Routine Education Quotes

Learning, thinking, and writing should not be about accumulating knowledge, but about becoming a different person with a different way of thinking. This is done by questioning one’s own thinking routines in light of new experiences and facts.

Today, when routine cognitive tasks are digitized and automated, and multiple lifetimes worth of information are accessible at our fingertips (much of which rapidly becomes obsolete), the focus of education must shift.

It's good to include playful and imaginative activities in business management. Managers of every business should be actively utilizing their imagination and directing that toward the advancement of the business. And incorporating playful activities into managerial routines is a good way to do that.

The routine expression of hatred for others is so common in the Arab world that it barely draws comment other than from the region’s often Western-educated liberal minority who have limited access to the platform of mass media.

In ways that certain of us are uncomfortable about, SNOOTs’ attitudes about contemporary usage resemble religious/political conservatives’ attitudes about contemporary culture. We combine a missionary zeal and a near-neural faith in our beliefs’ importance with a curmudgeonly hell-in-a-handbasket despair at the way English is routinely manhandled and corrupted by supposedly educated people. The Evil is all around us: boners and clunkers and solecistic howlers and bursts of voguish linguistic methane that make any SNOOT’s cheek twitch and forehead darken. A fellow SNOOT I know likes to say that listening to most people’s English feels like watching somebody use a Stradivarius to pound nails: We are the Few, the Proud, the Appalled at Everyone Else.

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

If you could arrange to avoid that routine job-world, you were an intellectual or an artist. Too restless, tremorous, agitated, too mad to sit at a desk eight hours a day, you needed an institution - a higher institution.

So nobody must be allowed to think at all. Down with the public schools! Children must be drilled mentally by quarter-educated herdsmen, whose wages would stop at the first sign of disagreement with the bosses. For the rest, deafen the whole world with senseless clamour. Mechanize everything! Give nobody a chance to think. Standardize "amusement." The louder and more cacophonous, the better! Brief intervals between one din and the next can be filled with appeals, repeated 'till hypnotic power gives them the force of orders, to buy this or that product of the "Business men" who are the real power in the State. Men who betray their country as obvious routine. The history of the past thirty years is eloquent enough, one would think. What these sodden imbeciles never realize is that a living organism must adapt itself intelligently to its environment, or go under at the first serious change of circumstance.

It needs more than ever to be stressed that the best and truest educators are parents under God. The greatest school is the family. In learning, no act of teaching in any school or university compares to the routine task of mothers in teaching a babe who speaks no language the mother tongue in so short a time. No other task in education is equal to this. The moral training of the children, the discipline of good habits, is an inheritance from the parents to the children which surpasses all other. The family is the first and basic school of man.

She was too well-trained to panic.

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.

And Teen Vogue routinely educates girls that gender is a social construct. “The truth is, not all women menstruate and not all people who menstruate are women,” one article blithely informs readers, as if that were factual.3

In education, we need to begin paying attention to matters routinely ignored. We spend long hours trying to teach a variety of courses on, say, the structure of government or the structure of the amoeba. But how much effort goes into studying the structure of everyday life — the way time is allocated, the personal uses of money, the places to go for help in a society exploding with complexity? We take for granted that young people already know their way around our social structure. In fact, most have only the dimmest image of the way the world of work or business is organized. Most students have no conception of the architecture of their own city's economy, or the way the local bureaucracy operates, or the place to go to lodge a complaint against a merchant. Most do not even understand how their own schools — even universities — are structured, let alone how much structures are changing under the impact of the Third Wave.

Yes, because just what I wanted was to make a friend of a rich enclave girl so I could routinely rub my face around in all the luxuries I couldn’t have, all of which were in fact quite nice even if they didn’t measure up to the things I’d chosen in their place. And if Chloe Rasmussen turned out to be an actual decent person and a real friend, that would mean the things I didn’t have weren’t necessarily incompatible with the things I really cared about, and how exactly I was meant to put that together without being discontented all the time, I didn’t see, only I was reasonably certain that saying no and on your way now would in fact make me rude and stuck-up after all, just in a quixotic and contrary way. “Yeah, all right,

The world also needs to remember to never take for granted what has been gifted to us through the sacrifice of others: the right to an education and learning, the power and luxury of freedom, and the beauty to appreciate the routine of simple, everyday life.

The relationship between the people and their government troubled her. The government was the mission of an entire society: why was the society undermining it? “I’m routinely appalled by how profoundly ignorant even highly educated people are when it comes to the structure and function of our government,” she said. “The sense of identity as Citizen has been replaced by Consumer. The idea that government should serve the citizens like a waiter or concierge, rather than in a ‘collective good’ sense.

the routine of education in the schools of

The frost which kills the harvest of a year, saves the harvests of a century, by destroying the weevil or the locust. Wars, fires, plagues, break up immovable routine, clear the ground of rotten races and dens of distemper, and open a fair field to new men. There is a tendency in things to right themselves, and the war or revolution or bankruptcy that shatters a rotten system, allows things to take a new and natural order. The sharpest evils are bent into that periodicity which makes the errors of planets, and the fevers and distempers of men, self-limiting. Nature is upheld by antagonism. Passions, resistance, danger, are educators. We acquire the strength we have overcome. Without war, no soldier; without enemies, no hero.

The average person wastes his life. He has a great deal of energy but he wastes it. The life of an average person seems at the end utterly meaningless…without significance. When he looks back…what has he done? MIND The mind creates routine for its own safety and convenience. Tradition becomes our security. But when the mind is secure it is in decay. We all want to be famous people…and the moment we want to be something…we are no longer free. Intelligence is the capacity to perceive the essential…the what is. It is only when the mind is free from the old that it meets everything new…and in that there’s joy. To awaken this capacity in oneself and in others is real education. SOCIETY It is no measure of health to be well adjusted to a profoundly sick society. Nature is busy creating absolutely unique individuals…whereas culture has invented a single mold to which we must conform. A consistent thinker is a thoughtless person because he conforms to a pattern. He repeats phrases and thinks in a groove. What happens to your heart and your mind when you are merely imitative, naturally they wither, do they not? The great enemy of mankind is superstition and belief which is the same thing. When you separate yourself by belief tradition by nationally it breeds violence. Despots are only the spokesmen for the attitude of domination and craving for power which is in the heart of almost everyone. Until the source is cleared there will be confusion and classes…hate and wars. A man who is seeking to understand violence does not belong to any country to any religion to any political party. He is concerned with the understanding of mankind. FEAR You have religion. Yet the constant assertion of belief is an indication of fear. You can only be afraid of what you think you know. One is never afraid of the unknown…one is afraid of the known coming to an end. A man who is not afraid is not aggressive. A man who has no sense of fear of any kind is really a free and peaceful mind. You want to be loved because you do not love…but the moment you really love, it is finished. You are no longer inquiring whether someone loves you or not. MEDITATION The ability to observe without evaluating is the highest form of intelligence. In meditation you will discover the whisperings of your own prejudices…your own noises…the monkey mind. You have to be your own teacher…truth is a pathless land. The beauty of meditation is that you never know where you are…where you are going…what the end is. Down deep we all understand that it is truth that liberates…not your effort to be free. The idea of ourselves…our real selves…is your escape from the fact of what you really are. Here we are talking of something entirely different….not of self improvement…but the cessation of self. ADVICE Take a break with the past and see what happens. Release attachment to outcomes…inside you will feel good no matter what. Eventually you will find that you don’t mind what happens. That is the essence of inner freedom…it is timeless spiritual truth. If you can really understand the problem the answer will come out of it. The answer is not separate from the problem. Suffer and understand…for all of that is part of life. Understanding and detachment…this is the secret. DEATH There is hope in people…not in societies not in systems but only in you and me. The man who lives without conflict…who lives with beauty and love…is not frightened by death…because to love is to die.

