Roles Of A Teacher Quotes

A father has to be a provider, a teacher, a role model, but most importantly, a distant authority figure who can never be pleased. Otherwise, how will children ever understand the concept of God?

Why Not You? Today, many will awaken with a fresh sense of inspiration. Why not you? Today, many will open their eyes to the beauty that surrounds them. Why not you? Today, many will choose to leave the ghost of yesterday behind and seize the immeasurable power of today. Why not you? Today, many will break through the barriers of the past by looking at the blessings of the present. Why not you? Today, for many the burden of self doubt and insecurity will be lifted by the security and confidence of empowerment. Why not you? Today, many will rise above their believed limitations and make contact with their powerful innate strength. Why not you? Today, many will choose to live in such a manner that they will be a positive role model for their children. Why not you? Today, many will choose to free themselves from the personal imprisonment of their bad habits. Why not you? Today, many will choose to live free of conditions and rules governing their own happiness. Why not you? Today, many will find abundance in simplicity. Why not you? Today, many will be confronted by difficult moral choices and they will choose to do what is right instead of what is beneficial. Why not you? Today, many will decide to no longer sit back with a victim mentality, but to take charge of their lives and make positive changes. Why not you? Today, many will take the action necessary to make a difference. Why not you? Today, many will make the commitment to be a better mother, father, son, daughter, student, teacher, worker, boss, brother, sister, & so much more. Why not you? Today is a new day! Many will seize this day. Many will live it to the fullest. Why not you?

Nearly every guy I've dated believed they should already be famous, believed that greatness was their destiny and they were already behind schedule. An early moment of intimacy often involved a confession of this sort: a childhood vision, teacher's prophecy, a genius IQ. At first, with my boyfriend in college, I believed it, too. Later, I thought I was just choosing delusional men. Now I understand it's how boys are raised to think, how they are lured into adulthood. I've met ambitious women, driven women, but no woman has ever told me that greatness was her destiny.

Teachers were both blamed for everything that went wrong with kids and turned to for their every salvation. This dual role of scapegoat and savior was downright messianic but even Jesus was probably paid better.

Time and time again does the pride of man influence his very own fall. While denying it, one gradually starts to believe that he is the authority, or that he possesses great moral dominion over others, yet it is spiritually unwarranted. By that point he loses steam; in result, he falsely begins trying to prove that unwarranted dominion by seizing the role of a condemner.

The only people you have to look out for in life are the people that don't care about anything or anyone. These are the people that end up teaching your children.

Perhaps it is no wonder that the women were first at the Cradle and last at the Cross. They had never known a man like this Man - there never has been such another. A prophet and teacher who never nagged at them, never flattered or coaxed or patronised; who never made arch jokes about them, never treated them either as "The women, God help us!" or "The ladies, God bless them!"; who rebuked without querulousness and praised without condescension; who took their questions and arguments seriously; who never mapped out their sphere for them, never urged them to be feminine or jeered at them for being female; who had no axe to grind and no uneasy male dignity to defend; who took them as he found them and was completely unself-conscious. There is no act, no sermon, no parable in the whole Gospel that borrows its pungency from female perversity; nobody could possibly guess from the words and deeds of Jesus that there was anything "funny" about woman's nature.

The teacher must adopt the role of facilitator not content provider.

It is not about forgetting but about not letting the past define you. It is about learning from it and embracing its role as your lifetime teacher.

Without realizing it, we fill important places in each other’s lives. It’s that way with the guy at the corner grocery, the mechanic at the local garage, the family doctor, teachers, neighbors, coworkers. Good people who are always “there,” who can be relied upon in small, important ways. People who teach us, bless us, encourage us, support us, uplift us in the dailiness of life. We never tell them. I don’t know why, but we don’t. And, of course, we fill that role ourselves. There are those who depend in us, watch us, learn from us, take from us. And we never know. You may never have proof of your importance, but you are more important than you think. There are always those who couldn’t do without you. The rub is that you don’t always know who.

I know there's no way I can convince you this is not one of their tricks, but I don't care, I am me. My name is Valerie, I don't think I'll live much longer and I wanted to tell someone about my life. This is the only autobiography ill ever write, and god, I'm writing it on toilet paper. I was born in Nottingham in 1985, I don't remember much of those early years, but I do remember the rain. My grandmother owned a farm in Tuttlebrook, and she use to tell me that god was in the rain. I passed my 11th lesson into girl's grammar; it was at school that I met my first girlfriend, her name was Sara. It was her wrists. They were beautiful. I thought we would love each other forever. I remember our teacher telling us that is was an adolescent phase people outgrew. Sara did, I didn't. In 2002 I fell in love with a girl named Christina. That year I came out to my parents. I couldn't have done it without Chris holding my hand. My father wouldn't look at me, he told me to go and never come back. My mother said nothing. But I had only told them the truth, was that so selfish? Our integrity sells for so little, but it is all we really have. It is the very last inch of us, but within that inch, we are free. I'd always known what I wanted to do with my life, and in 2015 I starred in my first film, "The Salt Flats". It was the most important role of my life, not because of my career, but because that was how I met Ruth. The first time we kissed, I knew I never wanted to kiss any other lips but hers again. We moved to a small flat in London together. She grew Scarlet Carsons for me in our window box, and our place always smelled of roses. Those were there best years of my life. But America's war grew worse, and worse. And eventually came to London. After that there were no roses anymore. Not for anyone. I remember how the meaning of words began to change. How unfamiliar words like collateral and rendition became frightening. While things like Norse Fire and The Articles of Allegiance became powerful, I remember how different became dangerous. I still don't understand it, why they hate us so much. They took Ruth while she was out buying food. I've never cried so hard in my life. It wasn't long till they came for me.It seems strange that my life should end in such a terrible place, but for three years, I had roses, and apologized to no one. I shall die here. Every inch of me shall perish. Every inch, but one. An Inch, it is small and it is fragile, but it is the only thing the world worth having. We must never lose it or give it away. We must never let them take it from us. I hope that whoever you are, you escape this place. I hope that the world turns and that things get better. But what I hope most of all is that you understand what I mean when I tell you that even though I do not know you, and even though I may never meet you, laugh with you, cry with you, or kiss you. I love you. With all my heart, I love you. -Valerie

Are we not all actors playing parts in another person's play?

Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.

Mr Anthony Rawlings had a lesson to learn and Claire claimed the role as teacher.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

Within the overall context of loving his wife, a husband’s first and primary role is to be the spiritual head and covering and teacher in the home. Through his words, lifestyle, and personal behavior the husband should teach the Word, the will, and the ways of the Lord to his wife and children.

