Scholar Student Quotes

A scholar tries to learn something everyday; a student of Buddhism tries to unlearn something daily.

Students and scholars of all kinds and of every age aim, as a rule, only at information, not insight. They make it a point of honour to have information about everything, every stone, plant, battle, or experiment and about all books, collectively and individually. It never occurs to them that information is merely a means to insight, but in itself is of little or no value.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

If you fail an examination, it means you have not yet master the subject. With diligent study and understanding, you will succeed in passing the exams.

It is never late to earn a degree, masters or doctorate. Learning has no age limit. All age groups are welcome to the act of learning.

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

He who teaches the Bible is never a scholar; he is always a student.

Light is a student at God's assembly. Time is a scholar at God's academy. Truth is a pupil at God's seminary. Life is a graduate at God's university.

The thought that you will become a master in something after the first attempt is neither here nor there. You don't get master's degree by attending school on the first day of your life! Time will tell, so you got to persist!

Time is no student. Reality is no scholar. Existence is no saint. Eternity is no sage.

It reminded me that they [the students] were more than just their scholarly shortcomings and gripes about the workload. Each had a history, a set of problems. Each, for better or worse, was anchored to a family.

Up to a few years ago nearly all the literature about Oceania was written by papalagi and other outsiders. Our islands were and still are a goldmine for romantic novelists and filmmakers, bar-room journalists and semi-literate tourists, sociologists and Ph.D. students, remittance men and sailing evangelists, UNO experts, and colonial administrators and their well-groomed spouses. Much of this literature ranges from the hilariously romantic through the pseudo-scholarly to the infuriatingly racist; from the noble savage literary school through Margaret Mead and all her comings of age, Somerset Maugham's puritan missionaries/drunks/and saintly whores and James Michener's rascals and golden people, to the stereotyped childlike pagan who needs to be steered to the Light.

Education derives from the verb educe, which means “to draw forth from within.” The original teaching method of Socrates has been largely displaced by professorial deference to received scholarly authority. By and large, our students are taught how to take exams but not to think, write, or find their own path.

The point of education isn’t to train students with specific job skills they have already identified; it is to show them what they don’t already know, and that they don’t know they don’t know. In other words, to help them build a telescope so they can discover their own talents and interests as scholars and human beings.

Knowing the limitations of the native syllabry as a literary medium, the student cannot accept without qualification the usual explanation that the friars destroyed the relics of paganism among their converts, or that the literature was recorded on highly perishable materials which disintegrated before scholars could get a hold of them

Because if she could just erase her past, then she could write herself into whoever she wanted to be in the present. Student. Scholar. Soldier. Anything except who she used to be.

To be knowledgeable, sit before scholars; to be wise, sit before life.

I wanted the mind of a scholar, but it seemed that Dr. Kerry saw in me the mind of a roofer. The other students belonged in the library; I belonged in a crane.

Knowledge is a brilliant scholar, understanding is a resilient student, and wisdom is an accomplished sage.

One who learns from scholars is intelligent, but one who learns from fools is wise.

One who thinks for himself is a threat to his enemies, a refuge to his acquaintances, a prize to his friends, and a gift to the world.

In the United States, fascism is on the rise. Libraries are under attack. Some pundits ask why universities bother with departments that don’t just teach students to write computer code. Violent bigotry is fashionable again, and for many people, the appeal of politics is the opportunity to impose cruelty on others. The admonition to remember has never seemed so important.

The quality of authors determines the quality of books. The quality of musicians determines the quality of songs. The quality of artists determines the quality of paintings. The quality of architects determines the quality of buildings. The quality of generals determines the quality of warriors. The quality of preachers determines the quality of sermons. The quality of scientists determines the quality of inventions. The quality of leaders determines the quality of followers. The quality of scholars determines the quality of lectures. The quality of teachers determines the quality of students. The quality of schools determines the quality of graduates. The quality of graduates determines the quality of nations. The quality of plants determines the quality of air. The quality of air determies the quality of animals. The quality of animals determines the quality of food. The quality of food determines the quality of the planet.

Students huddled against the wall and under their chairs, probably thinking they were all about to die. "Nothing to worry about, everyone!" Jesper called. "Just a little target practice in the courtyard." "This way," said Wylan, ushering them through a door covered in elaborate scrollwork. "Oh, you mustn't," said the scholar rushing after them, robes flapping. "Not the rare books room!" "Do you want to shake hands again?

You can be an intellectual without a question, an academic without an answer, a lecturer without a lesson, a guru without a disciple, a master without a student, a general without an army, a scholar without a theory, a scientist without a discovery, an inventor without an invention, a warrior without a weapon, a preacher without a sermon, a prophet without a prophecy, a seer without a revelation, a sorcerer without a spell, a professor without a message, a leader without a follower, a dreamer without a vision, a healer without a patient, a ruler without a nation, a prince without a kingdom, and a king without a territory.

There is no priest purer than virtue, no prophet greater than faith, no preacher louder than prudence, no principality higher than goodness, and no power larger than love. There is no saint warmer than mercy, no angel swifter than joy, no nurse gentler than compassion, no pleasure sweeter than excitement, and no breeze cooler than peace. There is no student brighter than knowledge, no scholar sharper than intelligence, no teacher wiser than understanding, no disciple cleverer than humility, and no master loftier than wisdom.

Intellect is intelligent, intuition is wise. Awareness is intelligent, discernment is wise. Truth is intelligent, knowledge is wise. Speech is intelligent, silence is wise. Curiosity is intelligent, insight is wise. Caution is intelligent, prudence is wise. Knowledge is intelligent, commonsense is wise. Perception is intelligent, understanding is wise. Theory is intelligent, experience is wise. Virtue is intelligent, love is wise. Scholars are intelligent, saints are wise. Students are intelligent, teachers are wise. Professors are intelligent, gurus are wise. The past is intelligent, the future is wise. Time is intelligent, eternity is wise. Chance is intelligent, fate is wise. The mind is intelligent, the soul is wise. The eye is intelligent, the ear is wise. The world is intelligent, the universe is wise. Nature is intelligent, God is wise.

