allowed to speak. University life—along with civic life—dies without the free exchange of ideas. In the face of intimidation, educators must speak up, not shut down. Ours is a position of unique responsibility: We teach people not what to think, but how to think. Realizing and accepting this has made me—an eminently replaceable, untenured, gay, mixed-race woman with PTSD—realize that no matter the precariousness of my situation, I have a responsibility to model the appreciation of difference and care of thought I try to foster in my students. If I, like so many colleagues nationwide, am afraid to say what I think, am I not complicit in the problem?83

Perhaps because I have spent hours sermonizing to students about the sins of the passive voice—how it can obfuscate meaning, deaden vitality, and abandon the task of assigning agency or responsibility—I find the grammar of justice maddening. It’s always “rendered,” “served,” or “done.” It always swoops down from on high—from God, from the state—like a bolt of lightning, a flaming sword come to separate the righteous from the wicked in Earth’s final hour. It is not, apparently, something we can give to one other, something we can make happen, something we can create together down here in the muck. The problem may also lie in the word itself, as for millennia “justice” has meant both “retribution” and “equality,” as if a gaping chasm did not separate the two. If you really want to know what justice is, don’t only ask questions and then score off anyone who answers, and refute him, roars Thrasymachus to Socrates in The Republic. You know very well that it is much easier to ask questions than to answer them. Give an answer yourself and tell us what you say justice is. When justice is done, writes Anne Carson, the world drops away. This does not seem to me a happy thought. I am not yet sure I want the world to drop away.

In three weeks, the women's team had done more for soccer in the United States than any team had ever done. Yet, the United States Soccer Federation was unprepared and unwelcoming in its acerbic response to the women's success. With petty, resentful, chauvinistic behavior, the federation would bungle what should have been its greatest moment as a national governing body. Its leaders would criticize DiCicco instead of congratulating him, they would threaten to sue the women over an indoor victory tour and they would wait an unacceptably long period before entering into contract negotiations with the team. Then, at the end of the year, the federation would offer a deal that the women found insulting. Unwilling to trust that the federation was bargaining in good faith, the women would boycott a trip to a tournament in Australia. They would become champions of the world, embraced by the president, by the largest crowd ever to watch women play and by the largest television audience for soccer in this country, embraced by everyone, it seemed, but the officials who ran the sport with the vision of a student council. Increasingly, it appeared, the only amateurs left in sports were the people running the federations that governed them.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

Illness in this society, physical or mental, they are not abnormalities. They are normal responses to an abnormal culture. This culture is abnormal when it comes to real human needs. And.. it is in the nature of the system to be abnormal, because if we had a society geared to meet human needs.. would we be destroying the Earth through climate change? Would we be putting extra burden on certain minority people? Would we be selling people a lot of goods that they don't need, and, in fact, are harmful for them? Would there be mass industries based on manufacturing, designing and mass-marketing toxic food to people? So we do all that for the sake of profit. That's insanity. It is not insanity from the point of view of profit, but it is insanity from the point of view of human need. And so, in so many ways this culture denies and even runs against counter to human needs. When you mentioned trauma.. given how important trauma is in human life and what an impact it has.. why have we ignored it for so long? Because that denial of reality is built in into this system. It keeps the system alive. So it is not a mistake, it is a design issue. Not that anybody consciously designed it, but that's just how the system survives. Now.. the average medical student to THIS DAY (I say the average.. there are exceptions) still doesn't get a single lecture on trauma in 4 years of medical school. They should have a whole course on it, Because I can tell you that trauma is related to addiction, all kinds of mental illness and most physical health conditions as well. And there is a whole lot of science behind that, but they don't study that science. Now that reflects this society's denial of trauma, the medical system simply reflects the needs of the larger society, I should say, the dominant needs of the larger society.