Not everything in life is so black and white, but the authenticity of the Book of Mormon and its keystone role in our religion seem to be exactly that. Either Joseph Smith was the prophet he said he was, a prophet who, after seeing the Father and the Son, later beheld the angel Moroni, repeatedly heard counsel from Moroni's lips, and eventually received at his hands a set of ancient gold plates that he then translated by the gift and power of God, or else he did not. And if he did not, he would not be entitled to the reputation of New England folk hero or well-meaning young man or writer of remarkable fiction. No, nor would he be entitled to be considered a great teacher, a quintessential American religious leader, or the creator of great devotional literature. If he had lied about the coming forth of the Book of Mormon, he would certainly be none of these... If Joseph Smith did not translate the Book of Mormon as a work of ancient origin, then I would move heaven and earth to meet the "real" nineteenth-century author. After one hundred and fifty years, no one can come up with a credible alternative candidate, but if the book were false, surely there must be someone willing to step forward-if no one else, at least the descendants of the "real" author-claiming credit for such a remarkable document and all that has transpired in its wake. After all, a writer that can move millions can make millions. Shouldn't someone have come forth then or now to cashier the whole phenomenon?

Experience is a master teacher, even when it’s not our own.

Respect is not the equivalent to 'liking' a student or teacher; it is the ability to have a high regard for the role of another. In order to receive respect, we should demonstrate it first...

So long as our textbooks hide from us the roles that people of color have played in exploration, from at least 6000 BC to the twentieth century, they encourage us to look to Europe and its extensions as the seat of all knowledge and intelligence. So long as they say “discover,” they imply that whites are the only people who really matter. So long as they simply celebrate Columbus, rather than teach both sides of his exploit, they encourage us to identify with white Western exploitation rather than study it.

HSPs tend to fill that advisor role. We are the writers, historians, philosophers, judges, artists, researchers, theologians, therapists, teachers, parents, and plain conscientious citizens. What we bring to any of these roles is a tendency to think about all the possible effects of an idea. Often we have to make ourselves unpopular by stopping the majority from rushing ahead. Thus, to perform our role well, we have to feel very good about ourselves. We have to ignore all the messages from the warriors that we are not as good as they are. The warriors have their bold style, which has its value. But we, too, have our style and our own important contribution to make.

That's why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work." Roth looked confused. "I'm referring to atoms and molecules, Roth," she explained. "The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them." "You mean by men." "I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach." "Well," he said, realizing he'd never seen it that way before, "I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us--teaches us our place in the world." "Really?" she said, surprised. "I think it lets us off the hook. I think it teachers us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we're not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness of the world. And we have the power to fix it.

Teachers play their role in the plot, sifting me through the school’s proletarian worker-making machine. Each pass removes another thin layer of human soul, just enough to wear down my resistance.

Over the weekend, Bruce introduced me to the game of backgammon, which was enjoying almost cult-like popularity in Los Angeles. He told me about a private club called PIPS that held tournaments on the weekends and was all the rage. Though I had never played the game before, something about backgammon brought the two hemispheres of my brain together, as Stuart had described. To win at backgammon, one needs strategy and luck. Bruce reveled in the role of playing teacher, and I knew if I put my mind to it, I could learn the game and become a fierce opponent, which I hoped would amuse Bruce and help keep a roof over my head. We stayed awake until dawn, snorting coke and playing backgammon. I don’t know if it was the game or the cocaine, but something made me intent on becoming the best.

It was all here for me, just as it has all been here for you, the best and the worst of Western Civilization, if you cared to pay attention: music, finance, government, architecture, law and sculpture and painting, history and medicine and athletics and every sort of science, and books, books, books, and teachers and role models. People so smart you can’t believe it, and people so dumb you can’t believe it. People so nice you can’t believe it, and people so mean you can’t believe it.

MENTOR signifies: M = Motivator E = Empowers N = Nurture T = Teacher O = Originator R = Role model

Within the overall context of loving his wife, a husband’s first and primary role is to be the spiritual head and covering and teacher in the home. Through his words, lifestyle, and personal behavior the husband should teach the Word, the will, and

We all have a role in life. Maybe we’re someone’s sibling or spouse, a teacher or a parent, a ruler or a warrior. And with that comes a duty to show up for the situations life throws at you! After that, you do your best and let everything else go. The outcome? Pfft. Not your problem. People’s opinions? Not the point! When you go home and look in the mirror, it’s your face you’ve got to look at. No one else’s.

School administrators can’t say it’s up to the parents. Parents can’t say it’s up to the teachers. Teachers can’t say it’s not their job. And kids can’t say, “I was too afraid to tell.” Every single one of us has to play our role if we’re serious about putting an end to the madness. We are all responsible. We must be.

The reality for teachers is we don’t know if we’ve been successful or not. It takes years to see how a kid turns out, and it’s impossible to know what role we’ve played, for better or worse. It’s why so many teachers burn out—our successes are limited and rarely celebrated, but our failures are always out there for everyone to see and judge.

Not everyone who attains Self-realization can make a reliable guide. I have been saying “he,” but this is not a role for men alone. My own teacher is my mother’s mother.

I guess since it was two against one—my truth didn’t hold enough weight. They played the innocent role.

The business of education is the most influential business in existence. Teachers collectively influence the minds of everyone to ever live. There's no one working in any company in any role that hasn't been influenced by several teachers on their journey; teachers whose lessons equipped them to succeed in some way.

It is not really a “Negro revolution” that is upsetting the country. What is upsetting the country is a sense of its own identity. If, for example, one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody’s history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad.

All the world’s a stage, but actors aren’t the only ones who play roles. Even when you’re not following a script, you might as well be. You don’t behave the same way in front of everyone. You know what makes your friends laugh, and what makes your parents proud, and what makes your teachers respect you - and you have a different persona for each of them. Given all these performances … how do you ever know who you really are? Well, you have to find that rare someone for whom you’re not putting on a show. Someone who shines a spotlight in your direction - not because you’re who they need you to be, or who they want you to be … just because you’re you.

When I come across one or other of my fellow Christians ignorant of astronomy, believing what is not so, I calmly look on, not thinking him the worse for mistaking the place or order of created things, so long as he holds nothing demeaning to you, Lord, the creator of all those things. But he is worse off if he holds that his error is a matter of religious faith, and persists stubbornly in the error. His faith is still a weak thing in its cradle, needing the milk of a mothering love, until the youth grows up and cannot be the play-thing, any more, of every doctrinal wind that blows. But one who ventures on the role of teacher, of leader and ruler of those under his spell, whose followers heed him not as a man only but as your very Spirit -- what are we to make of him when he is caught purveying falsehoods? Should we not reject and despise such madness?