Dear friends & fellow characters, you all know the importance we attach to the power of collective prayer in this our desperate struggle for survival. Some of us have more existence than others, at various times according to fashion. But even this is becoming extremely shadowy & precarious, for we are not read, & when read , we are read badly, we are not lived as we used to be, we are not identified with & fantasized, we are rapidly forgotten. Those of us who have the good fortune to be read by teachers, scholars, & students are not read as we used to be read, but analyzed as schemata, structures, functions within structures, logical & mathematical formulae, aporia, psychic movements, social significances & so forth.

If you ask God for wisdom, He will give you a problem. If you ask God for success, He will give you a duty. If you ask God for riches, He will give you a dream. If you ask God for power, He will give you a task. If you ask God for patience, He will give you a burden. If you ask God for strength, He will give you a load. If you ask God for love, He will give you an enemy. If you ask God for virtue, He will give you a temptation. If you ask God for faith, He will give you a prophecy. If you ask God to be a leader, He will make you a servant. If you ask God to be a general, He will make you a soldier. If you ask God to be a teacher, He will make you a student. If you ask God to be a scholar, He will make you a thinker. If you ask God to be a writer, He will make you a reader. If you ask God to be an artist, He will make you a daydreamer. If you ask God to be a pope, He will make you a priest. If you ask God to be an architect, He will make you a builder. If you ask God to be a sage, He will make you a learner.

In his brief time as a student, he'd fallen in love with the Boeksplein. Jesper had never been a great reader. He loved stories, but he hated sitting still, and the books assigned to him for school seemed designed to make his mind wander. At the Boeksplein, wherever his eyes strayed, there was something to occupy them; leaded windows with stained-glass borders, iron gates worked in to figures of books and ships, the central fountain with its bearded scholar, and best of all, the gargoyles- bat-winged grotesques in mortarboard caps, and stone dragons falling asleep over books. He liked to think that whoever had built this place had known not all students were suited to quite contemplation.

The information and knowledge enters in your mind and grows on your head like a horn. You can use that horn to fight, argue, impress and compete with others. The spiritual knowledge is supposed to activate your Inner roots but your mind starts growing this too as a horn. That is why a student can never progress on spiritual path, only a disciple can.

To the scholars. To the students. To the librarians. To those who fight for all of those every day. Shine the light.

Not all students will become scientists, but all students need to think scientifically.

she became a student of his machinations, a scholar of his cruelty. She has had three hundred years to study, and she will make a masterpiece of his regret.

She had often dreamed of going to a teahouse to play chess or argue esoteric scholarly points with students and feisty old men and women. It was a dream forbidden to a royal princess, of course.

Having a brain does not make you a thinker. Having a student does not make you a teacher. Having a class does not make you a scholar. Having a degree does not make you a master. Having a sword does not make you a warrior. Having a following does not make you a leader. Having a position does not make you a ruler. Having an army does not make you a conqueror. Having a job does not mean you have a career. Having a servant does not mean you have a helper. Having a mom does not mean you have a nurturer. Having a girlfriend does not mean you have comforter. Having a coach does not mean you have a trainer. Having a class does not mean you have a teacher. Having a son does not mean you have a successor. Having a daughter does not mean you have an inheritor. Having a wife does not mean you have a lover. Having a spouse does not mean you have an admirer. Having a friend does not mean you have a partner. Having a dad does not mean you have a father. Having a professor does not mean you have a teacher. Having a teammate does not mean you have a collaborator. Having an ally does not mean you have a protector. Having a dependent does not mean you have a supporter.

In the Middle Ages, as in Classical times, the academy possessed freedom unknown to other bodies and persons because the philosopher, the scholar, and the student were looked upon as men consecrated to the service of the Truth; and that Truth was not simply a purposeless groping after miscellaneous information , but a wisdom to be obtained, however imperfectly, from a teleological search.

From the time of the birth of the madhabs around the second century until now, an overwhelming majority of the Umma (Muslim nation) has been following them. In fact, for hundreds of years, there was not a single Scholar worth the name except that he belonged to one of the madhabs including Al-Shaykh Ibn Taymiyya and his most famous student Ibn Al-Qayyim who were both followers of the Hanbali school.

there are teachers who without much fanfare take the students who others say “can't”—can't read great literature, can't do algebra or calculus, can't and don't want to learn—and turn them into scholars who can.

If you have a million fans and no talent, you’re still not a success. a million students and no lesson, you’re still not a teacher. a million sermons and no compassion, you’re still not a priest. a million children and no affection, you’re still not a father. a million anniversaries and no devotion, you’re still not a husband. If you have a million sheep and no courage, you’re still not a shepherd. a million seeds and no harvest, you’re still not a farmer. a million titles and no integrity, you’re still not a champion. a million thoughts and no insights, you’re still not a philosopher. a million predictions and no prophecy, you’re still not a prophet. If you have a million soldiers and no unity, you’re still not an army. a million monks and no camaraderie, you’re still not a monastery. a million cities and no borders, you’re still not a country. a million musicians and no harmony, you’re still not an orchestra. a million armies and no strategy, you’re still not a general. If you have a million titles, and no influence, you’re still not a leader; a million ideas and no creations, you’re still not an artist. a million theories, and no facts, you’re still not a scholar; a million books, and no wisdom, you’re still not a sage; a million virtues, and no love, you’re still not a saint.