A very distinct pattern has emerged repeatedly when policies favored by the anointed turn out to fail. This pattern typically has four stages: STAGE 1. THE “CRISIS”: Some situation exists, whose negative aspects the anointed propose to eliminate. Such a situation is routinely characterized as a “crisis,” even though all human situations have negative aspects, and even though evidence is seldom asked or given to show how the situation at hand is either uniquely bad or threatening to get worse. Sometimes the situation described as a “crisis” has in fact already been getting better for years. STAGE 2. THE “SOLUTION”: Policies to end the “crisis” are advocated by the anointed, who say that these policies will lead to beneficial result A. Critics say that these policies will lead to detrimental result Z. The anointed dismiss these latter claims as absurd and “simplistic,” if not dishonest. STAGE 3. THE RESULTS: The policies are instituted and lead to detrimental result Z. STAGE 4. THE RESPONSE: Those who attribute detrimental result Z to the policies instituted are dismissed as “simplistic” for ignoring the “complexities” involved, as “many factors” went into determining the outcome. The burden of proof is put on the critics to demonstrate to a certainty that these policies alone were the only possible cause of the worsening that occurred. No burden of proof whatever is put on those who had so confidently predicted improvement. Indeed, it is often asserted that things would have been even worse, were it not for the wonderful programs that mitigated the inevitable damage from other factors. Examples of this pattern are all too abundant. Three will be considered here. The first and most general involves the set of social welfare policies called “the war on poverty” during the administration of President Lyndon B. Johnson, but continuing under other labels since then. Next is the policy of introducing “sex education” into the public schools, as a means of reducing teenage pregnancy and venereal diseases. The third example will be policies designed to reduce crime by adopting a less punitive approach, being more concerned with preventive social policies beforehand and rehabilitation afterwards, as well as showing more concern with the legal rights of defendants in criminal cases.

Gradually, we understand that nothing in our lives is pure accident. Whatever happens, good or bad, routine or unusual events, they are all signs: God speaks to us and educates us through them so that we may be made ready to live in the new creation.

Fairy tales, fantasy, legend and myth...these stories, and their topics, and the symbolism and interpretation of those topics...these things have always held an inexplicable fascination for me," she writes. "That fascination is at least in part an integral part of my character — I was always the kind of child who was convinced that elves lived in the parks, that trees were animate, and that holes in floorboards housed fairies rather than rodents. You need to know that my parents, unlike those typically found in fairy tales — the wicked stepmothers, the fathers who sold off their own flesh and blood if the need arose — had only the best intentions for their only child. They wanted me to be well educated, well cared for, safe — so rather than entrusting me to the public school system, which has engendered so many ugly urban legends, they sent me to a private school, where, automatically, I was outcast for being a latecomer, for being poor, for being unusual. However, as every cloud does have a silver lining — and every miserable private institution an excellent library — there was some solace to be found, between the carved oak cases, surrounded by the well–lined shelves, among the pages of the heavy antique tomes, within the realms of fantasy. Libraries and bookshops, and indulgent parents, and myriad books housed in a plethora of nooks to hide in when I should have been attending math classes...or cleaning my room...or doing homework...provided me with an alternative to a reality I didn't much like. Ten years ago, you could have seen a number of things in the literary field that just don't seem to exist anymore: valuable antique volumes routinely available on library shelves; privately run bookshops, rather than faceless chains; and one particular little girl who haunted both the latter two institutions. In either, you could have seen some variation upon a scene played out so often that it almost became an archetype: A little girl, contorted, with her legs twisted beneath her, shoulders hunched to bring her long nose closer to the pages that she peruses. Her eyes are glued to the pages, rapt with interest. Within them, she finds the kingdoms of Myth. Their borders stand unguarded, and any who would venture past them are free to stay and occupy themselves as they would.

An education, then, is a constellation of practices, rituals, and routines that inculcates a particular vision of the good life by inscribing or infusing that vision into the heart (the gut) by means of material, embodied practices. And this will be true even of the most instrumentalist, pragmatic programs of education (such as those that now tend to dominate public schools and universities bent on churning out “skilled workers”) that see their task primarily as providing information, because behind this is a vision of the good life that understands human flourishing primarily in terms of production and consumption. Behind the veneer of a “value-free” education concerned with providing skills, knowledge, and information is an educational vision that remains formative.

ALREADY KNOW the camp on the moors. It was here that Himmelstoss gave Tjaden his education. But now I know hardly anyone here; as ever, all is altered. There are only a few people that I have occasionally met before. I go through the routine mechanically. In the evenings I generally

In adolescence, I hated life and was continually on the verge of suicide, from which, however, I was restrained by the desire to know more mathematics. Now, on the contrary, I enjoy life; I might almost say that with every year that passes I enjoy it more…very largely it is due to a diminishing preoccupation with myself. Like others who had a Puritan education, I had the habit of meditating on my sins, follies, and shortcomings. I seemed to myself - no doubt justly - a miserable specimen. Gradually I learned to be indifferent to myself and my deficiencies; I came to center my attention increasingly upon external objects: the state of the world, various branches of knowledge, individuals for whom I felt affection…And every external interest inspires some activity which, so long as the interest remains alive, is a complete preventive of ennui. Interest in oneself, on the contrary, leads to no activity of a progressive kind. It may lead to the keeping of a diary, to getting psychoanalyzed, or perhaps to becoming a monk. But the monk will not be happy until the routine of the monastery has made him forget his own soul. The happiness which he attributes to religion he could have obtained from becoming a crossing-sweeper, provided he were compelled to remain one. External discipline is the only road to happiness for those unfortunates whose self-absorption is too profound to be cured in any other way.

The spectacle takes us away from our routines. For at least a time, we feel part of something big, colorful, exciting. It is perhaps understandable that civilians are often more enthusiastic during wartime than soldiers who have experienced battle. The soldiers know that war is often boring and dirty as well as terrifying and colorful. Even so, after some years, an old soldier like Oliver Wendell Holmes, Jr., could brush aside his earlier description of the pain, boredom, and death of war and declare that “its message was divine.” The stench disappears, but the spectacle remains in memory’s eye.

I was amazed, shocked, and sickened by what I heard throughout the day, over and over, by many victims' stories. I can think of no one with whom I didn't recognize a common thread. These monsters, these evil priests, used the same words and methods on all of us. With each session, I would find something that sent a cold chill down my spine. It amazed and frightened me that the actual words used on me, to rape me, to rape me, were the same as the words used on so many others from all over the United States. You would think that all these priests either were educated in how to concur and rape us, or they met privately with each other to compare notes and develop their plan of attack on us. The pattern was so much the same, with the same words, that you would swear it was scripted and disbursed to these priests. Do they secretly have closed-door meetings on how to abuse us? A chilling thought. Neary's routine of saying the “Our Father” during the rape and making me say it with him, repeating the “thy will be done” over and over, the absolution given me after he “finished,” the threats of having God take my parents away, the lectures about offering my suffering up to God, etc., etc., etc. My experience was identical, word-for-word, to that of many others. The exact words during the abuse were not just close, but exactly the same, as if it were some kind of abuse ritual. Ritual abuse is not limited to the religious definition and can include compulsive, abusive behavior performed in an exact series of steps with little variation. How could these similarities occur without the priests taking the same “abuse seminar” together some place, somehow? Was it taught in the seminary? In some dark corner? It goes beyond coincidence—the similarities in deeds and verbiage that these predators use on us. It truly chilled me to the very marrow of my bones.

Like all the great nobles of the period, he rode and fought to perfection. But unlike most of the Grands, his scholastic education hadn’t been overlooked. Porthos pretended to understand the scraps of Latin that Aramis deployed, but Athos just smiled at them. Two or three times, to the great astonishment of his friends, he’d even caught Aramis in some fundamental error and restored a verb to its proper tense or a noun to its case. On top of all this, his integrity was irreproachable, in a century when men of war routinely trampled on the dictates of conscience and religion, lovers behaved without the least delicacy or decorum, and the poor roundly ignored God’s seventh commandment.

What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines. But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ... What if education wasn't first and foremost about what we know, but about what we love?

...in Aristotle...leisure is a far more noble, spiritual goal than work...leisure is pursued solely for its own sake...: the pleasures of music and poetry, ... conversation with friends, and ...gratuitous, playful speculation. In Latin, the ultimate good is otium — the opposite is negotium, or gainful work. We have sought too much counsel in the proto-Calvinist work ethic preached by St Paul...during the cessation of work we nurture family, educate, nourish friendships....in loafing, most of our innovations come...the routine of daily work has too often served as...sleep...a refuge from two crucial states — awakedness to the needs of others, and to the transcendent, which only comes...loitering, dallying, tarrying, goofing off.

It opens the mind toward an understanding of human nature and destiny. It increases wisdom. It is the very essence of that much misinterpreted concept, a liberal education. It is the foremost approach to humanism, the lore of the specifically human concerns that distinguish man from other living beings. . . . Personal culture is more than mere familiarity with the present state of science, technology, and civic affairs. It is more than acquaintance with books and paintings and the experience of travel and of visits to museums. It is the assimilation of the ideas that roused mankind from the inert routine of a merely animal existence to a life of reasoning and speculating. It is the individual’s effort to humanize himself by partaking in the tradition of all the best that earlier generations have bequeathed.