I guess since it was two against one—my truth didn’t hold enough weight. They played the innocent role. They said I was picking on them. I tried explaining, but my voice wasn’t heard. How is that fair? I wondered to myself—why wasn’t my voice heard and why do the good kids always get in trouble for defending themselves?

Once established, the young girl's dependency is systematically supported as she proceeds through childhood. For being "nice" - nonchallenging, nonconfronting, noncomplaining - she's rewarded with good grades, the approval of her parents and teachers, and the affection of her peers. What reason is there for her to turn deviant or nonconformist? The going is good, so she conforms. Increasingly, she patterns herself after what's expected of her.

I think you'll be a great teacher," said Gary. That's his role in my life: blind encourager and ambassador of false senses of security.

the principal’s role is to lead the school’s teachers in a process of learning to improve their teaching, while learning alongside them about what works and what doesn’t.

expert teachers fulfill four main roles: they engage, enable, expect, and empower. ENGAGE

Never having seen women play chess, they assumed this game wasn't for them and without even a female teacher as role model, they dropped out.

Instead of finding identity in our roles—in being fathers and mothers, teachers and writers and pastors—we must find identity in being image bearers of God.

Today, for most kids in the United States and Canada, kids’ primary attachment is to other kids. “For the first time in history,” Neufeld observes, “young people are turning for instruction, modeling, and guidance not to mothers, fathers, teachers, and other responsible adults but to people whom nature never intended to place in a parenting role—their own peers. .

In one universe, they are gorgeous, straight-teethed, long-legged, wrapped in designer fashions, and given sport cars on their sixteenth birthdays, Teachers smile at them and grade them on the curve. They know the first names of the staff. They are the pride of the school. In Universe #2, they throw parties wild enough to attract college students. They worship stink of Eau de Jocque. They rent beach houses in Cancun during Spring Break and get group-rate abortions before the prom. But they are so cute. And they cheer on our boys, inciting them to violence and, we hope, victory. They’re are our role models- the Girls Who Have It All. I bet none of them ever stutter or screw up or feel like their brains are dissolving into marshmallow fluff.

If you read many of my Middle Grade and YA book series, you would notice the common theme of how the main characters always choose to be good. That's because when you write for YA, as an author, you automatically become a person of authority. Be a good role model yourself as a YA author. Help teens grow up into responsible and good adults. YA Authors - Don't get accused of sexual harassment (like some authors) or of encouraging your teen readers to gang up on and bully /harass an author. I've been the receiving end of that kind of behavior, and it is cyberbullying and harassment. Authors and anyone in a position of authority who encourage teens and kids to cyberbully another human being is not a good role model. Parents and Teachers should help their kids choose books and role models. When a teen has committed cyberbullying as a minor, but grows it, they can still be held accountable for that. In many states, cyberbullying is a crime. - Strong by Kailin Gow

As you progress with your sadhana you may find it necessary to change your occupation. Or you may find that it is only necessary to change the way in which you perform your current occupation in order to bring it into line with your new understanding of how it all is. The more conscious that a being becomes, the more he can use any occupation as a vehicle for spreading light. The next true being of Buddha-nature that you meet may appear as a bus driver, a doctor, a weaver, an insurance salesman, a musician, a chef, a teacher, or any of the thousands of roles that are required in a complex society—the many parts of Christ’s body. You will know him because the simple dance that may transpire between you—such as handing him change as you board the bus—will strengthen in you the faith in the divinity of man. It’s as simple as that.

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

The proper role of a free nation is to behave like a loving parent and help the less-free nations grow more mature . . . keeping in mind, of course, that the road to good parenting is seldom smooth, and that setting a good example is arguably the best teacher.

When you’re in the role of the teacher, the teacher must take on the role of the student and learn from him or her.

A self-leader cries for no followers by himself. He does his thing and people get to know him, chase him and learn from him.

Research suggests that teachers who use more progressive or project-based learning techniques are more satisfied in their roles than teachers who use traditional instructional techniques.

Taylor Swift wasn’t actually one of them—she was just pretending, the same way Jesus had pretended to be a man. That was why she stood in front of the line, ahead of the others rather than among them. Because she was the teacher, the role model. She’d already shaken off the haters and the doubters and activated her best self. She was there to show the world what happiness and freedom looked like. You glowed with it. You did exactly what you wanted to. And whatever costume you wore, you were still yourself, unique and beautiful and unmistakable for anyone else.

These are the lessons of being human, being vulnerable, and seeking wholeness with all that is. They are part of the pathway to power. The power lies in the wisdom and understanding of one’s role in the Great Mystery, and in honouring every little thing as a teacher. The lessons taught are eternal and forever forthcoming. If the learning is over, so is the magic and the life.

I'm slowly learning how to straddle the tension that comes with understanding I am tough and tender, brave and afraid, strong and struggling - all of these things, all of the time. I'm working on letting go of having to be one or the other and embracing the wholeness of wholeheartedness. The roles in my life - partner, mother, teacher, researcher, leader, entrepreneur - all require me to bring my whole self to the table. We can't be "all in" if only parts of us show up. If we're not living, loving, parenting, or leading with our whole, integrated hearts, we're doing it halfheartedly.

Society often overlooks us introverts. We idolize the talkers and the spotlight seekers, as if they are the role models everyone should be emulating. I call this the Extrovert Ideal. This is the belief that we're all supposed to be quick-thinking, charismatic risk takers who prefer action to contemplation. The Extrovert Ideal is what can make you feel as if there's something wrong with you because you're not at your best in a large group. It's an especially powerful force in school, where the loudest, most talkative kids are often the most popular, and where teachers reward the students who are eager to raise their hands in class.

By the way, I said my affirmative action plan would be for men as teachers in kindergarten and grade schools. I think it would be wonderful for children, if they could see men in caring roles just as they see women.

ose if we did choose, but we don't. That's what it means to be unconscious: to be asleep within the dream. We slip into the lives that are laid out for us the way children slip into the clothes their mother lays out for them in the morning. No one decides. We don't live our lives by choice, but by default. We play the roles we are born to. We don't live our lives, we dispose of them. We throw them away because we don't know any better. and the reason we don't know any better is because we never asked. We never questioned or doubted. never stood up. never drew a line. We never walked up to our parents or our spiritual advisers or our teachers or any of the other formative presences in our early lives and asked one simple. honest, straightforward question. the one question that must be answered before any other question can be asked: "What the hell is going on here?