Most of the people who are trained in Bible scholarship have been educated in theological institutions. Of course, a wide range of students head off to seminaries every year. Many of them have been involved with Bible studies through their school years, even dating back to their childhood Sunday School classes. But they have typically approached the Bible from a devotional point of view, reading it for what it can tell them about what to believe and how to live their lives. As a rule, such students have not been interested in or exposed to what scholars have discovered about the difficulties of the Bible when it is studied from a more academic, historical perspective.

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

Neither are the humanistic scholars and artists of any great help these days. They used to be, and were supposed to be, as a group, carriers of and teachers of the eternal verities and the higher life. The goal of humanistic studies was defined as the perception and knowledge of the good, the beautiful, and the true. Such studies were expected to refine the discrimination between what is excellent and what is not (excellence generally being understood to be the true, the good, and the beautiful). They were supposed to inspire the student to the better life, to the higher life, to goodness and virtue. What was truly valuable, Matthew Arnold said, was 'the acquainting ourselves with the best that has been known and said in the world.' [...] No, it is quite clear from our experience of the last fifty years or so that the pre-1914 certainties of the humanists, of the artists, of the dramatists and poets, of the philosophers, of the critics, and of those who are generally inner-directed have given way to a chaos of relativism. No one of these people now knows how and what to choose, nor does he know how to defend and validate his choice.

She never wanted to think about Tikany. She wanted to pretend that she'd never lived there- no, that it had never existed. Because if she could just erase her past, then she could write herself into whoever she wanted to be in the present. Student. Scholar. Soldier. Anything except who she used to be.

Of the many, many thousands of serious students of the Bible throughout Christian history who pored over every word—from leading early Christian scholars such as Irenaeus in the second century; to Tertullian and Origen in the third; to Augustine in the fifth; to all the biblical scholars of the Middle Ages up to Aquinas; to the Reformation greats Luther, Melanchthon, and Calvin; on to, well, everyone who studied or simply read or even just heard passages from the Bible—this idea of the rapture occurred to no one until John Nelson Darby came up with the idea in the early 1800s (as we will discuss in chapter 3).

This education startled even a man who had dabbled in fifty educations all over the world; for, if he were obliged to insist on a Universe, he seemed driven to the Church. Modern science guaranteed no unity. The student seemed to feel himself, like all his predecessors, caught, trapped, meshed in this eternal drag-net of religion. In practice the student escapes this dilemma in two ways: the first is that of ignoring it, as one escapes most dilemmas; the second is that the Church rejects pantheism as worse than atheism, and will have nothing to do with the pantheist at any price. In wandering through the forests of ignorance, one necessarily fell upon the famous old bear that scared children at play; but, even had the animal shown more logic than its victim, one had learned from Socrates to distrust, above all other traps, the trap of logic -- the mirror of the mind. Yet the search for a unit of force led into catacombs of thought where hundreds of thousands of educations had found their end. Generation after generation of painful and honest-minded scholars had been content to stay in these labyrinths forever, pursuing ignorance in silence, in company with the most famous teachers of all time. Not one of them had ever found a logical highroad of escape.

teachers do not hold bombs or knives, they are still dangerous enemies. They fill us with insidious revisionist ideas. They teach us that scholars are superior to workers. They promote personal ambition by encouraging competition for the highest grades. All these things are intended to change good young socialists into corrupt revisionists. They are invisible knives that are even more dangerous than real knives or guns. For example, a student from Yu-cai High School killed himself because he failed the university entrance examination. Brainwashed by his teachers, he believed his sole aim in life was to enter a famous university and become a scientist—

What’s so poignant about this mismatch is that a winning campus-to-career alliance is within reach—if only the combatants could talk about their values, needs, and achievements in a shared language that makes sense to one another. Instead, scholars, students, and employers are at odds because of an agonizing translation problem.

If her eyes could speak, they would laugh. They would say that he is a fickle god, and long before he loved her, he hated her, he drove her mad, and with her flawless memory, she became a student of his machinations, a scholar of his cruelty. She has had three hundred years to study, and she will make a masterpiece of his regret

So, what did you learn today, Bast?” “Today, master, I learned why great lovers have better eyesight than great scholars.” “And why is that, Bast?” Kote asked, amusement touching the edges of his voice. Bast closed the door and returned to sit in the second chair, turning it to face his teacher and the fire. He moved with a strange delicacy and grace, as if he were close to dancing. “Well Reshi, all the rich books are found inside where the light is bad. But lovely girls tend to be out in the sunshine and therefore much easier to study without risk of injuring one’s eyes.” Kote nodded. “But an exceptionally clever student could take a book out-side, thus bettering himself without fear of lessening his much-loved faculty of sight.” “I thought the same thing, Reshi. Being, of course, an exceptionally clever student.” “Of course.” “But when I found a place in the sun where I could read, a beautiful girl came along and kept me from doing anything of the sort,” Bast finished with a flourish. Kote sighed.

Religious enthusiasm among students is now an embarrassment; belief in the authority of the Bible and the deity of Jesus Christ is treated as naivety to be enlightened rather than life to be nourished. Scholars in the arts, letters, and sciences who show signs of Christian devotion are likely to be shrugged off as simplistic and eccentric.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

When scholars who are also educators do such things, the most important damage that is done is not to those they attack, but to those whom they are paid to educate. Moreover, that damage is not limited to whatever particular false conclusions may be produced, but to the whole way of thinking—and not thinking—that they demonstrate, and which may be emulated by their students.

A thesis should take no more than three years because, if the student has failed to delimit his topic and find the necessary sources after this period, he has one of the following problems: 1. The student has chosen an overwhelming topic that is beyond his skill level. 2. The student is one of those insatiable persons who would like to write about everything, and who will continue to work on his thesis for 20 years. (A clever scholar will instead set limits, however modest, and produce something definitive within those limits.) 3. The “thesis neurosis” has begun: the student abandons the thesis, returns to it, feels unfulfilled, loses focus, and uses his thesis as an alibi to avoid other challenges in his life that he is too cowardly to address. This student will never graduate.