Much of Chinese society still expected its women to hold themselves in a sedate manner, lower their eyelids in response to men's stares, and restrict their smile to a faint curve of the lips which did not expose their teeth. They were not meant to use hand gestures at all. If they contravened any of these canons of behavior they would be considered 'flirtatious." Under Mao, flirting with./bre/gners was an unspeakable crime. I was furious at the innuendo against me. It had been my Communist parents who had given me a liberal upbringing. They had regarded the restrictions on women as precisely the sort of thing a Communist revolution should put an end to. But now oppression of women joined hands with political repression, and served resentment and petty jealousy. One day, a Pakistani ship arrived. The Pakistani military attache came down from Peking. Long ordered us all to spring-clean the club from top to bottom, and laid on a banquet, for which he asked me to be his interpreter, which made some of the other students extremely envious. A few days later the Pakistanis gave a farewell dinner on their ship, and I was invited. The military attache had been to Sichuan, and they had prepared a special Sichuan dish for me. Long was delighted by the invitation, as was I. But despite a personal appeal from the captain and even a threat from Long to bar future students, my teachers said that no one was allowed on board a foreign ship. "Who would take the responsibility if someone sailed away on the ship?" they asked. I was told to say I was busy that evening. As far as I knew, I was turning down the only chance I would ever have of a trip out to sea, a foreign meal, a proper conversation in English, and an experience of the outside world. Even so, I could not silence the whispers. Ming asked pointedly, "Why do foreigners like her so much?" as though there was something suspicious in that. The report filed on me at the end of the trip said my behavior was 'politically dubious." In this lovely port, with its sunshine, sea breezes, and coconut trees, every occasion that should have been joyous was turned into misery. I had a good friend in the group who tried to cheer me up by putting my distress into perspective. Of course, what I encountered was no more than minor unpleasantness compared with what victims of jealousy suffered in the earlier years of the Cultural Revolution. But the thought that this was what my life at its best would be like depressed me even more. This friend was the son of a colleague of my father's. The other students from cities were also friendly to me. It was easy to distinguish them from the students of peasant backgrounds, who provided most of the student officials.

So I will commit to showing up with deep humility and doing the best I can. I will keep getting it wrong, which is the closest I can come to getting it right. When I am corrected, I will stay open and keep learning. Not because I want to be the wokest woke who ever woked. But because people’s children are dying of racism, and there is no such thing as other people’s children. Hidden racism is destroying and ending lives. It’s making police officers kill black men at three times the rate of white men. It’s making lawmakers limit funding for clean water and poison children. It’s making doctors allow black women to die during or after childbirth at three to four times the rate of white women. It’s making school officials suspend and expel black students at three times the rate of white students. It’s making judges incarcerate black drug users at nearly six times the rate of white drug users. And—because of my complicity in this system that dehumanizes others—it is dehumanizing me. The fact that the programmed poison of racism was pumped into us may not be our fault, but getting it out is sure as hell our responsibility.

The value of the student’s question is supreme. The best initial response to a question is not to answer it, per se, but to validate it, protect it, support it, and make a space for it. Like a blossom just emerging, a question is vulnerable and delicate. A direct answer can extinguish a question if you’re not careful. But if you nourish the blossom, it will grow and give fruit in the form of insight as well as more questions. In short, a question needs to be nurtured more than answered. It should be given center stage, admired, relished, embraced, and sustained.

I believe in God. But I do not believe the same things about Him that I did years ago, when I was growing up or when I was a theological student. I recognize His limitations. He is limited in what He can do by laws of nature and by the evolution of human nature and human moral freedom. I no longer hold God responsible for illnesses, accidents, and natural disasters, because I realize that I gain little and I lose so much when I blame God for those things. I can worship a God who hates suffering but cannot eliminate it, more easily than I can worship a God who chooses to make children suffer and die, for whatever exalted reason. Some years ago, when the "death of God" theology was a fad, I remember seeing a bumper sticker that read "My God is not dead; sorry about yours." I guess my bumper sticker reads "My God is not cruel; sorry about yours.