Kasan, a Zen teacher and monk, was to officiate at a funeral of a famous nobleman. As he stood there waiting for the governor of the province and other lords and ladies to arrive, he noticed that the palms of his hands were sweaty. The next day he called his disciples together and confessed he was not yet ready to be a true teacher. He explained to them that he still lacked the sameness of bearing before all human beings, whether beggar or king. He was still unable to look through social roles and conceptual identities and see the sameness of being in every human. He then left and became the pupil of another master. He returned to his former disciples eight years later, enlightened.

Helping teacher leaders come to understand their gifts is the first step in developing a specialty. Some leaders are great coaches and should focus on instructional leadership in a district or network where that is valued and supported. Great conceptual thinkers are good in startup mode but the daily grind of leading a school doesn't suit them. Other leaders thrive on the turnaround challenge. The dynamic blended future of education will allow more role specialization.

While scholars can, of course, be activists and activists can be scholars, combining these two roles is liable to create problems and, when a political stance is taught at university, it is apt to become an orthodoxy, which cannot be questioned.

Every person you meet has been assigned to play a role in your story as you are assigned to play one in someone else’s. I often say that the people we come across can be one of the four kinds. They can be like pebbles, fountains, quagmire or bridges. Pebbles are those who you meet commonly and in abundance. They do not facilitate anything great but they help you continue walking on this journey of life. Everyone you cross in life without really connecting with them are pebbles. Then there are fountains – who spring water of happiness on you. They bring positivity and joy; they nourish your soul and irrigate the seeds of good thoughts. Your friends, well-wishers are all fountains. Then, on the other end of the spectrum, you have quagmires. These are the people who cause you pain. Now, even some pebbles may have caused you pain as it happens if you tread on a barbed pebble but the difference is that quagmires do that on purpose. They pull you down, induce fear and negativity by discouraging you and worrying you. They will not let you move on – that’s why they keep you bogged down in your failures. Finally, the rarest ones are the bridges – they connect you to unchartered ground that you wouldn’t have reached on your own. They unite you to your destiny. With them, your plane of consciousness expands, you see things you have not seen before; your life becomes more aware, more enlightened. Your parents, your teachers and anyone who touches your life and transcends it into something more beautiful – they are all bridges.

I tried to imagine what it would be like if Constantin were my husband. It would mean getting up at seven and cooking him eggs and bacon and toast and coffee and dawdling about in my nightgown and curlers after he’d left for work to wash up the dirty plates and make the bed, and then when he came home after a lively, fascinating day he’d expect a big dinner, and I’d spend the evening washing up even more dirty plates till I fell into bed, utterly exhausted. This seemed a dreary and wasted life for a girl with fifteen years of straight A’s, but I knew that’s what marriage was like, because cook and clean and wash was just what Buddy Willard’s mother did from morning till night, and she was the wife of a university professor and had been a private school teacher herself. Once when I visited Buddy I found Mrs Willard braiding a rug out of strips of wool from Mr Willard’s old suits. She’d spent weeks on that rug, and I had admired the tweedy browns and greens and blues patterning the braid, but after Mrs Willard was through, instead of hanging the rug on the wall the way I would have done, she put it down in place of her kitchen mat, and in a few days it was soiled and dull and indistinguishable from any mat you could buy for under a dollar in the Five and Ten. And I knew that in spite of all the roses and kisses and restaurant dinners a man showered on a woman before he married her, what he secretly wanted when the wedding service ended was for her to flatten out underneath his feet like Mrs Willard’s kitchen mat.

While a good story must give me a role, and must extend beyond my horizons, it need not be true. A story can be pure fiction, and yet provide me with an identity and make me feel that my life has meaning. Indeed, to the best of our scientific understanding, none of the thousands of stories that different cultures, religions and tribes have invented throughout history is true. They are all just human inventions. If you ask for the true meaning of life and get a story in reply, know that this is the wrong answer. The exact details don’t really matter. Any story is wrong, simply for being a story. The universe just does not work like a story. So why do people believe in these fictions? One reason is that their personal identity is built on the story. People are taught to believe in the story from early childhood. They hear it from their parents, their teachers, their neighbours and the general culture long before they develop the intellectual and emotional independence necessary to question and verify such stories. By the time their intellect matures, they are so heavily invested in the story, that they are far more likely to use their intellect to rationalise the story than to doubt it. Most people who go on identity quests are like children going treasure hunting. They find only what their parents have hidden for them in advance. Second, not only our personal identities but also our collective institutions are built on the story. Consequently, it is extremely frightening to doubt the story. In many societies, anyone who tries to do so is ostracised or persecuted. Even if not, it takes strong nerves to question the very fabric of society. For if indeed the story is false, then the entire world as we know it makes no sense. State laws, social norms, economic institutions – they might all collapse.

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

Without even trying to be a teacher, Fredrika is teaching us, Showing us how to see things in new ways Instead of always thinking The same old thoughts That have been passed along by strangers Day after day, year after year Without any spirit of amazement Or wonder,

Kohlberg’s most influential finding was that the most morally advanced kids (according to his scoring technique) were those who had frequent opportunities for role taking—for putting themselves into another person’s shoes and looking at a problem from that person’s perspective. Egalitarian relationships (such as with peers) invite role taking, but hierarchical relationships (such as with teachers and parents) do not. It’s really hard for a child to see things from the teacher’s point of view, because the child has never been a teacher. Piaget and Kohlberg both thought that parents and other authorities were obstacles to moral development. If you want your kids to learn about the physical world, let them play with cups and water; don’t lecture them about the conservation of volume. And if you want your kids to learn about the social world, let them play with other kids and resolve disputes; don’t lecture them about the Ten Commandments. And, for heaven’s sake, don’t force them to obey God or their teachers or you. That will only freeze them at the conventional level.

Complexes of inferiority (so fashionable nowadays) arise mostly because we make an unhealthy comparison between the accomplishments of another person and ourselves. But how little attention is paid to the person’s being, his kindness, generosity, humility, patience? The less we respect ourselves as persons made to God’s image, the more shall we be led to identifying ourselves with our social role, our job, our accomplishments, real or imaginary. We are led to believe that success in life lies primarily in our being able to bring credentials, and yet, who would dream of saying to another person, “I love you because you are the most efficient secretary I have met in my life,” or because “you are the teacher who best organizes his material.” Love is not concerned with a person’s accomplishments, it is a response to a person’s being, this is why a typical word of love is to say, “I love you, because you are as you are.