Academia was a system created by elite white men and for elite white men, and elite white men continue to dominate its ranks, particularly at the level of full professor and administrator. While I know and have worked with white men who struggle mightily with feeling intellectually unworthy, these types of struggles are magnified when the scholar deviates from the norm. Women, students of color, first-generation students, queer and older students…all of those coming from marginalized positions fight a mighty battle to claim a space at the academic table, and to find a voice in academic debates. They also often find themselves cut out of the academic prestige circles or relationships through which cultural capital, untaught knowledge, and opportunities flow. The elite (and white) old boys’ network is a real thing.

He graduated from Morehouse at nineteen, and by the time he was twenty-three years old he held a doctorate in divinity from Boston College and a degree in divinity from Crozer Theological Seminary. He never forgot his purpose or his people in his work, and he used the mandates of graduate research to begin developing his own brand of social gospel. In his quest, he made it a point to study the work of all the major theologians and philosophers who might have had any bearing on his thesis. He also branched out beyond his comfort zone, as any credible scholar would, to study influential ideas of the time that were antithetical to his beliefs, like the work of Marx, Lenin, and Nietzsche. He examined every possible angle to find the theological answers to the questions he was asking, and he emerged in his study as a notable student and a compelling scholar.

One scholar is worth more than a thousand students. One sage is worth more than a thousand scholars. One leader is worth more than a thousand followers. One friend is worth more than a thousand acquaintances. One warrior is worth more than a thousand cowards. One wife is worth more than a thousand mistresses. One prince is worth more than a thousand slaves. One general is worth more than a thousand soldiers. One saint is worth more than a thousand sinners.

Lévi-Strauss is a very conservative man,' Foucault avowed. 'And sometimes he behaves very badly . He writes too many books, which keeps him enclosed in his study. Consequently, he doesn't know the world. Scholars make a great mistake in endeavoring to write and publish all they have to say. We should write only a few good books and leave it to our students to complete the tasks we have begun. Otherwise the scholar spends too little time int the world and does not get to know the world.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

Congratulations!" he said. "Congratulations?" "Now you know what it's like." "To change my major?" "To fall in love." Andoy laughed. "I always wondered who it would be. What boy could keep up with the toughest girl I know? I should have guessed: it wouldn't be someone for you. At least not a living someone. It would be Shakespeare, and José Rizal, and the Katipunero outside the student union." I cringed. "It sounds ridiculous," I said. "Forget it." "No!" said Andoy. "Listen. I'm no scholar, but love I know about. That's my major.

The English departments were clogged with worthy but outworn and backwardlooking scholars whose tastes in the moderns were most often superficial, random, and vulgar. Students who. wanted to write got little practical help from their professors. They studied the classics as monsters that were slowly losing their fur and feathers and leaking a little sawdust. What one did oneself was all chance and shallowness, and no profession seemed wispier and less needed than that of the poet. My own group, that of Tate and Ransom, was all for the high discipline, for putting on the full armor of the past, for making poetry something that would take a man's full weight and that would bear his complete intelligence, passion, and subtlety. Almost anything, the Greek and Roman classics, Elizabethan dramatic poetry, seventeenth-century metaphysical verse, old and modern critics, aestheticians and philosophers, could be suppled up and again made necessary. The struggle perhaps centered on making the old metrical forms usable again to express the depths of one's experience.

Every day when I walk the streets of this city, I am just that. I am an Indochinese laborer, generalized and indiscriminate, easily spotted and readily identifiable all the same. It is this curious mixture of careless disregard and notoriety that makes me long to take my body into a busy Saigon marketplace and lose it in the crush. There, I tell myself, I was just a man, anonymous, and, at a passing glance, a student, a gardener, a poet, a chef, a prince, a porter, a doctor, a scholar. But in Vietnam, I tell myself, I was above all just a man.

This was a school that didn’t just teach history — no, it wore the past like a comfortable jacket, beloved for all of its frayed ends. Gansey II described students — comrades, really — forming bonds of brotherhood that would last for the rest of their lives. It was C. S. Lewis and the Inklings, Yeats and the Abbey Theatre, Tolkien and his Kolbítar, Glendower and his poet Iolo Goch, Arthur and his knights. It was a community of scholars just outside of adolescence, a sort of Marvel comic where every hero represented a different arm of the humanities.

College was an extension of the Nazi propaganda system that had engulfed Franka and her friends in high school. Intellectuals were on the same level as Jews and merited the same treatment. Hundreds of professors across Germany were dismissed for being too liberal, or Jewish. Among them were some of the greatest scholars in the country, and several Nobel Prize winners. “Culture” became a dirty word. The universities were transformed into vessels for the Propaganda Ministry. There were no student activities save for the Nazi-sponsored rallies and pep talks declaring the greatness of the regime.

On the first day of law school, I always remind my new students of a fact that all of us know but most of us forget: the police officers who enforce our laws go armed. Why do they do so? Because it is possible that their efforts will be resisted. They might need their guns in order to make others obey the law--or accept the punishment for their disobedience. Consequently, every time we enact a new law, we create the possibility that violent means will be required to transform the new law's command into reality. What I tell my students is a lesson I learned from the late, great legal scholar Robert Cover: Law is violence.

I would not be among you to-night (being awarded the 1964 Nobel Prize in Physiology or Medicine) but for the mentors, colleagues and students who have guided and aided me throughout my scientific life. I wish I could name them all and tell you their contributions. More, however, than anyone else it was the late Rudolf Schoenheimer, a brilliant scholar and a man of infectious enthusiasm, who introduced me to the wonders of Biochemistry. Ever since, I have been happy to have chosen science as my career, and, to borrow a phrase of Jacques Barzun, have felt that 'Science is, in the best and strictest sense, glorious entertainment'.