I also don't think that parents should pay for their children's graduate or law school. Helping a student with a four-year bachelor's degree is very generous, but an advanced degree should be considered a personal responsibility. That will ensure that the coursework is taken very seriously and makes the young person take ownership of their degree. and when they graduate, it's a shared accomplishment that the whole family can be proud of. But do not encourage graduate school just for graduate school's sake. Work experience is much more valuable if the decision come down to that.

Sartre explained what he meant by the anguish of choice through the true story of a student who had come to ask his advice during the war. This young man had to make a very difficult decision. He could either stay at home to look after his mother; or he could run off and try to join the French Resistance and fight to save his country from the Germans. This was the most difficult decision of his life and he wasn't sure what to do. If he left his mother, she would be vulnerable without him. He might not succeed in getting to the Resistance fighters before being caught by the Germans, and then the whole attempt to do something noble would be a waste of energy and of a life. But if he stayed at home with his mother, he'd be letting others do the fighting for him. What should he do? What would you do? What advice would you give him? Sartre's advice was a bit frustrating. He told the student that he was free and that he should choose for himself. If Sartre had given the student any practical advice about what to do, the student would still have had to decide whether or not to follow it. There is no way to escape the weight of responsibility that comes with being human.

One of Hess’s findings especially captured my attention. He had noticed that the pupils are sensitive indicators of mental effort—they dilate substantially when people multiply two-digit numbers, and they dilate more if the problems are hard than if they are easy. His observations indicated that the response to mental effort is distinct from emotional arousal. Hess’s work did not have much to do with hypnosis, but I concluded that the idea of a visible indication of mental effort had promise as a research topic. A graduate student in the lab, Jackson Beatty, shared my enthusiasm and we got to work.

Since no one can know everything, and most people know almost nothing, rationality consists of outsourcing knowledge to institutions that specialize in creating and sharing it, primarily academia, public and private research units, and the press. That trust is a precious resource which should not be squandered. Though confidence in science has remained steady for decades, confidence in universities is sinking. A major reason for the mistrust is the universities’ suffocating left-wing monoculture, with its punishment of students and professors who question dogmas on gender, race, culture, genetics, colonialism, and sexual identity and orientation. Universities have turned themselves into laughingstocks for their assaults on common sense (as when a professor was recently suspended for mentioning the Chinese pause word ne ga because it reminded some students of the racial slur). On several occasions correspondents have asked me why they should trust the scientific consensus on climate change, since it comes out of institutions that brook no dissent. That is why universities have a responsibility to secure the credibility of science and scholarship by committing themselves to viewpoint diversity, free inquiry, critical thinking, and active open-mindedness.

But calm is precisely what is absent from love’s classroom. There is simply too much on the line. The “student” isn’t merely a passing responsibility; he or she is a lifelong commitment. Failure will ruin existence. No wonder we may be prone to lose control and deliver cack-handed, hasty speeches which bear no faith in the legitimacy or even the nobility of the act of imparting advice. And no wonder, too, if we end up achieving the very opposite of our goals, because increasing levels of humiliation, anger, and threat have seldom hastened anyone’s development. Few of us ever grow more reasonable or more insightful about our own characters for having had our self-esteem taken down a notch, our pride wounded, and our ego subjected to a succession of pointed insults. We simply grow defensive and brittle in the face of suggestions which sound like mean-minded and senseless assaults on our nature rather than caring attempts to address troublesome aspects of our personality. Had

In this regard, it is important to realize that the classroom and the educational system, in general, is a coercive environment. This means that the environment is imposed upon children as opposed to allowing to develop or choose it. Essentially, we judge students based upon on how well they fit into this coercive environment. A broader perspective suggests that when a child finds that she is an environment that is not suited to her, her natural response is to try to change that environment. In the case of a child that is overwhelmed by an overly complex environment, this kind of response is less likely because of the challenge she faces in dealing with the environment, but it could occur. In the case of the child that finds herself in an environment that is too simple, the natural response is apparent: an attempt to make the environment more interesting, more stimulating – so-call disruptive behavior. Therefore, the disruptive classroom behavior is actually quite a reasonable consequence of a coercive environment.