One of the powerful functions of a library — any library — lies in its ability to take us away from worlds that are familiar and comfortable and into ones which we can neither predict nor control, to lead us down new roads whose contours and vistas provide us with new perspectives. Sometimes, if we are fortunate, those other worlds turn out to have more points of familiarity with our own than we had thought. Sometimes we make connections back to familiar territory and when we have returned, we do so supplied with new perspectives, which enrich our lives as scholars and enhance our role as teachers. Sometimes the experience takes us beyond our immediate lives as scholars and teachers, and the library produces this result particularly when it functions as the storehouse of memory, a treasury whose texts connect us through time to all humanity." [Browsing in the Western Stacks, Harvard Library Bulletin NS 6(3): 27-33, 1995]

I can understand the teachers saying it’s a gun at my head, but they’ve got the same gun at the parents’ head at the moment. The parent goes up to the teacher and says, well, I’m not satisfied with what you’re doing, and the teacher can say, well tough. You can’t take him away, you can’t move him, you can’t do what you like, so go away and stop bothering me. That can be the attitude of some teachers today, and often is. But now that the positions are being reversed [with vouchers] and the roles are changed, I can only say tough on the teachers. Let them pull their socks up and give us a better deal and let us participate more.

Another result of the War of 1812 was the loss of part of our history. As historian Bruce Johansen put it, "A century of learning [from Native Americans] was coming to a close. A century and more of forgetting--of calling history into service to rationalize conquest--was beginning." After 1815 American Indians could no longer play what sociologists call the role of conflict partner--an important other who must be taken into account--so Americans forgot that Natives had ever been significant in our history. Even terminology changed: until 1815 the word Americans had generally been used to refer to Native Americans; after 1815 it meant European Americans.

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

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

I had a strong bias in favor of Russian scientists; many can be put to active use as chess coaches (I also got a piano teacher out of the process). In addition, they are extremely helpful in the interview process. When MBAs apply for trading positions, they frequently boast “advanced” chess skills on their résumés. I recall the MBA career counselor at Wharton recommending our advertising chess skills “because it sounds intelligent and strategic.” MBAs, typically, can interpret their superficial knowledge of the rules of the game into “expertise.” We used to verify the accuracy of claims of chess expertise (and the character of the applicant) by pulling a chess set out of a drawer and telling the student, now turning pale: “Yuri will have a word with you.

Do they also need us to say “No!”? Perhaps the question is formulated incorrectly. The reality is that children need their parents’ authentic closeness. They need to live with and learn from people of flesh and blood. There are still people who subscribe to a rather outdated expression about defiant children—that they are testing the limits or looking for boundaries. This always happens in relationships where the adult tries to act in ways they think parents should behave. This applies to teachers and others who are part of the child’s life. It is my experience that children have a different objective—to explore whether there is a person behind the role. What they are really doing is challenging our ability and willingness to be authentic, attentive and credible.

Original sin is a self-initiating act because it evidences human free will. If humanity were devoid of free will, it would relegate humankind to living by instinct. A person who lives by instinct might survive for an enviable period, but they will never live a heroic existence. Every hero’s story commences with an unsatisfied and optimistic person venturing out from the comfortable confines of their common day world, facing forces of fabulous power, and fighting a magnificent personal battle. The greatest traditional heroes were warriors whom survived on the battlefield and learned valuable lessons of honor, love, loyalty, and courage. Heroic warriors and spiritual seekers undertook a rigorous quest, an enduring ordeal that enabled them to transcend their own personhood’s shallow desire merely to survive. By enduring hardships, experiencing breathtaking encounters with the physical world, and undergoing a spiritual renaissance, the hero gains a hard-won sense self-discovery, comprehends his or her place in society, and accepts their role as a teacher. A hero is a bearer of light, wisdom, and charity. The hero reenters society and shares their culmination of knowledge by devoting their life to teaching other people.

Education is a process involving two sets of participants who supposedly play different roles: teachers who impart knowledge to students, and students who absorb knowledge from teachers. In fact, as every open-minded teacher discovers, education is also about students imparting knowledge to their teachers, by challenging the teachers’ assumptions and by asking questions that the teachers hadn’t previously thought of.

But no matter how strenuously everyone denies it, race-based hiring inevitably means lower standards. As Americans begin to wake up to the poor quality of their schools, a few states have begun to test teachers to see if they are up to snuff. Teachers’ unions resist this for obvious reasons, as do “civil rights” organizations. In the California teachers’ examination in 1983, 76 percent of the white teachers passed, but only 26 percent of the black teachers did. In a Florida exam the same year, 90 percent of whites but only 35 percent of blacks passed.772* In the case of the National Teachers’ Examination, 84 percent of whites passed it but only 33 percent of blacks.773 Are lower standards a legitimate price to pay for “role models”? Even if black children were somehow helped by this, it is difficult to see what good such role models can do for white children.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

Adults tend to forget – or perhaps never appreciated in the first place if lifelong non-readers themselves – what a vital part of the process rereading is for children. As adults, rereading seems like backtracking at best, self-indulgence at worst. Free time is such a scarce resource that we feel we should be using it only on new things. But for children, rereading is absolutely necessary. The act of reading is itself still new. A lot of energy is still going into (not so) simple decoding of words and the assimilation of meaning. Only then do you get to enjoy the plot – to begin to get lost in the story. And only after you are familiar with the plot are you free to enjoy, mull over, break down and digest all the rest. The beauty of a book is that it remains the same for as long as you need it. It’s like being able to ask a teacher or parent to repeat again and again some piece of information or point of fact you haven’t understood with the absolute security of knowing that he/she will do so infinitely. You can’t wear out a book’s patience. And for a child there is so much information in a book, so much work to be done within and without. You can identify with the main or peripheral character (or parts of them all). You can enjoy the vicarious satisfaction of their adventures and rewards. You also have a role to play as interested onlooker, able to observe and evaluate participants’ reactions to events and to each other with a greater detachment, and consequent clarity sometimes, than they can. You are learning about people, about relationships, about the variety of responses available to them and in many more situations and circumstances (and at a much faster clip) than one single real life permits. Each book is a world entire. You’re going to have to take more than one pass at it.