He began university studies that fall. The seminars in private apartments created intimacy between students and professors. The central figure, Professor Jerzy Krzyżanowski, taught students that studying literature required history—and also that critique and mockery were part of scholarship. Tadeusz was happily absorbed by his courses in Polish literature, European intellectual history, and Shakespeare, led by outstanding scholars, people risking their own lives to teach. He read constantly, in bed, on the tram, during lectures. The impoverished son of political refugees found a circle of bright friends who shared a secret and a love of learning

For what is the world if it lacks this heavenly and spiritual light which we have from theology? The teaching of the jurists and physicians has its place, and it is excellent, necessary, and very profitable. But if all are given to these studies, where will that heavenly light remain when scholars and students of theology are lacking? Of what benefit are gold, silver, good health, and for that matter, this whole life if this lamp of the Word has become extinct? And yet it is now fostered by few, although it really has need of the diligence and interest of very many and although it is retained only with difficulty, for the devil and the world hate it.

Where others only see coal, I see diamonds. Where others only see clouds, I see sunshine. Where others only see storms, I see rainbows. Where others only see thorns, I see roses. Where others only see seeds, I see harvests. Where others only see catapillars, I see butterflies. Where others only see cubs, I see lions. Where others only see darkness, I see stars. Where others only see wood, I see fire. Where others only see sparks, I see flames. Where others only see winters, I see summers. Where others only see frowns, I see smiles. Where others only see sorrows, I see joys. Where others only see nights, I sees days. Where others only see burdens, I see blessings. Where others only see hindrances, I see helpers. Where others only see enemies, I sees friends. Where others only see choas, I sees opportunity. Where others only see losses, I see gains. Where others only see crosses, I sees crowns. Where others only see warriors, I see generals. Where others only see learners, I see teachers. Where others only see followers, I see leaders. Where others only see scholars, I see professors. Where others only see soldiers, I sees commanders. Where others only see preachers, I see popes. Where others only see priests, I see prophets. Where others only see lawyers, I see judges. Where others only see students, I see masters. Where others only see outlaws, I see conquerors.

Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.

Over those years, students of “fascism,”1 as a subject of inquiry, have seen its “essence” change, in the judgments of scholars, from a movement of the “extreme right” into one that was neither of the “right” nor the “left.”2We are now told that “Fascist ideology represented a synthesis of organic nationalism with the antimaterialist revision of Marxism.”3 From a political revolution entirely without any pretense of a rational belief system, we are now told, by those best informed, that “fascism’s ability to appeal to important intellectuals . . . underlines that it cannot be dismissed as . . . irrational. . . . [In] truth, fascism was an ideology just like the others.”4 Moreover, it has been acknowledged that “Fascism was possible only if based on genuine belief.

The Bremen German literature conference was highly eventful. Pelletier, backed by Morini and Espinoza, went on the attack like Napoleon at Jena, assaulting the unsuspecting German Archimboldi scholars, and the downed flags of Pohl, Schwarz, and Borchmeyer were soon routed to the cafés and taverns of Bremen. The young German professors participating in the event were bewildered at first and then took the side of Pelletier and his friends, albeit cautiously. The audience, consisting mostly of university students who had traveled from Göttingen by train or in vans, was also won over by Pelletier’s fiery and uncompromising interpretations, throwing caution to the winds and enthusiastically yielding to the festive, Dionysian vision of ultimate carnival (or penultimate carnival) exegesis upheld by Pelletier and Espinoza.

Lewis was also disturbed by the mobility which the masses were displaying, abetted by increasing leisure and access to travel. He saw that global tourism would become an increasingly urgent problem as world populations increased. People moved ‘in great herds’ to the seaside, only to find that a sea of people rather than of water awaited them. It was exhausting, and they did not enjoy it. If a travel permit were required before tickets could be bought, much congestion and wear and tear on the roads would be avoided. Most people are ‘born molluscs’ and would be much happier staying at home. Mass tourism is, in any case, an ‘absurdity’, since only scholars are really interested in cathedrals and artworks. The tourists who gawp at them are filled with boredom and self-reproach, and would never, Lewis contends, have dreamed of such a pastime had not holiday advertisements contrived to turn them into sham students and fake cosmopolitan aristocrats.

Dr. Kerry said he'd been watching me. "You act like someone who is impersonating someone else. And it's as if you think your life depends on it." I didn't know what to say, so I said nothing. "It has never occurred to you," he said, "that you might have as much right to be here as anyone." He waited for an explanation. "I would enjoy serving the dinner," I said, "more than eating it." Dr. Kerry smiled. "You should trust Professor Steinberg. If he says you're a scholar-'pure gold,' I heard him say-then you are." "This is a magical place," I said. "Everything shines here." "You must stop yourself from thinking like that," Dr. Kerry said, his voice raised. "You are not fool's gold, shining only under a particular light. Whomever you become, whatever you make yourself into, that is who you always were. It was always in you. Not in Cambridge. In you. You are gold. And returning to BYU, or even to that mountain you came from, will not change who you are. It may change how others see you, it may even change how you see yourself-even gold appears dull in some lighting-but that is the illusion. And it always was." I wanted to believe him, to take his words and remake myself, but I'd never had that kind of faith. No matter how deeply I interred the memories, how tightly I shut my eyes against them, when I thought of my self, the images that came to mind were of that girl, in the bathroom, in the parking lot. I couldn't tell Dr. Kerry about that girl. I couldn't tell him that the reason I couldn't return to Cambridge was that being here threw into great relief every violent and degrading moment of my life. At BYU I could almost forget, allow what had been to blend into what was. But the contrast here was too great, the world before my eyes too fantastical. The memories were more real-more believable-than the stone spires. To myself I pretended there were other reasons I couldn't belong at Cambridge, reasons having to do with class and status: that it was because I was poor, had grown up poor. Because I could stand in the wind on the chapel roof and not tilt. That was the person who didn't belong in Cambridge: the roofer, not the whore. I can go to school, I had written in my journal that very afternoon. And I can buy new clothes. But I am still Tara Westover. I have done jobs no Cambridge student would do. Dress us any way you like, we are not the same. Clothes could not fix what was wrong with me. Something had rotted on the inside. Whether Dr. Kerry suspected any part of this, I'm not sure. But he understood that I had fixated on clothes as the symbol of why I didn't, and couldn't, belong. It was the last thing he said to me before he walked away, leaving me rooted, astonished, beside that grand chapel. "The most powerful determinant of who you are is inside you," he said. "Professor Steinberg says this is Pygmalion. Think of the story, Tara." He paused, his eyes fierce, his voice piercing. "She was just a cockney in a nice dress. Until she believed in herself. Then it didn't matter what dress she wore.