I rent," I said. "I'm probably two paychecks from the street. It doesn't bother me." Daniel nodded, unsurprised. "Possibly you're braver than I am," he said. "Or possibly - forgive me - you simply haven't decided what you want from life yet; you haven't found anything that you truly want to hold onto. That changes everything, you know. Students and very young people can rent with no damage to their intellectual freedom, because it puts them under no threat: they have nothing, yet, to lose. Have you noticed how easily the very young die? They make the best martyrs for any cause, the best soldiers, the best suicides. It's because they're held here so lightly: they haven't yet accumulated loves and responsibilities and commitments and all the things that tie us securely to this world. They can let go of it as easily and simply as lifting a finger. But as you get older, you begin to find things that are worth holding on to, forever. All of a sudden you're playing for keeps, as children say, and it changes the very fabric of you.

Sylvester says they sold their lefty student principles, if they ever had them, as soon as they left university and accepted an overpaid starter-salary in a morally objectionable corporate job offering lucrative career prospects and inflated annual bonuses which soon turned them into filthy-rich Tories with a hatred of the social welfare infrastructures they’re actively not contributing to through tax avoidance and evasion while hypocritically scorning the underclasses as the scourge of society who sponge off the state when they’re the ones who are the biggest scroungers on society with no sense of community responsibility other than a very self-aggrandizing, tax-deductible form of fashionable charity they like to call philanthropism!

What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined! I stand for a different education: a different education where students will not just learn books but life! I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles. I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding! I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly! I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence! I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life! I stand for a different education: a different education where students will learn with inspiration even in their desperations! I stand for a different education: a different education where teachers are seen as true epitome of education! I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure! I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn! I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such! I stand for a different education: a different education where education means creativity! Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!

Susan’s and Jennifer’s job searches are likely made harder by the color of their skin. In the early 2000s, researchers in Chicago and Boston mailed out fake résumés to hundreds of employers, varying only the names of the applicants, but choosing names that would be seen as identifiably black or white. Strikingly, “Emily” and “Brendan” were 50 percent more likely to get called for an interview than “Lakisha” and “Jamal.” A few years later, a researcher at the University of Wisconsin conducted a similar study in Milwaukee, but with a unique twist. She recruited two black and two white actors (college students, posing as high school graduates) who were as similar as possible in every way. She sent these “job applicants” out in pairs, with virtually identical fake résumés, to apply for entry-level jobs. Her twist was to instruct one of the white and one of the black applicants to tell employers that they had a felony conviction and had just been released from prison the month before. Even the researcher was surprised by what she found: the white applicant with a felony conviction was more likely to get a positive response from a prospective employer than the black applicant with no criminal record. When the study was replicated in New York City a few years later, she and her colleagues saw similar results for Latino applicants relative to whites.

Too soon the two weeks were over and we were back in Lugano, and there we learned about Disaster. We weren’t completely ignorant. We knew about disaster from our previous schools and previous lives. We’d had access to televisions and newspapers. But the return to Lugano marked the beginning of Global Awareness Month, and in each of our classes, we talked about disaster: disaster man-made and natural. We talked about ozone depletion and the extinction of species and depleted rain forests and war and poverty and AIDS. We talked about refugees and slaughter and famine. We were in the middle school and were getting, according to Uncle Max, a diluted version of what the upper-schoolers were facing. An Iraqi boy from the upper school came to our history class and talked about what it felt like when the Americans bombed his country. Keisuke talked about how he felt responsible for World War II, and a German student said she felt the same. We got into heated discussions over the neglect of infant females in some cultures, and horrific cases of child abuse worldwide. We fasted one day each week to raise our consciousness about hunger, and we sent money and canned goods and clothing to charities. In one class, after we watched a movie about traumas in Rwanda, and a Rwandan student told us about seeing his mother killed, Mari threw up. We were all having nightmares. At home, Aunt Sandy pleaded with Uncle Max. “This is too much!” she said. “You can’t dump all the world’s problems on these kids in one lump!” And he agreed. He was bewildered by it all, but the program had been set up the previous year, and he was the new headmaster, reluctant to interfere. And though we were sick of it and about it, we were greedy for it. We felt privileged there in our protected world and we felt guilty, and this was our punishment.