In the modern era, teachers and scholarship have traditionally laid strenuous emphasis on the fact that Briseis, the woman taken from Achilles in Book One, was his géras, his war prize, the implication being that her loss for Achilles meant only loss of honor, an emphasis that may be a legacy of the homoerotic culture in which the classics and the Iliad were so strenuously taught—namely, the British public-school system: handsome and glamorous Achilles didn’t really like women, he was only upset because he’d lost his prize! Homer’s Achilles, however, above all else, is spectacularly adept at articulating his own feelings, and in the Embassy he says, “‘Are the sons of Atreus alone among mortal men the ones / who love their wives? Since any who is a good man, and careful, / loves her who is his own and cares for her, even as I now / loved this one from my heart, though it was my spear that won her’ ” (9.340ff.). The Iliad ’s depiction of both Achilles and Patroklos is nonchalantly heterosexual. At the conclusion of the Embassy, when Agamemnon’s ambassadors have departed, “Achilles slept in the inward corner of the strong-built shelter, / and a woman lay beside him, one he had taken from Lesbos, / Phorbas’ daughter, Diomede of the fair colouring. / In the other corner Patroklos went to bed; with him also / was a girl, Iphis the fair-girdled, whom brilliant Achilles / gave him, when he took sheer Skyros” (9.663ff.). The nature of the relationship between Achilles and Patroklos played an unlikely role in a lawsuit of the mid-fourth century B.C., brought by the orator Aeschines against one Timarchus, a prominent politician in Athens who had charged him with treason. Hoping to discredit Timarchus prior to the treason trial, Aeschines attacked Timarchus’ morality, charging him with pederasty. Since the same charge could have been brought against Aeschines, the orator takes pains to differentiate between his impulses and those of the plaintiff: “The distinction which I draw is this—to be in love with those who are beautiful and chaste is the experience of a kind-hearted and generous soul”; Aeschines, Contra Timarchus 137, in C. D. Adams, trans., The Speeches of Aeschines (Cambridge, MA, 1958), 111. For proof of such love, Aeschines cited the relationship between Achilles and Patroklos; his citation is of great interest for representing the longest extant quotation of Homer by an ancient author. 32

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

So long as our textbooks hide from us the roles that people of color have played in exploration, from at least 6000 BC to the twentieth century, they encourages us to look to Europe and its extensions as the seat of all knowledge and intelligence. So long as they say "discover," they imply that whites are the only people who really matter. So long as they simply celebrate Columbus, rather than teach both sides of his exploit, they encourage us to identify with white Western exploitation rather than study it.

teachers, surrogate grandparents, babysitters, friends’ parents—decided I was worthy of their time, their interest. They provided examples, role models, family meals at dinner tables, reprimands that didn’t come with a swat or a cutting remark or end in the questions Why don’t you ever listen, Benny? Why are you so stupid sometimes? People around me invited me into homes that operated on a schedule and where parents spoke encouraging words. They showed me what a stable life could look like. If they hadn’t bothered, how would I have even known there was another way to live? You can’t aspire to something you’ve never seen.

Bearing witness takes the courage to realize the potential of the human spirit. Witnessing requires us to call forth the highest qualities of our species, qualities such as conviction, integrity, empathy, and compassion. It is easier by far to retain the attributes of carnistic culture: apathy, complacency, self-interest, and "blissful" ignorance. I wrote this book––itself an act of witnessing––because I believe that, as humans, we have a fundamental desire to strive to become our best selves. I believe that each and every one of us has the capacity to act as powerful witnesses in a world very much in need. I have had the opportunity to interact with thousands of individuals through my work as a teacher, author, and speaker, and through my personal life. I have witnessed, again and again, the courage and compassion of the so-called average American: previously apathetic students who become impassioned activists; lifelong carnists who weep openly when exposed to images of animal cruelty, never again to eat meat; butchers who suddenly connect meat to its living source and become unable to continue killing animals; and a community of carnists who aid a runaway cow in her flight from slaughter. Ultimately, bearing witness requires the courage to take sides. In the face of mass violence, we will inevitably fall into a role: victim or perpetrator. Judith Herman argues that all bystanders are forced to take a side, by their action or inaction, and that their is no such thing as moral neutrality. Indeed, as Nobel Peace Prize Laureate and Holocaust survivor Elie Wiesel points out, "Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." Witnessing enables us to choose our role rather than having one assigned to us. And although those of us who choose to stand with the victim may suffer, as Herman says, "There can be no greater honor.

They are more inward looking by nature, and for them the outward movement into form is minimal. They would rather return home than go out. They have no desire to get strongly involved in or change the world. If they have any ambitions, they usually don’t go beyond finding something to do that gives them a degree of independence. Some of them find it hard to fit into this world. Some are lucky enough to find a protective niche where they can lead a relatively sheltered life, a job that provides them with a regular income or a small business of their own. Some may feel drawn toward living in a spiritual community or monastery. Others may become dropouts and live on the margins of a society they feel they have little in common with. Some turn to drugs because they find living in this world too painful. Others eventually become healers or spiritual teachers, that is to say, teachers of Being. In past ages, they would probably have been called contemplatives. There is no place for them, it seems, in our contemporary civilization. On the arising new earth, however, their role is just as vital as that of the creators, the doers, the reformers. Their function is to anchor the frequency of the new consciousness on this planet. I call them the frequency-holders. They are here to generate consciousness through the activities of daily life, through their interactions with others as well as through “just being.” In this way, they endow the seemingly insignificant with profound meaning. Their task is to bring spacious stillness into this world by being absolutely present in whatever they do. There is consciousness and therefore quality in what they do, even the simplest task. Their purpose is to do everything in a sacred manner. As each human being is an integral part of the collective human consciousness, they affect the world much more deeply than is visible on the surface of their lives.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

For the rest of Kat’s childhood, she moved from one relative’s house to another’s, up and down the East Coast, living in four homes before entering high school. Finally, in high school, she lived for a few years with her grandmother, her mom’s mom, whom she called “G-Ma.” No one ever talked about her mom’s murder. “In my family, my past was ‘The Big Unmentionable’—including my role in putting my own father in jail,” she says. In high school, Kat appeared to be doing well. She was an honor student who played four varsity sports. Beneath the surface, however, “I was secretly self-medicating with alcohol because otherwise, by the time everything stopped and it got quiet at night, I could not sleep, I would just lie there and a terrible panic would overtake me.” She went to college, failed out, went back, and graduated. She went to work in advertising, and one day, dissatisfied, quit. She went back to grad school, piling up debt. She became a teacher. Kat quit that job too, when a relationship she had formed with another teacher imploded. At the age of thirty-four, Kat went to stay with her brother and his family in Hawaii. She got a job as a valet, parking cars. “I’d come home from parking cars all day and curl up on my bed in the back bedroom of my brother’s house, and lie there feeling desperate and alone, my heart beating with anxiety.

When I was growing up, we took Texas history twice—if I remember correctly, in the fourth and the seventh grades. I cannot say with certainty that slavery was never mentioned. Of course, I didn’t need school to tell me that Blacks had been enslaved in Texas. I heard references to slavery from my parents and grandparents. A common retort when another kid—often a sibling—insisted you do something for them you didn’t want to do was “Slavery time is over.” And we celebrated Juneteenth, which marked the end of the institution. But if slavery was mentioned in the early days of my education, it didn’t figure prominently enough in our lessons to give us a clear and complete picture of the role the institution played in the state’s early development, its days as a Republic, its entry into the Union, and its role in the Civil War and its aftermath. Instead, as with the claim “The American Civil War was not about slavery. It was about states’ rights,” the move when talking about Texas’s rebellion against Mexico was to take similar refuge in concerns about overreaching federal authorities. Anglo-Texans chafed at the centralizing tendencies of the Mexican government and longed to be free. As one could ask about the states’ rights argument—states’ rights to do what?—I don’t recall my teachers giving a complete explanation for why Anglo-Texans felt so threatened by the Mexican government.