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

You can challenge a leader without challenging his authority, challenge a priest without challenging his integrity, challenge a warrior without challenging his intensity, challenge a scholar without challenging his education, challenge a guru without challenging his counsel, challenge a professor without challenging his lectures, challenge a student without challenging his potentiality, challenge a prophet without challenging his reputation, challenge a teacher without challenging his lessons, challenge a scientist without challenging his discoveries, challenge an inventor without challenging his ingenuity, challenge a preacher without challenging his sermons, challenge a laywer without challenging his strategy, challenge an athlete without challenging his capacity, challenge an artist without challenging his mastery, challenge a general without challenging his command, challenge a ruler without challenging his influence, challenge a president without challenging his government, and challenge a king without challenging his supremacy.

There is no way to attain enlightenment on one's own. Such a thing has never happened in infinite aeons. Shravakas and pratyekabuddhas who appear when a buddha is not manifest in this world can realize the twelve branches of interdependent origination and attain arhatship. They aren't, however, able to attain complete enlightenment and cannot benefit beings in a vast way; they can only liberate themselves from the sufferings of cyclic existence, and their realization is far from complete enlightenment. In the Sutrayana, one studies and analyzes the teachings and texts, but no matter how extensive the teachings are, they are all based on the essential nature. The Buddha provided many different levels of teaching, which can be categorized into provisional and definitive meaning. These teachings can be studied, analyzed, and examined, but they're not so easy to understand. For instance, when great scholars, such as khenpos, give detailed Sutrayana teachings, the students listen, reflect on, and analyze the teachings and debate on them. They rely on the texts that they have been taught.

but the adventurous student will always study classics, in whatever language they may be written and however ancient they may be. For what are the classics but the noblest recorded thoughts of man? They are the only oracles which are not decayed, and there are such answers to the most modern inquiry in them as Delphi and Dodona never gave. We might as well omit to study Nature because she is old. To read well, that is, to read true books in a true spirit, is a noble exercise, and one that will task the reader more than any exercise which the customs of the day esteem. It requires a training such as the athletes underwent, the steady intention almost of the whole life to this object. Books must be read as deliberately and reservedly as they were written. It is not enough even to be able to speak the language of that nation by which they are written, for there is a memorable interval between the spoken and the written language, the language heard and the language read. The one is commonly transitory, a sound, a tongue, a dialect merely, almost brutish, and we learn it unconsciously, like the brutes, of our mothers. The other is the maturity and experience of that; if that is our mother tongue, this is our father tongue, a reserved and select expression, too significant to be heard by the ear, which we must be born again in order to speak. The crowds of men who merely spoke the Greek and Latin tongues in the Middle Ages were not entitled by the accident of birth to read the works of genius written in those languages; for these were not written in that Greek or Latin which they knew, but in the select language of literature. They had not learned the nobler dialects of Greece and Rome, but the very materials on which they were written were waste paper to them, and they prized instead a cheap contemporary literature. But when the several nations of Europe had acquired distinct though rude written languages of their own, sufficient for the purposes of their rising literatures, then first learning revived, and scholars were enabled to discern from that remoteness the treasures of antiquity. What the Roman and Grecian multitude could not hear, after the lapse of ages a few scholars read, and a few scholars only are still reading it.

All Corpo universities were to have the same curriculum, entirely practical and modern, free of all snobbish tradition. Entirely omitted were Greek, Latin, Sanskrit, Hebrew, Biblical study, archaeology, philology; all history before 1500—except for one course which showed that, through the centuries, the key to civilization had been the defense of Anglo-Saxon purity against barbarians. Philosophy and its history, psychology, economics, anthropology were retained, but, to avoid the superstitious errors in ordinary textbooks, they were to be conned only in new books prepared by able young scholars under the direction of Dr. Macgoblin. Students were encouraged to read, speak, and try to write modern languages, but they were not to waste their time on the so-called “literature"; reprints from recent newspapers were used instead of antiquated fiction and sentimental poetry. As regards English, some study of literature was permitted, to supply quotations for political speeches, but the chief courses were in advertising, party journalism, and business correspondence, and no authors before 1800 might be mentioned, except Shakespeare and Milton.

To a modern student, pre-industrial politics appear to be virtually soaked in religion, both in the sense that rulers devoted much attention to religious questions [...] and in the sense that everyone talked endlessly about it, justifying and vilifying a vast range of action in religious terms. [...] ... the pre-modern world was poor in organization. Modern people are members of an immense variety of associations, both local and nationwide, or indeed international, being organized as voters, artists, scholars, scientists, antivivisectionists, devotees of this sport or that, consumers and so forth in addition to (if they so wish) as believers. But pre-industrial society was less differentiated, less wealthy and far less well equipped with means of communication. Hence there might be little or no organization above the level of household or village apart from that provided by religion. This automatically endowed religion with political importance, [...] but it also meant that religion united under its umbrella numerous activities that would nowadays be pursued under umbrellas of their own. [...] Pre-modern religion could be about anything and everything.