Things changed after that between me and Mark. I stopped being mortified that people might mistake me for one of his acolytes. I was his Boswell, don’t you know. I interviewed him about his childhood—his father was a psychiarist in Beverly Hills. I cataloged the contents of his van. I followed him around at work, sitting in while he examined patients. He had been a bit of a prodigy when we were in college. After his father developed a tumor, Mark, who was pre-med, started studying cancer with an intensity that convinced many of his friends that his goal was to find a cure in time to save his father. As it turned out, his father didn’t have cancer. But Mark kept on with his cancer studies. His interest was not in fact in oncology—in finding a cure—but in cancer education and prevention. By the time he entered medical school, he had created, with another student, a series of college courses on cancer and coauthored The Biology of Cancer Sourcebook, the text for a course that was eventually offered to tens of thousands of students. He cowrote a second book, Understanding Cancer, that became a bestselling university text, and he continued to lecture throughout the United States on cancer research, education, and prevention. “The funny thing is, I’m not really interested in cancer,” Mark told me. “I’m interested in people’s response to it. A lot of cancer patients and suvivors report that they never really lived till they got cancer, that it forced them to face things, to experience life more intensely. What you see in family practice is that families just can’t afford to be superficial with each other anymore once someone has cancer. Corny as it sounds, what I’m really interested in is the human spirit—in how people react to stress and adversity. I’m fascinated by the way people fight back, by how they keep fighting their way to the surface.” Mark clawed at the air with his arms. What he was miming was the struggle to reach the surface through the turbulence of a large wave.

teachers typically gave students no more than a second or two before they directed the question to another student or answered the question themselves. They also tended to repeat or paraphrase the question several times rather than silently wait for the student to formulate a response. Although such rapid question/answer patterns are typical of audiolingual classes, they also occur in communicative instruction. Finding a balance between placing too much pressure on students to respond quickly and creating awkward silences seems to be a real challenge. Research has shown that when teachers are trained to give their students more time to respond to questions, not only do students produce more responses but their responses are also longer and more complex. Not surprisingly, this effect has been observed to be stronger with open/referential questions compared with closed/display questions (Long et al. 1985). In classrooms with students at different age levels and in different kinds of instruction, finding the right balance can lead to students providing fuller answers, expanding their ideas, and more successfully processing the material to be learned. Study 10: Time for learning languages in school

When I first began teaching Religion 101, students would sometimes tell me they were scared to study other religions for fear of losing their own faith. It was an odd concern, on the face of it. Would studying Spanish make them lose their English? Would traveling to Turkey cost them their US passport? I had a stock response to their concern: engaging the faith of others is the best way to grow your own. Now, years down the road, I have greater respect for their unease. To discover that your faith is one among many - that there are hundreds of others that have sustained millions of people for thousands of years, and that some of them make a great deal of sense - that can rock your boat, especially if you thought yours was the only one on the sea. If your faith depends on being God's only child, then the discovery that there are others can lead you to decide that someone must be wrong - or that everybody belongs, which means that no religion, including yours, is the entire ocean. The next time I teach the course I will try to be more honest. 'Engaging the faith of others will almost certainly cause you to lose faith in the old box you kept God in,' I will say. 'The truths you glimpse in other religions are going to crowd up against some of your own. Holy envy may lead you to borrow some things, and you will need a place to put them. You may find spiritual guides outside your box whom you want to make room for, or some neighbors from other faith who have stopped by for a visit. However it happens, your old box will turn out to be too small for who you have become. You will need a bigger one with more windows in it - something more like a home than a box, perhaps - where you can open the door to all kinds of people without fearing their faith will cancel yours out if you let them in. If things go well, they may invite you to visit them in their homes as well, so that your children can make friends.