Thieving was not a sheer absurdity. It was a form of human industry, perverse indeed, but still an industry exercised in an industrious world; it was work undertaken for the same reason as the work in potteries, in coal mines, in fields, in tool-grinding shops. It was labour, whose practical difference from the other forms of labour consisted in the nature of its risk, which did not lie in ankylosis, or lead poisoning, or fire-damp, or gritty dust, but in what may be briefly defined in its own special phraseology as "Seven years' hard". Chief Inspector Heat was, of course, not insensible to the gravity of moral differences. But neither were the thieves he had been looking after. They submitted to the severe sanction of a morality familiar to Chief Inspector Heat with a certain resignation. They were his fellow citizens gone wrong because of imperfect education, Chief Inspector Heat believed; but allowing for that difference, he could understand the mind of a burglar, because, as a matter of fact, the mind and the instincts of a burglar are of the same kind as the mind and the instincts of a police officer. Both recognize the same conventions, and have a working knowledge of each other's methods and of the routine of their respective trades. They understand each other, which is advantageous to both, and establishes a sort of amenity in their relations. Products of the same machine, one classed as useful and the other as noxious, they take the machine for granted in different ways, but with a seriousness essentially the same. The mind of Chief Inspector Heat was inaccessible to ideas of revolt. But his thieves were not rebels. His bodily vigour, his cool, inflexible manner, his courage, and his fairness, had secured for him much respect and some adulation in the sphere of his early successes. He had felt himself revered and admired. And Chief Inspector Heat, arrested within six paces of the anarchist nicknamed the Professor, gave a thought of regret to the world of thieves--sane, without morbid ideals, working by routine, respectful of constituted authorities, free from all taint of hate and despair.

By trying to understand everything in terms of memory, the past, and words, we have, as it were, had our noses in the guidebook for most of our lives, and have never looked at the view. Whitehead’s criticism of traditional education is applicable to our whole way of living: 'We are too exclusively bookish in our scholastic routine.… In the Garden of Eden Adam saw the animals before he named them: in the traditional system, children named the animals before they saw them.

WHAT EES ALL DEES STUFF? IN AFRICA WE DOAN HAVE ALL DEES STUFF!! WE HAVE DEE BABEE!!!" His message was simple. It goes to the heart of what we in HypnoBirthing frequently puzzle over: Why has all the "stuff" that denies the normalcy of birth and portrays it as an inevitably risky and dangerous medical event become a routine part of most childbirth education classes? Why are couples in a low- or no-risk category being prepared for circumstances that only rarely occur? Even more puzzling, why do parents accept the negative premise that birth is a dangerous, painful ordeal at best or a medical calamity at worst? Why do they blindly accept the "one-size-fits-all" approach?" If what couples are hearing in childbirth classes is far removed from what they want their birthing experiences to be, why do they spend so much time entertaining negative outcomes that can color and shape their birth expectations and ultimately affect their birth experience? In other words, if it's not what they're wanting, why would they "go there"? In HypnoBirthing, we doan have all dees stuff, and deliberately so." HypnoBirthing helps you to frame a positive expectation and to prepare for birth by developing a trust and belief in your birthing body and in nature's undeniable orchestration of birthing. By teaching you the basic physiology of birth and explaining the adverse effect that fear has upon the chemical and physiological responses of your body we help you to learn simple, self-conditioning techniques that will easily bring you into the optimal state of relaxation you will use during birthing. This will allow your birthing muscles to fully relax. In other words, we will help you prepare for the birth your plan and want for yourselves and your baby, rather than the birth that someone else directs. We will help you look forward to your pregnancy and birthing with joy and love, rather than fear and anxiety.

Research over the last forty years has consistently found that in comparison to children with less-involved fathers, children with involved and loving fathers have higher levels of psychological well-being and better cognitive abilities.14 When fathers provide even just routine child care, children have higher levels of educational and economic achievement and lower delinquency rates.15 Their children even tend to be more empathetic and socially competent.16 These findings hold true for children from all socioeconomic backgrounds, whether or not the mother is highly involved. We all need to encourage men to lean in to their families.

When we attempt to understand symbols, we are not only confronted with the symbol itself, but we are brought up against the wholeness of the symbol-producing individual. This includes a study of his cultural background, and in the process one fills in many gaps in one’s own education. I have made it a rule myself to consider every case as an entirely new proposition about which I do not even know the ABC. Routine responses may be practical and useful while one is dealing with the surface, but as soon as one gets in touch with the vital problems, life itself takes over and even the most brilliant theoretical premises become ineffectual words.

Above all, there would be an endeavor to rouse and stimulate the love of mental adventure. The world in which we live is various and astonishing: some of the things that seem plainest grow more and more difficult the more they are considered; other things, which might have been thought quite impossible to discover, have nevertheless been laid bare by genius and industry. The powers of thought, the vast regions which it can master, the much more vast regions which it can only dimly suggest to imagination, give to those whose minds have traveled beyond the daily round an amazing richness of material, an escape from the triviality and wearisomeness of familiar routine, by which the whole of life is filled with interest, and the prison walls of the commonplace are broken down. The same love of adventure which takes men to the South Pole, the same passion for a conclusive trial of strength which leads some men to welcome war, can find in creative thought an outlet which is neither wasteful nor cruel, but increases the dignity of man by incarnating in life some of that shining splendor which the human spirit is bringing down out of the unknown. To give this joy, in a greater or less measure, to all who are capable of it, is the supreme end for which the education of the mind is to be valued.

The average working week was now twenty hours—but those twenty hours were no sinecure. There was little work left of a routine, mechanical nature. Men’s minds were too valuable to waste on tasks that a few thousand transistors, some photo-electric cells, and a cubic meter of printed circuits could perform. There were factories that ran for weeks without being visited by a single human being. Men were needed for trouble-shooting, for making decisions, for planning new enterprises. The robots did the rest. The existence of so much leisure would have created tremendous problems a century before. Education had overcome most of these, for a well-stocked mind is safe from boredom.

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

Glaciers used to be fun, even thrilling. It’s hard to believe now, but there was a time when geology was much like genetics today, the cutting-edge inquiry that routinely delivered breathtaking insights that captivated the educated world. Many of those insights, starting in the mid-1700s, had to do with the age of the Earth, as people looking closely at rocks found evidence that our planet was a lot older than the 6,000 years suggested by the Old Testament—​perhaps many millions of years older. For this reason, the nineteenth century is said to have discovered “deep time,” the astronomical and geological time scales that reach into pasts so distant that our minds struggle to imagine them.

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

Spiritual disciplines more easily introduced into daily activities ▪   School calendar formulated to dates that work best for our family’s needs ▪   Free time in our days for relaxation, family fun and bonding (instead of time spent driving from school to school) ▪   Strong parent-child bonds and sibling-to-sibling bonds more easily developed ▪   Removal from negative influences and peer pressure during the early impressionable years ▪   Difficult subjects discussed at the appropriate age for each individual child ▪   Difficult subject matter presented from a biblical worldview and within the context of our strong parent-child bond. ▪   Real world learning incorporated into lesson plans and practiced in daily routines ▪   Field trips and “outside the book” learning available as we see fit What We Hope to Give Our Kids: ▪   A close relationship with Christ and a complete picture of what it means to be a Christ-follower ▪   A strong moral character rooted in biblical integrity, perseverance and humility ▪   A direction and purpose for where God has called them in life ▪   A deep relationship and connection with us, their parents ▪   Rich, ever-growing relationships with their siblings ▪   Real-world knowledge in everything from how to cook and do laundry to how to resolve conflicts and work with those that are “different” from them ▪   A comprehensive, well-rounded education in the traditional school subjects

They were is fellow citizens gone wrong because of imperfect education, Chief Inspector Heat believed; but allowing for that difference, he could understand the mind of a burglar, because, as a matter of fact, the mind and instincts of a burglar are of the same kind as the mind and instincts of a police officer. Both recognize the same conventions, and have a working knowledge of each other’s methods and of the routine of their respective trades. They understand each other, which is advantageous to both, and establish a sort of amenity in their relations. Products of the same machine, one classed as useful and the other as noxious, they take the machines for granted in different ways, but with a seriousness essentially the same.

don’t think we can handle another apology,” Stewart went on, throwing down the magazine. “Because let me tell you, I know what an apology from this governor sounds like, and it ain’t really an apology. It’s more like—.” He paused. Someone said, “More like what?” “I’ll just put it this way. His apologies tend to have an unapologetic tone.” Another minute passed, and then the governor walked in. All went silent. He sat in the only remaining chair and made jokes with one of the interns. A week before, he had been openly talked about by influential commentators in New York and Washington as a presidential candidate. In national media reports, his name had been routinely used in conjunction with the terms “principled stand,” “courageous,” “crazy,

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

American parents and educators are told to give children choices, to respect their desires, to ask them questions as opposed to issuing orders, to refrain from pressuring or coercing them to do work they don’t want to do, and to offer positive reinforcement all the time. Children are supposed to want to do the work—otherwise, they shouldn’t have to do it. In contrast, the scripts that Asian culture offers its parents include statements, not questions, and orders, not requests. Children are routinely told what to do, and particularly when it comes to academic work, parents and educators don’t spend much time asking them what they want or catering to those desires. Asian parents see these scripts as the natural order of the family and society; the elder has wisdom and a responsibility to teach and discipline the child, and the child needs to learn from those elders.