First, the biblical descriptions regarding the coming of Jesus the Jewish Messiah bear many striking resemblances to the coming Antichrist of Islam, whom Muslims refer to as the al-maseeh al-dajjaal (the counterfeit Messiah). Second, the Bible’s Antichrist bears numerous striking commonalities with the primary messiah figure of Islam, who Muslims call the Mahdi. In other words, our Messiah is their antichrist and our Antichrist is their messiah. Even more shocking to many readers was the revelation that Islam teaches that when Jesus returns, He will come back as a Muslim prophet whose primary mission will be to abolish Christianity. It’s difficult for any Bible believer to read of these things without becoming acutely aware of the satanic origins of the Islamic religion. In 2008, I also had the opportunity to coauthor another book on the same subject with Walid Shoebat, a former operative for the Palestine Liberation Organization. This book, entitled God’s War on Terror, is an almost encyclopedic discussion of the role of Islam in the last days, as well as a chronicle of Walid’s journey from a young Palestinian Muslim with a deep hatred for the Jews, to a Christian man who spends his life standing with the Jewish people and proclaiming the truth concerning the dangers of radical Islam. Together these two books have become the cornerstone of what has developed into a popular eschatological revolution. Today, I receive a steady stream of e-mails and reports from individuals expressing how much these books have affected them and transformed their understanding of the end-times. Students, pastors, and even reputable scholars have expressed that they have abandoned the popular notion that the Antichrist, his empire, and his religion will emerge out of Europe or a revived Roman Empire. Instead they have come to recognize the simple fact that the Bible emphatically and repeatedly points us to the Middle East as the launchpad and epicenter of the emerging empire of the Antichrist and his religion. Many testify that although they have been students of Bible prophecy for many years, never before had anything made so much sense, or the prophecies of the Bible become so clear. And even more important, some have even written to share that they’ve become believers or recommitted their lives to Jesus as a result of reading these books. Hallelujah!

The highest knowledge is still no match for the lowest wisdom. The highest fame is still no match for the lowest influence. The highest weakness is still no match for the lowest strength. The highest loss is still no match for the lowest win. The highest opinion is still no match for the lowest fact. The highest immitation is still no match for the lowest original. The highest pleasure is still no match for the lowest purpose. The highest talent is still no match for the lowest genius. The highest theory is still no match for the lowest proof. The highest want is still no match for the lowest need. The highest mind is still no match for the lowest soul. The highest technology is still no match for the lowest miracle. The highest darkness is still no match for the lowest light. The highest devil is still no match for the lowest angel. The highest vice is still no match for the lowest virtue. The highest Hell is still no match for the lowest Heaven. The highest priest is still no match for the lowest prophet. The highest scholar is still no match for the lowest sage. The highest warrior is still no match for the lowest conqueror. The highest lawyer is still no match for the lowest judge. The highest politician is still no match for the lowest activist. The highest follower is still no match for the lowest leader. The highest student is still no match for the lowest teacher. The highest disciple is still no match for the lowest master.

Throw the offerings!" Agnes and her husband had returned--- I could just make them out, clambering unsteadily down the hillside with their lanterns raised. In an act of ill-advised and entirely undeserved kindness, they had gathered up a handful of villagers to ride to the rescue of the idiot scholars who had tangled with the most fearsome of the local Folk, despite their warnings. A strangled sound escaped me, something between a sob and laugh. "Get back!" Eichorn shouted at the villagers. Rose was clambering to his feet, wheezing, for the fauns had released him to snatch at the "offerings" tossed their way by the villagers. I would have expected bloody hunks of meat, but instead, ludicrously, they seemed to be throwing vegetables--- carrots and onions, predominantly. How did it happen? The scene is a blur of noise and movement, to my memory. I believe I was laughing at the time--- yes, laughing. The image of those nightmarish beasts appeased by a hail of carrots was too much for my frayed composure, and for a moment it seemed this would become another story I told at conferences or to rouse a laugh from my students. For the Folk are terrible indeed, monsters or tyrants or both, but are they not also ridiculous? Whether they be violent beasts distracted by vegetables, or creatures powerful enough to spin straw into gold, which they will happily exchange for a simple necklace, or a great king overthrown by his own cloak, there is a thread of the absurd weaving through all faerie stories, to which the Folk themselves are utterly oblivious.

The intolerance and cancel culture have spread to outright discrimination in hiring, promotion, grants, and publication of professors and graduate students who do not abide the ideology demanded by the campus revolutionaries. A March 1, 2021, study by Eric Kaufmann of the Center for the Study of Partisanship and Ideology found, among other things: “Over 4 in 10 US and Canadian academics would not hire a Trump supporter… ; only 1 in 10 academics support firing controversial professors, nonetheless, while most do not back cancellation, many are not opposed to it, remaining non-committal; right-leaning academics experience a high level of institutional authoritarianism and peer pressure; in the US, over a third of conservative academics and PhD students have been threatened with disciplinary action for their views, while 70% of conservative academics report a hostile departmental climate for their beliefs; in the social sciences and humanities, over 9 in 10 Trump-supporting academics… say they would not feel comfortable expressing their views to a colleague; more than half of North American and British conservative academics admit self-censoring in research and teaching; younger academics and PhD students, especially in the United States, are significantly more willing than older academics to support dismissing controversial scholars from their posts, indicating that the problem of progressive authoritarianism is likely to get worse in the coming years; [and] a hostile climate plays a part in deterring conservative graduate students from pursuing careers in academia….