I’m okay. I think all this isolation, and all the extra security stuff, is just starting to wear on me. I’m going a little stir-crazy being cooped up all the time.” She tried to explain her sulky mood. “Especially with Homecoming this weekend. The idea of sitting around here, while everyone else is out having fun, just sucks.” He didn’t react the way she’d expected him to react. She’d expected some more sympathy, and maybe even some suggestive comments about the two of them being left alone together. What she didn’t expect was for him to smile at her. But he did. And it was his sideways smile, which told Violet that he knew something she didn’t. “What?” she demanded adamantly. He grinned. He was definitely keeping something from her. “Tell me!” she insisted, glowering at him. “I don’t know . . .” he teased her. “I’m not sure you deserve it.” She punched him in the arm for making her beg. “Please, just tell me.” He laughed at her. “Fine. I give up. Bully.” He pretended to rub his arm where she’d hit him. “What if I were to tell you that . . .”—he dragged it out, making her lean closer in anticipation, his crooked smile lighting up his face—“. . . we’re still going to the dance?” Violet was speechless. That wasn’t at all what she’d expected him to say. “Yeah, right,” she retorted cynically. “My parents barely let me go to school, let alone go to the dance.” “You’re right, they didn’t want you to go, but we talked about it, and even your uncle Stephen helped out. The football game was definitely out of the question; there are just too many people coming and going, and there’re no restrictions for getting in. But the dance is at school, in the gym. Only students and their dates can get in, and your uncle said he was already planning to have extra security there. So, as long as I promise to keep a close eye on you . . . which I do”—his voice suggested that the last part had nothing to do with keeping her safe, and Violet felt her cheeks flushing in response—“your parents have agreed to let you go.” She glanced down at her ankle, double-wrapped in Ace bandages, and completely useless. “But I can’t dance.” She felt crestfallen. He slid his finger beneath her shin and lifted it up so that she was staring into his eyes. “I don’t care at all if we dance. I just want to take my girlfriend”—his emphasis on the word gave her goose bumps, and she smiled—“to Homecoming.” They stayed there like that, with their eyes locked and unspoken meaning passing between them, for several long, electrifying moments. Violet was the first to break the spell. “Lissie’ll be there,” she stated in a voice that was devoid of any real jealousy. Jay shook his head, still gazing at her intently. “I won’t even notice her. I won’t be able to take my eyes off you.” Violet was glad she was already sitting, because his words made her feel weak and fluttery. The corner of her mouth twitched upward with satisfaction. “Not if I have any say in it, you won’t,” she answered.

The use of rewards—what might be called positive coercion—does not work in the long run any better than threat and punishment, or negative coercion. In the reward, the child senses the parent’s desire to control no less than in the punishment. The issue is the child’s sense of being forced, not the manner in which the force is applied. This was well illustrated in a classic study using magic markers.2 A number of children were screened to select some who showed a natural interest and inclination for playing with magic markers. Those who did were then divided into three different groups. For one group, there was no reward involved and no indication what to do with the markers. Another group was given a small reward to use the markers, and the third was promised a substantial reward. When retested sometime later, the group that had been most rewarded showed the least interest in playing with the magic markers, while the children who had been left uninstructed showed by far the greatest motivation to use them. Simple behaviorist principles would suggest it ought to have been the other way around, another illustration that behavioral approaches have no more than short-term efficacy. At work here, of course, was residual counterwill in response to positive coercion. In a similar experiment, the psychologist Edward Deci observed the behaviors of two groups of college students vis-à-vis a puzzle game they had originally all been equally intrigued by. One group was to receive a monetary reward each time a puzzle was solved; the other was given no external incentive. Once the payments stopped, the paid group proved far more likely to abandon the game than their unpaid counterparts. “Rewards may increase the likelihood of behaviors,” Dr. Deci remarks, “but only so long as the rewards keep coming... Stop the pay, stop the play.” We

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)