[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.

Taki As a prolific author and journalist, Taki has written for many top-rated publications, including the Spectator, the London Sunday Times, Vanity Fair, National Review, and many others. Greek-born and American-educated, Taki is a well-known international personality and a respected social critic all over the world. In June 1987, I was an usher at the wedding of Harry Somerset, Marquis of Worcester, to Tracy Ward. The wedding and ensuing ball took place in the grand Ward country house, attended by a large portion of British society, including the Prince and Princess of Wales. Late in the evening, while I was in my cups, a friend, Nicky Haslam, grabbed my arm and introduced me to Diana, who was coming off the dance floor. We exchanged pleasantries, me slurring my words to the extent that she suddenly took my hand, looked at me straight in the face, and articulated, “T-a-k-e y-o-u-r t-i-m-e.” She mistook my drunken state for a severe speech impediment and went into her queen-of-hearts routine. Nicky, of course, ruined it all by pulling her away and saying, “Oh, let him be, ma’am; he’s drunk as usual.

The transmission of the meaning of an institution is based on the social recognition of that institution as a “permanent” solution to a “permanent” problem of the given collectivity. Therefore, potential actors of institutionalized actions must be systematically acquainted with these meanings. This necessitates some form of “educational” process. The institutional meanings must be impressed powerfully and unforgettably upon the consciousness of the individual. Since human beings are frequently sluggish and forgetful, there must also be procedures by which these meanings can be reimpressed? and rememorized, if necessary by coercive and generally unpleasant means. Furthermore, since human beings are frequently stupid, institutional meanings tend to become simplified in the process of transmission, so that the given collection of institutional “formulae” can be readily learned and memorized by successive generations. The “formula” character of institutional meanings ensures their memorability. We have here on the level of sedimented meanings the same processes of routinization and trivialization that we have already noted in the discussion of institutionalization. Again, the stylized form in which heroic feats enter a tradition is a useful illustration.

Imagine that you are watching a really great magic trick. The celebrated conjuring duo Penn and Teller have a routine in which they simultaneously appear to shoot each other with pistols, and each appears to catch the bullet in his teeth. Elaborate precautions are taken to scratch identifying marks on the bullets before they are put in the guns, the whole procedure is witnessed at close range by volunteers from the audience who have experience of firearms, and apparently all possibilities for trickery are eliminated. Teller’s marked bullet ends up in Penn’s mouth and Penn’s marked bullet ends up in Teller’s. I [Richard Dawkins] am utterly unable to think of any way in which this could be a trick. The Argument from Personal Incredulity screams from the depths of my prescientific brain centres, and almost compels me to say, ‘It must be a miracle. There is no scientific explanation. It’s got to be supernatural.’ But the still small voice of scientific education speaks a different message. Penn and Teller are world-class illusionists. There is a perfectly good explanation. It is just that I am too naïve, or too unobservant, or too unimaginative, to think of it. That is the proper response to a conjuring trick. It is also the proper response to a biological phenomenon that appears to be irreducibly complex. Those people who leap from personal bafflement at a natural phenomenon straight to a hasty invocation of the supernatural are no better than the fools who see a conjuror bending a spoon and leap to the conclusion that it is ‘paranormal’.

The first obstacle [to liberal education] is the learning situation itself. What is the ideal learning situation? It is the more or less continuous contact between a student and his teacher, who is another student, more advanced in many ways, but still learning himself. This situation usually does not prevail; in fact, it is extremely rare. Since the immemorial, institutions of learning, especially higher learning, have been established, called „schools“ — and the ambiguity of the term becomes immediately apparent. Institutionalization means ordering activities into certain patters; in the case of learning activities, into classes, schedules, courses, curriculums, examinations, degress, and all the venerable and sometimes ridiculous paraphernalia of academic life. The point is that such institutionalization cannot be avoided: both the gregarious and the rational character of man compel him to impose upon himself laws and regulations. Moreover, the discipline of learning itself seems to require an orderly and planned procedure. And yet we all know how this schedule routine can interfere with the spontaneity of questioning and of leaning and the occurrence of genuine wonderment. A student may even never become aware that there is the possibility of spontaneous learning which depends merely on himself and on nobody and nothing else. Once the institutional character of learning tends to prevail, the goal of liberal education may be completely lost sight of, whatever other goals may be successfully reached. And I repeat, this obstacle is not extraneous to learning. It is prefigured in the methodical and systematic character of exploratory questioning. It has to be faced over and over again.

Naval’s Laws The below is Naval’s response to the question “Are there any quotes you live by or think of often?” These are gold. Take the time necessary to digest them. “These aren’t all quotes from others. Many are maxims that I’ve carved for myself.” Be present above all else. Desire is suffering (Buddha). Anger is a hot coal that you hold in your hand while waiting to throw it at someone else (Buddhist saying). If you can’t see yourself working with someone for life, don’t work with them for a day. Reading (learning) is the ultimate meta-skill and can be traded for anything else. All the real benefits in life come from compound interest. Earn with your mind, not your time. 99% of all effort is wasted. Total honesty at all times. It’s almost always possible to be honest and positive. Praise specifically, criticize generally (Warren Buffett). Truth is that which has predictive power. Watch every thought. (Always ask, “Why am I having this thought?”) All greatness comes from suffering. Love is given, not received. Enlightenment is the space between your thoughts (Eckhart Tolle). Mathematics is the language of nature. Every moment has to be complete in and of itself. A Few of Naval’s Tweets that are Too Good to Leave Out “What you choose to work on, and who you choose to work with, are far more important than how hard you work.” “Free education is abundant, all over the Internet. It’s the desire to learn that’s scarce.” “If you eat, invest, and think according to what the ‘news’ advocates, you’ll end up nutritionally, financially, and morally bankrupt.” “We waste our time with short-term thinking and busywork. Warren Buffett spends a year deciding and a day acting. That act lasts decades.” “The guns aren’t new. The violence isn’t new. The connected cameras are new, and that changes everything.” “You get paid for being right first, and to be first, you can’t wait for consensus.” “My one repeated learning in life: ‘There are no adults.’ Everyone’s making it up as they go along. Figure it out yourself, and do it.” “A busy mind accelerates the passage of subjective time.

I’ve been discussing elite attitudes toward democracy. I sketched a line from the first democratic revolution, with its fear and contempt for the rascal multitude who were asking for ridiculous things like universal education, health care, and democratization of law, wanting to be ruled by countrymen like themselves who know the people’s sores, not by knights and gentlemen who just oppress them. From there to the second major democratic revolution establishing the US Constitution, which was, as discussed last time, a Framers’ Coup, the title of the main scholarly work, a coup by elites that the author describes as a conservative counterrevolution against excessive democracy. On to the twentieth century and such leading progressive theorists of democracy as Walter Lippmann, Edward Bernays, Harold Lasswell, and Reinhold Niebuhr, and their conception that the public has to be put in its place. They’re spectators, not participants. The responsible men, the elite, have to be protected from the trampling and the roar of the bewildered herd, who have to be kept in line with necessary illusions, emotionally potent oversimplifications, and, in general, engineering of consent, which has become a gigantic industry devoted to some aspects of the task, while responsible intellectuals take care of others. The men of best quality through the ages have to be self-indoctrinated, as Orwell discussed. They must internalize the understanding that there are certain things it just wouldn’t do to say. It must be so fully internalized that it becomes as routine as taking a breath. What else could anyone possibly believe? As long as all of this is in place, the system functions properly, with no crises. This picture, I think, captures crucial features of thought control in the more free societies, but it is misleading in essential ways. Most importantly, it largely omitted the constant popular struggles to extend the range of democracy, with many successes. Even in the last generation, there have been quite substantial successes. Such successes typically lead to a reaction. Those with power and privilege don’t relinquish it easily. The neoliberal period that we’re now enduring, long in planning, is such a reaction.