Marketa really desired, with both her body and her senses, the women she considered Karel's mistresses. And she also desired them with her head: fulfilling the prophecy of her old math teacher, she wanted - at least to the limits of the disastrous contract - to show herself enterprising and playful, and to astonish Karel. But as soon as she found herself naked with them on the wide daybed, the sensual wanderings immediately vanished from her mind, and seeing her husband was enough to return her to her role, the role of the better one, the one who is wronged, Even when she was with Eva, whom she loved very much and of whom she was not jealous, the presence of the man she loved too well weighed heavily on her, stifling the pleasure of the senses. The moment she removed his head from the body, she felt the strange and intoxicating touch of freedom. That anonymity of the body was a suddenly discovered paradise. With an odd delight, she expelled her wounded and too vigilant soul and was transformed into a simple body without past or memory, but all the more eager and receptive. She tenderly caressed Eva's face, while the headless body moved vigorously on top of her. But here the headless body interrupted his movements and, in a voice that reminded her unpleasantly of Karel's, uttered unbelievably idiotic words: "I'm Bobby Fischer! I'm Bobby Fischer!" It was like being awakened from a dream. And just then, as she lay snuggled against Eva (as the awakening sleeper snuggles against his pillow to hide from the dim first light of day), Eva had asked her, "All right?" and she had consented with a sign, pressing her lips against Eva's. She had always loved her, but today for the first time sh loved her with all her senses, for herself, for her body, and for her skin, becoming intoxicated with this fleshly love as with a sudden revelation. Afterward, while they lay side by side on their stomachs, with their buttocks slightly raised, Marketa could feel on her skin that the infinitely efficient body was again fixing its eyes on hers and at any moment was going to start again making love to them. She tried to ignore the voice talking about seeing beautiful Mrs. Nora, tried simply to be a body hearing nothing while lying pressed between a very soft-skinned girlfriend and some headless man.

Everything we do and say will either underline or undermine our discipleship process. As long as there is one unsaved person on my campus or in my city, then my church is not big enough. One of the underlying principles of our discipleship strategy is that every believer can and should make disciples. When a discipleship process fails, many times the fatal flaw is that the definition of discipleship is either unclear, unbiblical, or not commonly shared by the leadership team. Write down what you love to do most, and then go do it with unbelievers. Whatever you love to do, turn it into an outreach. You have to formulate a system that is appropriate for your cultural setting. Writing your own program for making disciples takes time, prayer, and some trial and error—just as it did with us. Learn and incorporate ideas from other churches around the world, but only after modification to make sure the strategies make sense in our culture and community. Culture is changing so quickly that staying relevant requires our constant attention. If we allow ourselves to be distracted by focusing on the mechanics of our own efforts rather than our culture, we will become irrelevant almost overnight. The easiest and most common way to fail at discipleship is to import a model or copy a method that worked somewhere else without first understanding the values that create a healthy discipleship culture. Principles and process are much more important than material, models, and methods. The church is an organization that exists for its nonmembers. Christianity does not promise a storm-free life. However, if we build our lives on biblical foundations, the storms of life will not destroy us. We cannot have lives that are storm-free, but we can become storm-proof. Just as we have to figure out the most effective way to engage our community for Christ, we also have to figure out the most effective way to establish spiritual foundations in each unique context. There is really only one biblical foundation we can build our lives on, and that is the Lord Jesus Christ. Pastors, teachers, and church staff believe their primary role is to serve as mentors. Their task is to equip every believer for the work of the ministry. It is not to do all the ministry, but to equip all the people to do it. Their top priority is to equip disciples to do ministry and to make disciples. Do you spend more time ministering to people or preparing people to minister? No matter what your church responsibilities are, you can prepare others for the same ministry. Insecurity in leadership is a deadly thing that will destroy any organization. It drives pastors and presidents to defensive positions, protecting their authority or exercising it simply to show who is the boss. Disciple-making is a process that systematically moves people toward Christ and spiritual maturity; it is not a bunch of randomly disconnected church activities. In the context of church leadership, one of the greatest and most important applications of faith is to trust the Holy Spirit to work in and through those you are leading. Without confidence that the Holy Spirit is in control, there is no empowering, no shared leadership, and, as a consequence, no multiplication.

The relationship between humanity and work involves money, but in something of a negative correlation. The jobs and roles that are the most human and would naturally be most attractive tend to pay nothing or close to nothing. Mother, father, artist, writer, musician, coach, teacher, storyteller, nurturer, counselor, dancer, poet, philosopher, journalist—these roles often are either unpaid or pay so little that it is difficult to survive or thrive in many environments. Many of these roles have high positive social impacts that are ignored by the market. On the other hand, the most lucrative jobs tend to be the most inorganic. Corporate lawyers, technologists, financiers, traders, management consultants, and the like assume a high degree of efficiency. The more that a person can submerge one’s humanity to the logic of the marketplace, the higher the reward.

The evangelists and pastors mentioned in Ephesians 4:11 are then replaced in First Corinthians 12 with miracles and gifts of healings. These gifts of the Spirit are the primary ones that empower and qualify the evangelistic and pastoral offices. (The entry level into the fivefold ministry gifts is also at the level of working of miracles and gifts of healings because all five ministry offices — apostle, prophet, evangelist, pastor, and teacher — should be equipped with these two gifts of the Spirit.) Next is the operation of helps, which handles the physical and material aspects of the ministry. One very important helps calling is what I call the “entrepreneurship of the simplicity of giving.” A person called to fulfill this operation is someone of means who has the capacity in his character and his calling to be used by God to pour thousands, if not millions, into the Kingdom of God for the governments of the Church.