The teachings of impermanence and lack of independent existence are not difficult to understand intellectually; when you hear these teachings you may think that they are quite true. On a deeper level, however, you probably still identify yourself as “me” and identify others as “them” or “you.” On some level you likely say to yourself, “I will always be me; I have an identity that is important.” I, for example, say to myself, “I am a Buddhist priest; not a Christian or Islamic one. I am a Japanese person, not an American or a Chinese one.” If we did not assume that we have this something within us that does not change, it would be very difficult for us to live responsibly in society. This is why people who are unfamiliar with Buddhism often ask, “If there were no unchanging essential existence, doesn’t that mean I would not be responsible for my past actions, since I would be a different person than in the past?” But of course that is not what the Buddha meant when he said we have no unchanging atman or essential existence. To help us understand this point, we can consider how our life resembles a river. Each moment the water of a river is flowing and different, so it is constantly changing, but there is still a certain continuity of the river as a whole. The Mississippi River, for example, was the river we know a million years ago. And yet, the water flowing in the Mississippi is always different, always new, so there is actually no fixed thing that we can say is the one and only Mississippi River. We can see this clearly when we compare the source of the Mississippi in northern Minnesota, a small stream one can jump over, to the river’s New Orleans estuary, which seems as wide as an ocean. We cannot say which of these is the true Mississippi: it is just a matter of conditions that lets us call one or the other of these the Mississippi. In reality, a river is just a collection of masses of flowing water contained within certain shapes in the land. “Mississippi River” is simply a name given to various conditions and changing elements. Since our lives are also just a collection of conditions, we cannot say that we each have one true identity that does not change, just as we cannot say there is one true Mississippi River. What we call the “self ” is just a set of conditions existing within a collection of different elements. So I cannot say that there is an unchanging self that exists throughout my life as a baby, as a teenager, and as it is today. Things that I thought were important and interesting when I was an elementary or high school student, for example, are not at all interesting to me now; my feelings, emotions, and values are always changing. This is the meaning of the teaching that everything is impermanent and without independent existence. But we still must recognize that there is a certain continuity in our lives, that there is causality, and that we need to be responsible for what we did yesterday. In this way, self-identity is important. Even though in actuality there is no unchanging identity, I still must use expressions like “when I was a baby ..., when I was a boy ..., when I was a teenager. ...” To speak about changes in our lives and communicate in a meaningful way, we must speak as if we assumed that there is an unchanging “I” that has been experiencing the changes; otherwise, the word “change” has no meaning. But according to Buddhist philosophy, self-identity, the “I,” is a creation of the mind; we create self-identity because it’s convenient and useful in certain ways. We must use self-identity to live responsibly in society, but we should realize that it is merely a tool, a symbol, a sign, or a concept. Because it enables us to think and discriminate, self-identity allows us to live and function. Although it is not the only reality of our lives, self-identity is a reality for us, a tool we must use to live with others in society.

And there, until 1884, it was possible to gaze on the remains of a generally neglected monument, so-called Dagobert’s Tower, which included a ninth-century staircase set into the masonry, of which the thirty-foot handrail was fashioned out of the trunk of a gigantic oak tree. Here, according to tradition, lived a barber and a pastry-cook, who in the year 1335 plied their trade next door to each other. The reputation of the pastry-cook, whose products were among the most delicious that could be found, grew day by day. Members of the high-ranking clergy in particular were very fond of the extraordinary meat pies that, on the grounds of keeping to himself the secret of how the meats were seasoned, our man made all on his own, with the sole assistance of an apprentice who was responsible for the pastry. His neighbor the barber had won favor with the public through his honesty, his skilled hairdressing and shaving, and the steam baths he offered. Now, thanks to a dog that insistently scratched at the ground in a certain place, the ghastly origins of the meat used by the pastry-cook became known, for the animal unearthed some human bones! It was established that every Saturday before shutting up shop the barber would offer to shave a foreign student for free. He would put the unsuspecting young man in a tip-back seat and then cut his throat. The victim was immediately rushed down to the cellar, where the pastry-cook took delivery of him, cut him up, and added the requisite seasoning. For which the pies were famed, ‘especially as human flesh is more delicate because of the diet,’ old Dubreuil comments facetiously. The two wretched fellows were burned with their pies, the house was ordered to be demolished, and in its place was built a kind of expiatory pyramid, with the figure of the dog on one of its faces. The pyramid was there until 1861. But this is where the story takes another turn and joins the very best of black comedy. For the considerable number of ecclesiastics who had unwittingly consumed human flesh were not only guilty before God of the very venial sin of greed; they were automatically excommunicated! A grand council was held under the aegis of several bishops and it was decided to send to Avignon, where Pope Clement VI resided, a delegation of prelates with a view to securing the rescindment if not of the Christian interdiction against cannibalism then at least of the torments of hell that faced the inadvertent cannibals. The delegation set off, with a tidy sum of money, bare-footed, bearing candles and singing psalms. But the roads of that time were not very safe and doubtless strewn with temptation. Anyway, the fact is that Clement VI never saw any sign of the penitents, and with good reason.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