Indian Express (Indian Express) - Clip This Article at Location 721 | Added on Sunday, 30 November 2014 20:28:42 Fifth column: Hope and audacity Ministers, high officials, clerks and peons now report for duty on time and are no longer to be seen taking long lunch breaks to soak in winter sunshine in Delhi’s parks. Reform is needed not just in economic matters but in every area of governance. Does the Prime Minister know how hard it is to get a passport? Tavleen Singh | 807 words At the end of six months of the Modi sarkar are we seeing signs that it is confusing efficiency with reform? I ask the question because so far there is no sign of real reform in any area of governance. And, because some of Narendra Modi’s most ardent supporters are now beginning to get worried. Last week I met a man who dedicated a whole year to helping Modi become Prime Minister and he seemed despondent. When I asked how he thought the government was doing, he said he would answer in the words of the management guru Peter Drucker, “There is nothing quite so useless as doing with great efficiency something that should not be done at all.” We can certainly not fault this government on efficiency. Ministers, high officials, clerks and peons now report for duty on time and are no longer to be seen taking long lunch breaks to soak in winter sunshine in Delhi’s parks. The Prime Minister’s Office hums with more noise and activity than we have seen in a decade but, despite this, there are no signs of the policy changes that are vital if we are to see real reform. The Planning Commission has been abolished but there are many, many other leftovers from socialist times that must go. Do we need a Ministry of Information & Broadcasting in an age when the Internet has made propaganda futile? Do we need a meddlesome University Grants Commission? Do we need the government to continue wasting our money on a hopeless airline and badly run hotels? We do not. What we do need is for the government to make policies that will convince investors that India is a safe bet once more. We do not need a new government that simply implements more efficiently bad policies that it inherited from the last government. It was because of those policies that investors fled and the economy stopped growing. Unless this changes through better policies, the jobs that the Prime Minister promises young people at election rallies will not come. So far signals are so mixed that investors continue to shy away. The Finance Minister promises to end tax terrorism but in the next breath orders tax inspectors to go forth in search of black money. Vodafone has been given temporary relief by the courts but the retroactive tax remains valid. And, although we hear that the government has grandiose plans to improve the decrepit transport systems, power stations and ports it inherited, it continues to refuse to pay those who have to build them. The infrastructure industry is owed more than Rs 1.5 lakh continued... crore in government dues and this has crippled major companies. No amount of efficiency in announcing new projects will make a difference unless old dues are cleared. Reform is needed not just in economic matters but in every area of governance. Does the Prime Minister know how hard it is to get a passport? Does he know that a police check is required even if you just want to get a few pages added to your passport? Does he know how hard it is to do routine things like registering property? Does he know that no amount of efficiency will improve healthcare services that are broken? No amount of efficiency will improve educational services that have long been in terminal decline because of bad policies and interfering officials. At the same time, the licence raj that strangles private investment in schools and colleges remains in place. Modi’s popularity with ordinary people has increased since he became Prime Minister, as we saw from his rallies in Kashmir last week, but it will not la

It is no exaggeration to say that educated people in the second century were obsessed with dreams, and Marcus’s contemporary, the Greek Artemidorus, produced a book of dream interpretation that partly anticipated Freud in the important place it gave to sexuality and partly pre-empted Jung, in that it saw dreams as a guide to the future.25 Artemidorus distinguished between euhypnion - a routine dream whereby the mind sorted, processed and computerised the previous day’s events - and the more important oneiros - the dream relating to the future.26

four appalling realities of daily life: maternal mortality, human trafficking, sexual violence, and the routine daily discrimination that causes girls to die at far higher rates than boys. The tools to address these challenges include girls’ education, family planning, micro-finance, and “empowerment” in every sense.

Education today is driven by methods effective for producing good little factory workers, but the kind of work people do in today’s workforce is non-routine, interpersonal, and analytical.

There are still countries that deny women basic civil rights. Worldwide, about 4.4 million women and 1 girls are trapped in the sex trade. In places like Afghanistan and Sudan, girls receive little or no education, wives are treated as the property of their husbands, and women who are raped are routinely cast out of their homes for disgracing their families. Some rape victims are even sent to jail for committing a “moral crime.”2 We are centuries ahead of the unacceptable treatment of women in these countries. But knowing that things could be worse should not stop us from trying to make them better.

Even the most diligent parents have little effective input into what their children are taught in these classrooms. Indeed, they have no adequate or routine influence in the selection of teachers and professors, curriculum, or textbooks, which principally advance, either openly or through insinuation, a statist agenda and ideological groupthink hostile to the civil society and the American heritage. The immunization of formal education from parental and community input is a monumentally disastrous event.

The obstacle to achieving such vocational diversification and general aptitude does not lie in the human character as such, but rather in the mass of qualifying educational and vocational restrictions imposed by every privileged group in order to maintain its special status, emoluments, and perquisites. Though the reputed object of these regulations is often laudable, as measures to ensure competence and protect members from unqualified rivals, the underlying aim is to prevent fresh activities and organizations from arising in competition with the power system. As a result, the scope of human initiative through direct action becomes limited: today the smallest new measure must run a gauntlet of licensing laws, professional codes, trades union regulations, wage schedules, promotion priorities, bureaucratic restrictions and inspections. Even the exigencies of war were only partly able to break down or bypass these barriers-for where are they more deeply entrenched than in the military machine itself? This explains, perhaps, why there is so little prospect of overcoming the defects of the power system by any attack that employs mass organizations and mass efforts at persuasion; for these mass methods support the very system they attack. The changes that have so far been effective, and that give promise of further success, are those that have been initiated by animated individual minds, small groups, and local communities nibbling at the edges of the power structure by breaking routines and defying regulations. Such an attack seeks, not to capture the citadel of power, but to withdraw from it and quietly paralyze it. Once such initiatives become widespread, as they at last show signs of becoming, it will restore power and confident authority to its proper source: the human personality and the small face-to-face community.

The nearly uniform advantages received by the children of the college-educated professionals suggest the evolution of an increasingly distinct subculture in American society, one in which adults routinely transmit to their offspring the symbolic thinking and confident problem solving that mark the adults' economic activities and that are so difficult for outsiders to acquire in mid-life. A trend toward separation into subcultures jeopardizes the upward mobility that has given this nation greatness and presages the tragedy of downward mobility that produces increasing numbers of working poor. If this trend is to be reversed, a beginning must be made now. The issue is no longer one of eradicating poverty or of putting welfare recipients to work but of reversing a trend, the downward drift of the working class.

What is important to notice here is not the exact times or durations, as those will vary with each family, but rather the rhythm that is in place. There is a clear start to the day; a routine that is always followed, then educational time is started with circle time. The child understands that this first circle time marks the beginning of the instructional period. Clear breaks allow the child to transition from one activity to the next. By having a set number of activities before breaks such as snack time, your child begins to understand the concept of time. Eventually, this will become so second nature even to the youngest child that they will begin to transition by themselves. Allow for a range in flexibility in your routine. The exact minutes on the clock do not matter as much as the rhythm. If your child is losing interest in his or her self-directed activity ten minutes early, you may try to keep them interested a bit longer. However, it is acceptable to acknowledge that your child has gained all that they require from that lesson today and it is time to move on to the next phase. The same is true for extending activities. There is no need to interrupt a child that is engrossed in discovery. Simply let the interest and curiosity be satisfied in its own time and then carry on with the day. This is the beauty of Montessori home school, being able to tailor the experience to each child.

It’s wonderful to think of the fact that God can turn around a whole nation, a whole world, by using us. God uses simple things, you know that. He uses simple, mundane, everyday, routine, common things for the most amazing purposes. When He made man in the Garden, He didn’t use gold, silver, or even iron; He used dirt. That ought to give you an idea of how He works right from the start. When He called David to deliver Israel from the Philistines, He didn’t want Saul, the great king, and He didn’t want Saul’s massive armor. He used a shepherd and a couple of stones, that’s all. When He came into the world, He didn’t enter the family of the wealthy and noble, He didn’t find Himself born in a castle; He simply chose a peasant girl and a stable. When He chose the Twelve, He didn’t choose the elite, educated, and affluent. He just chose a group of ignorant Galileans. The Bible says, ‘Not many mighty, and not many noble.’ That’s the way it always has been, because God gets the greater glory in the humbleness of the one that He uses. So He uses us, grains of sand, to influence a corrupting world. (Pastor John MacArthur)   When did I start expecting to outgrow child-like reliance? At what age did I think I’d lose the desperation? When did I expect to be mighty and noble? Prestigious? Competent?   God uses the weak, the base, the foolish.   And praise God, I still qualify.

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

education, then, is a constellation of practices, rituals, and routines that inculcates a particular vision of the good life by inscribing or infusing that vision into the heart (the gut) by means of material, embodied practices.