George Romney’s private-sector experience typified the business world of his time. His executive career took place within a single company, American Motors Corporation, where his success rested on the dogged (and prescient) pursuit of more fuel-efficient cars.41 Rooted in a particular locale, the industrial Midwest, AMC was built on a philosophy of civic engagement. Romney dismissed the “rugged individualism” touted by conservatives as “nothing but a political banner to cover up greed.”42 Nor was this dismissal just cheap talk: He once returned a substantial bonus that he regarded as excessive.43 Prosperity was not an individual product, in Romney’s view; it was generated through bargaining and compromises among stakeholders (managers, workers, public officials, and the local community) as well as through individual initiative. When George Romney turned to politics, he carried this understanding with him. Romney exemplified the moderate perspective characteristic of many high-profile Republicans of his day. He stressed the importance of private initiative and decentralized governance, and worried about the power of unions. Yet he also believed that government had a vital role to play in securing prosperity for all. He once famously called UAW head Walter Reuther “the most dangerous man in Detroit,” but then, characteristically, developed a good working relationship with him.44 Elected governor in 1962 after working to update Michigan’s constitution, he broke with conservatives in his own party and worked across party lines to raise the minimum wage, enact an income tax, double state education expenditures during his first five years in office, and introduce more generous programs for the poor and unemployed.45 He signed into law a bill giving teachers collective bargaining rights.46 At a time when conservatives were turning to the antigovernment individualism of Barry Goldwater, Romney called on the GOP to make the insurance of equal opportunity a top priority. As

We live in a world where we have to sacrifice our comfort for the sake of others. Where we have to go an extra mile to meet others' needs. Where we have to dig deep in our resources to please others. I have gone out of my comfort zone for some people. Some people have gone out of their comfort zone for me. And I'm grateful. It's life. It's a common thing. There is no right or wrong to this behaviour. We do it because either we want to or that we must. By the way, our self-sacrificing service can be unhealthy to us. Some people burn themselves down trying to keep others warm. Some break their backs trying to carry the whole world. Some break their bones trying to bend backwards for their loved ones. All these sacrifices are, sometimes, not appreciated. Usually we don't thank the people who go out of their comfort zone to make us feel comfortable. Again, although it's not okay, it's a common thing. It's another side of life. To be fair, we must get in touch with our humanity and show gratitude for these sacrifices. We owe it to so many people. And sometimes we don't even realise it. Thanks be to God for forgiving our sins — which we repeat. Thanks to our world leaders and the activists for the work that they do to make our economic life better. Thanks to our teachers, lecturers, mentors, and role models for shaping our lives. Thanks to our parents for their continual sacrifices. Thanks to our friends for their solid support. Thanks to our children, nephews, and nieces. They allow us to practise discipline and leadership on them. Thanks to the doctors and nurses who save our lives daily. Thanks to safety professionals and legal representatives. They protect us and our possessions. Thanks to our church leaders, spiritual gurus and guides, and meditation partners. They shape our spiritual lives. Thanks to musicians, actors, writers, poets, and sportspeople for their entertainment. Thanks to everyone who contributes in a positive way to our society. Whether recognised or not. Thank you. Thank you. Thank you!

The methods of meditation taught by the Buddha in the Pali Canon fall into two broad systems. One is the development of serenity (samatha), which aims at concentration (samādhi); the other is the development of insight (vipassanā), which aims at understanding or wisdom (paññā). In the Buddha’s system of mental training the role of serenity is subordinated to that of insight because the latter is the crucial instrument needed to uproot the ignorance at the bottom of saṁsāric bondage. The attainments possible through serenity meditation were known to Indian contemplatives long before the advent of the Buddha. The Buddha himself mastered the two highest stages under his early teachers but found that, on their own, they only led to higher planes of rebirth, not to genuine enlightenment (MN 26.15–16). However, because the unification of mind induced by the practice of concentration contributes to clear understanding, the Buddha incorporated the techniques of serenity meditation and the resulting levels of absorption into his own system, treating them as a foundation and preparation for insight and as a “pleasant abiding here and now.

We (Abraham) Describe Ourselves as Teachers Abraham: Good morning! It is nice to have an opportunity to visit. We extend our appreciation to Esther for allowing this communication, and to you for soliciting it. We have been considering the immense value of this interaction, as it will provide an introduction of that which we are to our physical friends. But even more than a mere introduction of Abraham to your physical world, this book will provide an introduction of the role of the Non-Physical in your physical world, for these worlds are inextricably tied together, you know. There is no way of separating one from the other. Also, in the writing of this book, we are all fulfilling an agreement that we set forth long before you came into your physical bodies. We, Abraham, agreed that we would remain here focused in the broader, clearer, and therefore more powerful Non-Physical perspective, while you, Jerry and Esther, agreed to go forth into your magnificent physical bodies and into the Leading Edge of thought and creation. And once your life experiences had stimulated within you clear and powerful desire, it was our agreement to rendezvous for the purpose of powerful co-creation. Jerry, we are eager to answer your long list of questions (so

In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed.

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

As the months rolled on, John and Sarah began to understand themselves less as teachers and more as parents, living into the names Baba and Kama Kiwawa. It was clear the boys needed something Keu couldn’t provide, consistent support and affection. Sarah started giving out hugs and bandages, and John role-modeled manhood by providing food, shelter, and an education. But unlike many parents, John and Sarah didn’t dole out punishments. They left that to the council. On his first visit, Keu had appointed six boys with hair sprouting on their chins as the elders of Kiwawa. He spent a week with them on a hill near Kiwawa where he instructed them in the ways of a traditional elder council, showing them how to resolve problems that might arise according to the Pokot traditions. And each night after the guard heard John’s snores rumbling out of the camper, the council built a fire and legislated the day’s problems according to the nomadic values they had learned, sometimes choosing to defer ruling on more complicated matters until Keu returned. Stolen writing stick? The elders huddled together in the shadow of the illuminated acacia tree. The oldest returned and pointed at the offender: “Water-fetching duty for a week.” “Oee,” the boys would shout, the Pokot version of Amen. “Refusing to share meat?” “Three rope whippings.” “Oee.” “Crying because you miss your mother?” “Spend more time with Kama,” the oldest boy would say with compassion. “Oee.” “We were modeling the Pokot elders by becoming the keepers of justice and fairness. You see, Pokot elders can never settle a matter based on anger or some personal retribution. That is so unacceptable,” Michael explained. “A punishment is meant to reform the person as quickly as possible so the criminal can be brought back into the group. This is because every single person has a job to do, whether it is to fetch water, herd cows, or stand guard against Karamoja. And if you are gone, then someone else has to work harder in your absence. Nomads do not have prisons like the modern world, which changes our whole entire judicial system. In America you can lock somebody up in prison for two years for just a small crime like stealing a cow. And while in prison they are taken out of the community and are expected to think about what they have done. And then after those two years of isolation, a group of psychologists and lawyers and I don’t know who else will examine that person and see if they have changed their stealing ways. If not, then they lock them back up,” he said, turning an invisible key. “In America there is the potential to give up on somebody, to leave them outside of the community. But there are no prisons in the desert, and without prisons the elders are left with two choices: reform you or kill you. And as I said, if they kill you, they are not only losing a good worker, but also a brother and a son. And the desert has already taken so many of our sons.