It may seem paradoxical to claim that stress, a physiological mechanism vital to life, is a cause of illness. To resolve this apparent contradiction, we must differentiate between acute stress and chronic stress. Acute stress is the immediate, short-term body response to threat. Chronic stress is activation of the stress mechanisms over long periods of time when a person is exposed to stressors that cannot be escaped either because she does not recognize them or because she has no control over them. Discharges of nervous system, hormonal output and immune changes constitute the flight-or-fight reactions that help us survive immediate danger. These biological responses are adaptive in the emergencies for which nature designed them. But the same stress responses, triggered chronically and without resolution, produce harm and even permanent damage. Chronically high cortisol levels destroy tissue. Chronically elevated adrenalin levels raise the blood pressure and damage the heart. There is extensive documentation of the inhibiting effect of chronic stress on the immune system. In one study, the activity of immune cells called natural killer (NK) cells were compared in two groups: spousal caregivers of people with Alzheimer’s disease, and age- and health-matched controls. NK cells are front-line troops in the fight against infections and against cancer, having the capacity to attack invading micro-organisms and to destroy cells with malignant mutations. The NK cell functioning of the caregivers was significantly suppressed, even in those whose spouses had died as long as three years previously. The caregivers who reported lower levels of social support also showed the greatest depression in immune activity — just as the loneliest medical students had the most impaired immune systems under the stress of examinations. Another study of caregivers assessed the efficacy of immunization against influenza. In this study 80 per cent among the non-stressed control group developed immunity against the virus, but only 20 per cent of the Alzheimer caregivers were able to do so. The stress of unremitting caregiving inhibited the immune system and left people susceptible to influenza. Research has also shown stress-related delays in tissue repair. The wounds of Alzheimer caregivers took an average of nine days longer to heal than those of controls. Higher levels of stress cause higher cortisol output via the HPA axis, and cortisol inhibits the activity of the inflammatory cells involved in wound healing. Dental students had a wound deliberately inflicted on their hard palates while they were facing immunology exams and again during vacation. In all of them the wound healed more quickly in the summer. Under stress, their white blood cells produced less of a substance essential to healing. The oft-observed relationship between stress, impaired immunity and illness has given rise to the concept of “diseases of adaptation,” a phrase of Hans Selye’s. The flight-or-fight response, it is argued, was indispensable in an era when early human beings had to confront a natural world of predators and other dangers. In civilized society, however, the flight-fight reaction is triggered in situations where it is neither necessary nor helpful, since we no longer face the same mortal threats to existence. The body’s physiological stress mechanisms are often triggered inappropriately, leading to disease. There is another way to look at it. The flight-or-fight alarm reaction exists today for the same purpose evolution originally assigned to it: to enable us to survive. What has happened is that we have lost touch with the gut feelings designed to be our warning system. The body mounts a stress response, but the mind is unaware of the threat. We keep ourselves in physiologically stressful situations, with only a dim awareness of distress or no awareness at all.