Coaching that addresses effort is motivational in character; its functions are to minimize free riding and to build shared commitment to the group and its work. Coaching that addresses performance strategy is consultative in character; its functions are to minimize thoughtless reliance on habitual routines and to foster the invention of ways of proceeding with the work that are especially well aligned with task and situational requirements and opportunities. Coaching that addresses knowledge and skill is educational in character; its functions are to minimize suboptimal weighting of members’ contributions and to foster the development of members’ knowledge and skill.

Si la mujer estuviera convenientemente ilustrada, educada y emancipada de formulismos rutinarios, la politica de los pueblos seria distinta. If women were appropriately enlightened, educated and emancipated from routine formulism, the political life of most nations would be different.

we have, as it were, had our noses in the guidebook for most of our lives, and have never looked at the view. Whitehead’s criticism of traditional education is applicable to our whole way of living: We are too exclusively bookish in our scholastic routine.… In the Garden of Eden Adam saw the animals before he named them: in the traditional system, children named the animals before they saw them.1

Perhaps the most significant departure from previous modes involves a better psychological differentiation between parent and child. In other words, helping mode parents have learned to distinguish more clearly between the child’s need, and the adult’s wishes. Many of the socializing mode practices were done ostensibly “for the child’s own good,” when it was really the adult’s need being served. We convinced ourselves, for instance, that it was for the child’s own good that we spanked them, dispatched them to regimented, rote learning and competition-based education, or forced them into rigid feeding and sleeping routines.

The Arab countries are beset by prejudices, indeed hatreds of which the average Westerner knows so little that they tend not to believe them even if they are laid out in print before their eyes. The routine expression of hatred for others is so common in the Arab world that it barely draws comment other than from the region’s often Western-educated liberal minority who have limited access to the platform of mass media. Anti-Semitic cartoons which echo the Nazi Der Stürmer propaganda newspaper are common. Week in, week out, shock-jock imams are given space on prime-time TV shows.

the problem with this country. Ah, one of them. There are many. But this whole issue of sexuality and pornography, which I don’t understand what pornography is, I really don’t. To me pornography is, you know, spending all your money and not educating the people in America, but spending it instead on weapons. That’s pornographic to me.

Just because traditional education was a matter of routine in which the plans and programs were handed down from the past, it does not follow that progressive education is a matter of planless improvisation.

how racism becomes institutionalized in the ideas and routine practices of our social organizations: our families, our laws and policies, our educational system and decisions and structures shaping the representation of race we absorb from the media. From mass incarceration to sentencing laws to racial discrimination in housing and home loans, the invisibility of institutional racism is maintained by the fact that it is literally hard to see.

How much money do we pay for an education that will allow us to loop our necktie the same way each morning, to be given a regular parking spot to park our BMW every day, to buy a summer home so that even our vacations become routine? We are drilled in this unending sameness in high school, and only the insane and the inspired ever get past it.

Privilege theory offers the liberal multicultural subject a phantasmatic reality. It gives that subject the tools to name society’s bad apples: they are easily discernable; they are those who don’t check their privilege, blind to the social and cultural power that they undeservedly enjoy. And if privilege theory calls on you to curtail the pleasures of your own privilege, to willingly renounce your culturally given claims on the world, you are rewarded with “libidinal profit,” with what Lacan calls a “surplus-enjoyment,” an enjoyment-in-sacrifice or enjoyment-inconfession. Suffering—the feeling of guilt from realizing that you can never fully eradicate your privilege (again, privilege theory concedes that “one can no more renounce privilege than one can stop breathing”), that you are enjoying the fruits of an impure liberalism, that you’re taking up the space of someone more deserving, and so on—and exhaustion— the emotional cost for your unflinching vigilance in naming racism and denouncing prejudice wherever it appears—ironically become signs not of your defeat but of your self-enlightenment, moral righteousness, and true commitment to social justice. There is thus a kind of illicit satisfaction—an unconscious enjoyment—not only in exposing the blind spots of others, in the rhetorical disciplining of others, but in your own self-discipline, in your perceived suffering and exhaustion as well, amounting to an abstract testimony to the heroism of whiteness (“another self-glorification in which whiteness is equated with moral rectitude,” as Butler puts it) and the progress of multicultural liberalism: it’s not perfect, but we’re getting there . Along the way, privilege theory redeems its practitioners: since its biopolitical logic tends to individualize racism— check your privilege—your self-check exempts you from the charge of racism. It is fundamentally the problem of individual others (typically that of the less educated, white blue collar workers), concealing society’s “civil racism,” the pervading, naturalized racism of everyday liberal life. In contrast, psychoanalysis compels the liberal multicultural subject to confront a starker reality. For psychoanalysis, the routinized and ritualized call to check your privilege appears too convenient; it enables the liberal multicultural subject to diminish his or her guilt ( I ’m doing something personally about implicit biases) without needing to take on the sociopolitical framework directly. If privilege theorists are pressed, they will gladly confess that they know that it is not enough to denounce the unearned privileges of others without simultaneously attending to the networks of power relations that sustain such advantages. And yet in their active scholarly activist lives, they act as if it were enough, displaying the psychoanalytic structure of fetishistic disavowal (I know very well, but all the same). They maintain a split attitude toward antiracism. They know very well that denouncing white privilege is necessary but not sufficient, yet they don’t really believe that this critico-gesture does not accomplish the task at hand. Privilege theory, we might say, “wants social change with no actual change.” Rather than addressing the social antagonisms immanent to capitalism, it misapprehends the framework (and its enablement of racism). Privilege theory typically only sees social structures as the sum of their individual parts, their individual consciences. At its base level, it provides you with the fantasy of intervention and action; it offers you criticism without critique . For the proponents of privilege theory, social change follows the gradual and predictable path of reform.

From the point of view of brain structure, it is important to note that the tasks of synthesis and evaluation essentially need to get the right hemisphere involved. That is, when higher-order learning is targeted, we have to necessarily stimulate right hemisphere through appropriate instructions and activities that go beyond mere procedural/routine/sequential operations. In addition, essentially the frontal integrative cortex of the cerebral cortex needs to be stimulated to a higher degree for promoting higher-order learning; this is the region we use for more integrative tasks of abstract conceptualisation, as presented earlier.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

What programs would a prison need to utilize in order to maximize the likelihood that the people sent to it would renounce violence as a behavioral strategy? To begin with, it would need to be an anti-prison. Beginning with its architecture, it would need to convey an entirely different message. Current prisons are modeled architecturally after zoos — or rather, after the kinds of zoos that used to exist, but that have been replaced with zoological parks because the animals' keepers began to realize that the old zoos, with concrete floors and walls and steel bars were too inhumane for animals to survive in. Yet we still keep our human animals in zoos that no humane society would permit for animals. And the architecture itself conveys that message to the prisoners: "You are an animal, for this is a zoo, and zoos are what animals are put in." And then we act surprised when the men and women we treat that way actually behave like animals, both when they are in this human zoo and after they return to the community. So we would need to build an anti-prison that would actually look as if it had been built for human beings rather than animals, i.e. that was as home-like and pleasant and civilized and human as possible. Once we had done that, we could offer those who had been sent there the opportunity to acquire as much education and/or vocational training as they had the ability and energy and interest to obtain. We would of course need to provide treatment for whatever medical, dental, psychiatric, or substance-abuse problems they had, and would want to incorporate many of the principles of a therapeutic community into the everyday routines of this residential school, with frequent group discussions with the other residents and staff members with training in psychotherapy. The goal would be to replace the "monster factories" that most prisons now are with therapeutic communities designed to enable people who are deeply damaged, and damaging, to recover their humanity or to gain a degree of humanity they had never been able to acquire; in short, to help them heal themselves and learn, in the process, how to heal others and even repair some of the damage they have done.

The need for a fundamental sense of compassion has never been more visible than in our current higher educational context, where institutional resources and morale decline as the diversity and needs of our student population increase. To reverse what’s become decades’ worth of starvation budgets and an increasingly hostile political-cultural environment for higher education, we need to build a future radically different from our present. The work we do with and among our students— teaching and learning, creating and collaborating, building knowledge and burnishing confidence— is also the work of building that future. But that future can only come to pass if we involve as many students as possible in its creation. A future that’s shaped by processes that push significant numbers of students to the margins is one that will end up depressingly similar to our present. To militate against this outcome, we ought to begin dismantling the systems that marginalize our students. That’s a practice that starts in our own classrooms, in the routine choices we make every day about how we engage with our students and their stories— about what we say to them. An approach that embraces empathy and compassion as its default orientation is foundational to a pedagogy of radical hope.

Here are the ominous parallels. Our universities are strongholds of German philosophy disseminating every key idea of the post-Kantian axis, down by now to old-world racism and romanticist technology-hatred. Our culture is modernism worn-out but recycled, with heavy infusions of such Weimarian blends as astrology and Marx, or Freud and Dada, or “humanitarianism” and horror-worship, along with five decades of corruption built on this kind of base. Our youth activists, those reared on the latest viewpoints at the best universities, are the pre-Hitler youth movement resurrected (this time mostly on the political left and addicted to drugs). Our political parties are the Weimar coalition over again, offering the same pressure-group pragmatism, and the same kind of contradiction between their Enlightenment antecedents and their statist commitments. The liberals, more anti-ideological than the moderate German left, have given up even talking about long-range plans and demand more controls as a matter of routine, on a purely ad hoc basis. The conservatives, much less confident than the nationalist German right, are conniving at this routine and apologizing for the remnants of their own tradition, capitalism (because of its clash with the altruist ethics)—while demanding government intervention in or control over the realms of morality, religion, sex, literature, education, science. Each of these groups, observing the authoritarian element in the other, accuses it of Fascist tendencies; the charge is true on both sides. Each group, like its Weimar counterpart, is contributing to the same result: the atmosphere of chronic crisis, and the kinds of controls, inherent in an advanced mixed economy. The result of this result, as in Germany, is the growth of national bewilderment or despair, and of the governmental apparatus necessary for dictatorship. In America, the idea of public ownership of the means of production is a dead issue. Our intellectual and political leaders are content to retain the forms of private property, with public control over its use and disposal. This means: in regard to economic issues, the country’s leadership is working to achieve not the communist version of dictatorship, but the Nazi version. Throughout its history, in every important cultural and political area, the United States, thanks to its distinctive base, always lagged behind the destructive trends of Germany and of the rest of the modern world. We are catching up now. We are still the freest country on earth. There is no totalitarian (or even openly socialist) party of any size here, no avowed candidate for the office of Führer, no economic or political catastrophe sufficient to make such a party or man possible—so far—and few zealots of collectivism left to urge an ever faster pursuit of national suicide. We are drifting to the future, not moving purposefully. But we are drifting as Germany moved, in the same direction, for the same kind of reason.

The mornings were occupied with lessons. Father taught me himself and he made everything interesting. He was a born teacher, with ideas upon education greatly in advance of his time. I enjoyed my hours with him, they passed quickly—he led my mind from one point to another, so that I learned almost without knowing it. In the afternoon I took the path over the hill to the Manor stables to exercise Garth’s pony and his dog. It was a routine life, busy and useful. The days passed quickly.

You can’t blame your boss for not giving you the support you need. Plenty of people will say, ‘It’s my boss’s fault.’ No, it’s actually your fault because you haven’t educated him, you haven’t influenced him, you haven’t explained to him in a manner he understands why you need this support that you need. That’s extreme ownership. Own it all.

If the prescribed literary text is safe and 'accessible' (sometimes a euphemism for 'undemanding'), or if the history is only a routine diet of Nazism with a splash of Tudors, or if a subject is broken into disparate segments, we are not measuring the capacity of our young people to see to the hoizon.

A CHILD SHOULD BE GIVEN THIS EDUCATION ABOUT WHAT ARE THE FUNDAMENTAL PRINCIPLES BASED ON WHICH THE CHILD HAS PRINTED ITS BODY? WHAT KIND OF FOOD EXCITES IT? WHAT KIND OF ROUTINE INSPIRES IT? WHAT KIND OF THOUGHT CURRENT GIVES FULFILLMENT? WHAT KIND OF ACTIONS AND REACTIONS HAPPEN IN ITS INTERNAL ORGANS

I also hope this book makes each reader aware that his or her personal observations and encounters in the most ordinary of landscapes can and will raise questions and issues routinely avoided by programmed educational and entertainment authorities.

In our increasingly fundamentalist country, we have to remember what is fundamental: gravity - what draws us to a place and keeps us there, like love, like kinship. When we commit to a particular place, a certain element of choice is removed. We are free to dig in, and allow ourselves to be mentored by the life around us. We begin to see the world whole instead of fractured. Long-term strategies replace short-term gains. Routine opens the door to creativity. We inform one another and become educated public that responds.

Education is about discovery and about learning to use your mind effectively.

I woke up every morning at six to study—because it was easier to focus in the mornings, before I was worn out from scrapping. Although I was still fearful of God’s wrath, I reasoned with myself that my passing the ACT was so unlikely, it would take an act of God. And if God acted, then surely my going to school was His will. The ACT was composed of four sections: math, English, science and reading. My math skills were improving but they were not strong. While I could answer most of the questions on the practice exam, I was slow, needing double or triple the allotted time. I lacked even a basic knowledge of grammar, though I was learning, beginning with nouns and moving on to prepositions and gerunds. Science was a mystery, perhaps because the only science book I’d ever read had had detachable pages for coloring. Of the four sections, reading was the only one about which I felt confident. BYU was a competitive school. I’d need a high score—a twenty-seven at least, which meant the top fifteen percent of my cohort. I was sixteen, had never taken an exam, and had only recently undertaken anything like a systematic education; still I registered for the test. It felt like throwing dice, like the roll was out of my hands. God would score the toss. I didn’t sleep the night before. My brain conjured so many scenes of disaster, it burned as if with a fever. At five I got out of bed, ate breakfast, and drove the forty miles to Utah State University. I was led into a white classroom with thirty other students, who took their seats and placed their pencils on their desks. A middle-aged woman handed out tests and strange pink sheets I’d never seen before. “Excuse me,” I said when she gave me mine. “What is this?” “It’s a bubble sheet. To mark your answers.” “How does it work?” I said. “It’s the same as any other bubble sheet.” She began to move away from me, visibly irritated, as if I were playing a prank. “I’ve never used one before.” She appraised me for a moment. “Fill in the bubble of the correct answer,” she said. “Blacken it completely. Understand?” The test began. I’d never sat at a desk for four hours in a room full of people. The noise was unbelievable, yet I seemed to be the only person who heard it, who couldn’t divert her attention from the rustle of turning pages and the scratch of pencils on paper. When it was over I suspected that I’d failed the math, and I was positive that I’d failed the science. My answers for the science portion couldn’t even be called guesses. They were random, just patterns of dots on that strange pink sheet. I drove home. I felt stupid, but more than stupid I felt ridiculous. Now that I’d seen the other students—watched them march into the classroom in neat rows, claim their seats and calmly fill in their answers, as if they were performing a practiced routine—it seemed absurd that I had thought I could score in the top fifteen percent. That was their world. I stepped into overalls and returned to mine.

Unveiling the Mysteries of Vedic Astrology Course by Occult Science In astrology, a natal chart, known as a birth chart or horoscope, is subdivided into twelve parts, or "houses." Each house describes particular facets of a person's experiences and personality and represents various facets of life. Here is a list of the 12 astrological houses and what each one represents: 1st House (Ascendant or Rising Sign): This house represents who you are as a person—your identity, physical traits, and how you interact with the outside world. It relates to one's own plans, viewpoints, and early responses. 2nd House: Your money, wealth, financial status, and sense of self-worth are all related to the second house. It also has to do with your morals and what you value in life. 3rd House: Communication, sibling relationships, short journeys, and studies are all related to this home. It includes everyday interactions, education, and your immediate surroundings. 4th House: The roots, home, family, and emotional base are all represented by the fourth house. It's connected to your private life, the past, and your feeling of security. 5th House: Creativity, self-expression, romance, and kids are all connected to this house. Your interests, relationships, and sense of humor are all reflected. 6th House: The sixth house has to do with daily routines, work, health, and service. It defines your routines, duties, and methods for maintaining your physical health. 7th House (Descendant): Relationships, marriage, partnerships, and one-on-one conversations are all represented by this house. It shows your interpersonal relationships and the characteristics you look for in a mate. 8th House: Change, shared resources, passing on, and serious psychological experiences are all associated with the eighth house. It also discusses occultism, mysteries, death, and life. 9th House: Higher learning, philosophy, travel, spirituality, and much more are all represented by this house. It's connected to your values, aspirations, and educational goals. 10th House (Midheaven): The career, reputation, public life, and social status are all governed by the tenth house. It represents your aspirations, achievements, and societal status. 11th House: Friendships, social circles, hopes, and aspirations are all connected to this house. It deals with your goals, relationships, and external support system. 12th House: The twelfth house is symbolic of the hidden, secrets, privacy, and spiritual encounters. It is linked to limitations, concealments, and hidden facets of the world. Different planets will be set up in different houses in everyone's birth chart; these placements, along with the signs they are in, offer insights into different facets of their lives and personalities. Astrologers study these positions to provide unique interpretations and predictions. For More Details: Click Here

Governance transcends routine administrative tasks... It’s a pervasive force, molding education systems, healthcare policies, and legal frameworks. It’s the invisible hand that can either nurture a nation’s potential or restrain it.” (Chapter 1: The Imperative for a New Governance Paradigm, p. 3)

High schools routinely classified students who quit high school as transferring to another school, returning to their native country, or leaving to pursue a General Equivalency Diploma (GED)—none of which count as dropping out in the official statistics. Houston reported a citywide dropout rate of 1.5 percent in the year that was examined; 60 Minutes calculated that the true dropout rate was between 25 and 50 percent. The statistical chicanery with test scores was every bit as impressive. One way to improve test scores (in Houston or anywhere else) is to improve the quality of education so that students learn more and test better. This is a good thing. Another (less virtuous) way to improve test scores is to prevent the worst students from taking the test. If the scores of the lowest-performing students are eliminated, the average test score for the school or district will go up, even if all the rest of the students show no improvement at all. In Texas, the statewide achievement test is given in tenth grade. There was evidence that Houston schools were trying to keep the weakest students from reaching tenth grade. In one particularly egregious example, a student spent three years in ninth grade and then was promoted straight to eleventh grade—a deviously clever way of keeping a weak student from taking a tenth-grade benchmark exam without forcing him to drop out (which would have showed up on a different statistic).

Children make the best theorists, since they have not yet been educated into accepting our routine social practices as "natural," and so insist on posing to those practices the most embarrassingly general and fundamental questions, regarding them with a wondering estrangement which we adults have long forgotten. Since they do not yet grasp our social practices as inevitable, they do not see why we might not do things differently.

Two years after the North London riots, research in the UK showed that by 2013, poverty fueled by lack of education and unemployment already excluded nearly a third of the population from routine social participation.

In recent years, Continuous Glucose Monitoring (CGM) devices have emerged as a game-changer in diabetes management, offering patients a real-time view of their glucose levels and revolutionizing the way they monitor their condition. Among the pioneers in providing these life-changing devices, Med Supply US stands out as a reliable source, offering CGMs from various renowned brands like Abbott, Dexcom, and more. This article explores the significance of CGM devices and highlights the contribution of Med Supply US in making them accessible to those in need. Understanding CGM Devices: For individuals living with diabetes, maintaining optimal blood glucose levels is crucial to prevent serious health complications. Traditionally, this involved frequent finger-prick tests, which could be inconvenient and sometimes inaccurate. CGM devices, however, have transformed this process by providing continuous and real-time glucose level readings. These devices consist of a small sensor inserted under the skin that measures glucose levels in the interstitial fluid. The data collected is then transmitted to a receiver or a smartphone app, allowing users to track their glucose levels throughout the day and night. Benefits of CGM Devices: The introduction of CGM devices has brought about a paradigm shift in diabetes management due to their numerous benefits: Real-time Monitoring: CGM devices offer a real-time insight into glucose trends, enabling users to make informed decisions about their diet, exercise, and insulin dosages. This real-time feedback empowers individuals to take timely action to maintain their glucose levels within a healthy range. Reduced Hypoglycemia and Hyperglycemia: By providing alerts for both low and high glucose levels, CGMs help users avoid dangerous hypoglycemic episodes and hyperglycemic spikes. This is particularly beneficial during sleep when such episodes might otherwise go unnoticed. Data-Driven Insights: CGM devices generate a wealth of data, including glucose trends, patterns, and even predictive alerts for potential issues. This information can be shared with healthcare providers to tailor treatment plans for optimal diabetes management. Enhanced Quality of Life: The convenience of CGM devices reduces the need for frequent finger pricks, leading to an improved quality of life for individuals managing diabetes. The constant insights also alleviate anxiety related to unpredictable glucose fluctuations. Med Supply US: Bringing Hope to Diabetes Management: Med Supply US has emerged as a prominent supplier of CGM devices, offering a range of options from reputable brands such as Abbott and Dexcom. The availability of CGMs through Med Supply US has made these cutting-edge devices accessible to a wider demographic, bridging the gap between technology and healthcare. Med Supply US not only provides access to CGM devices but also plays a crucial role in educating individuals about their benefits. Through informative resources, they empower users to make informed choices based on their specific needs and preferences. Furthermore, their commitment to customer support ensures that users can seamlessly integrate CGM devices into their daily routines.

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

You realize that you will never be the best-looking person in the room. You’ll never be the smartest person in the room. You’ll never be the most educated, the most well-versed. You can never compete on those levels. But what you can always compete on, the true egalitarian aspect to success, is hard work. You can always work harder than the next guy.

Taki As a prolific author and journalist, Taki has written for many top-rated publications, including the Spectator, the London Sunday Times, Vanity Fair, National Review, and many others. Greek-born and American-educated, Taki is a well-known international personality and a respected social critic all over the world. In June 1987, I was an usher at the wedding of Harry Somerset, Marquis of Worcester, to Tracy Ward. The wedding and ensuing ball took place in the grand Ward country house, attended by a large portion of British society, including the Prince and Princess of Wales. Late in the evening, while I was in my cups, a friend, Nicky Haslam, grabbed my arm and introduced me to Diana, who was coming off the dance floor. We exchanged pleasantries, me slurring my words to the extent that she suddenly took my hand, looked at me straight in the face, and articulated, “T-a-k-e y-o-u-r t-i-m-e.” She mistook my drunken state for a severe speech impediment and went into her queen-of-hearts routine. Nicky, of course, ruined it all by pulling her away and saying, “Oh, let him be, ma’am; he’s drunk as usual.” We occasionally met after that and always had a laugh about it. But we never got further than that rather pathetic incident. In 1994, I began writing the “Atticus” column for the Sunday Times, the bestselling Sunday broadsheet in Britain. By this time Diana and Charles had separated, and Diana had gone on the offensive against what was perceived by her to be Buckingham Palace plotting. As a confirmed monarchist, I warned in one of my columns that her popularity was enough to one day bring down the monarchy. I also wrote that she was bonkers. One month or so later, at a ball given in London by Sir James Goldsmith and his daughter Jemima Khan, a mutual friend approached me and told me that Princess Diana would like to speak with me. As luck would have it, yet again I was under the weather. When I reached her table, she pulled out a seat for me and asked me to sit down. The trouble was that I missed the chair and ended up under the table. Diana screamed with laughter, pulled up the tablecloth, looked underneath, and asked me pointblank: “Do you really think I’m mad?” For once I had the right answer. “All I know is I’m mad about you.” It was the start of a beautiful friendship, as Bogie said in Casablanca.

Just because the educational work of the Anarcho-Syndicalists is directed toward the development of independent thought and action, they are outspoken opponents of all those centralizing tendencies which are so characteristic of political labour parties. But centralism, that artificial organization from above downward which turns over the affairs of everybody in a lump to a small minority, is always attended by barren official routine ; and this crushes individual conviction, kills all personal initiative by lifeless discipline and bureaucratic ossification, and permits no independent action. The organization of Anarcho-Syndicalism is based on the principles of Federalism, on free combination from below upward, putting the right of self-determination of every member above everything else and recognizing only the organic agreement of all on the basis of like interests and common convictions. It has often been ch

In spite of this, there is no doubt that the modern European and American system of universal education suffered from serious defects. In the first place, the achievement of universality was purchased by the substitution of quantitative for qualitative standards. Education was accepted as a good in itself and the main question was how to increase the total output: how to teach more and more people more and more subjects for longer and longer periods. But in proportion as education became universal, it became cheapened. Instead of being regarded as the privilege of a few it became a compulsory routine for everybody.

You can’t blame your boss for not giving you the support you need. Plenty of people will say, ‘It’s my boss’s fault.’ No, it’s actually your fault because you haven’t educated him, you haven’t influenced him, you haven’t explained to him in a manner he understands why you need this support that you need. That’s extreme ownership. Own it all.” A Good Reason to Be an Early Riser “I’m up and getting after it by 4: 45. I like to have that psychological win over the enemy. For me, when I wake up in the morning—and I don’t know why—I’m thinking about the enemy and what they’re doing. I know I’m not on active duty anymore, but it’s still in my head: that there’s a guy in a cave somewhere, he’s rocking back and forth, and he’s got a machine gun in one hand and a grenade in the other. He’s waiting for me, and we’re going to meet. When I wake up in the morning, I’m thinking to myself: What can I do to be ready for that moment, which is coming? That propels me out of bed.” TF: This story has compelled so many listeners to start waking early that there is a #0445club hashtag on Twitter, featuring pictures of wristwatches. It’s still going strong more than a year after the podcast.