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s. In a world where education is predominantly verbal, highly educated people find it all but impossible to pay serious attention to anything but words and notions. There is always money for, there are always doctrines in, the learned foolery of research into what, for scholars, is the all-important problem: Who influenced whom to say what when? Even in this age of technology the verbal humanities are honoured. The non-verbal humanities, the arts of being directly aware of the given facts of our existence, are almost completely ignored. Every individual is at once the beneficiary and the victim of the linguistic tradition into which he has been born - the beneficiary in as much as language gives access to the accumulated records of other people's experience, the victim in so far as it confirms him in the belief that reduced awareness is the only awareness and as it bedevils his sense of reality, so that he is all too apt to take his concepts for data, his words for actual things. That which, in the language of religion, is called "this world" is the universe of reduced awareness, expressed, and, as it were, petrified by language.

The process of receiving teaching depends upon the student giving something in return; some kind of psychological surrender is necessary, a gift of some sort. This is why we must discuss surrendering, opening, giving up expectations, before we can speak of the relationship between teacher and student. It is essential to surrender, to open yourself, to present whatever you are to the guru, rather than trying to present yourself as a worthwhile student. It does not matter how much you are willing to pay, how correctly you behave, how clever you are at saying the right thing to your teacher. It is not like having an interview for a job or buying a new car. Whether or not you will get the job depends upon your credentials, how well you are dressed, how beautifully your shoes are polished, how well you speak, how good your manners are. If you are buying a car, it is a matter of how much money you have and how good your credit is. But when it comes to spirituality, something more is required. It is not a matter of applying for a job, of dressing up to impress our potential employer. Such deception does not apply to an interview with a guru, because he sees right through us. He is amused if we dress up especially for the interview. Making ingratiating gestures is not applicable in this situation; in fact it is futile. We must make a real commitment to being open with our teacher; we must be willing to give up all our preconceptions. Milarepa expected Marpa to be a great scholar and a saintly person, dressed in yogic costume with beads, reciting mantras, meditating. Instead he found Marpa working on his farm, directing the laborers and plowing his land. I am afraid the word guru is overused in the West. It would be better to speak of one’s “spiritual friend,” because the teachings emphasize a mutual meeting of two minds. It is a matter of mutual communication, rather than a master-servant relationship between a highly evolved being and a miserable, confused one. In the master-servant relationship the highly evolved being may appear not even to be sitting on his seat but may seem to be floating, levitating, looking down at us. His voice is penetrating, pervading space. Every word, every cough, every movement that he makes is a gesture of wisdom. But this is a dream. A guru should be a spiritual friend who communicates and presents his qualities to us, as Marpa did with Milarepa and Naropa with Marpa. Marpa presented his quality of being a farmer-yogi. He happened to have seven children and a wife, and he looked after his farm, cultivating the land and supporting himself and his family. But these activities were just an ordinary part of his life. He cared for his students as he cared for his crops and family. He was so thorough, paying attention to every detail of his life, that he was able to be a competent teacher as well as a competent father and farmer. There was no physical or spiritual materialism in Marpa’s lifestyle at all. He did not emphasize spirituality and ignore his family or his physical relationship to the earth. If you are not involved with materialism, either spiritually or physically, then there is no emphasis made on any extreme. Nor is it helpful to choose someone for your guru simply because he is famous, someone who is renowned for having published stacks of books and converted thousands or millions of people. Instead the guideline is whether or not you are able actually to communicate with the person, directly and thoroughly. How much self-deception are you involved in? If you really open yourself to your spiritual friend, then you are bound to work together. Are you able to talk to him thoroughly and properly? Does he know anything about you? Does he know anything about himself, for that matter? Is the guru really able to see through your masks, communicate with you properly, directly? In searching for a teacher, this seems to be the guideline rather than fame or wisdom.

The philosophy wars in Athens between 300 and 200 BCE weary readers and scholars alike. What matters here is that they knocked mathematics and science out from the pride of place they had occupied in Plato’s Academy. Plato had wanted all his students to be master mathematicians and astronomers, as well as exemplars of virtue, especially since he believed knowledge of the one pointed the way to understanding of the other.

It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.

Islam provides the method by which our hearts can become sound and safe again. This method has been the subject of brilliant and insightful scholarship for centuries in the Islamic tradition. One can say that Islam in essence is a program to restore purity and calm to the heart through the remembrance of God. This present text is based on the poem known as Maṭharat al-Qulūb (literally, Purification of the Hearts), which offers the means by which purification can be achieved. It is a treatise on the “alchemy of the hearts,” namely, a manual on how to transform the heart. It was written by a great scholar and saint, Shaykh Muhammad Mawlud al Ya’qubi al-Musawi al-Muratani, As his name indicates, he was from Mauritania in West Africa. He was a master of all the Islamic sciences, including the inward sciences of the heart. He stated that he wrote this poem because he observed the prevalence of diseased hearts. He saw students of religion spending their time learning abstract sciences that people were not really in need of, to the neglect of those sciences that pertain to what people are accountable for in the next life, namely, the spiritual condition of the heart, In one of his most cited statements, the Prophet said, “Actions are based upon intentions.” All deeds are thus valued according to the intentions behind them, and intentions emanate from the heart. So every action a person intends or performs is rooted in the heart. Imam Mawlud realized that the weakness of society was a matter of weakness of character in the heart, Imam Mawlud based his text on many previous illustrious works, especially Imam al-Ghazali’s great Ihya’ Ulum alDin (The Revivification of the Sciences of the Religion). Each of the 40 books of Ihya‘ Ulum al-Din is basically about rectifying the human heart. If we examine the trials and tribulations, wars and other conflicts, every act of injustice all over earth, we’ll find they are rooted in human hearts.

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

Much of this picture of Zen derives from portrayals found in such normative texts of the tradition as the lamp anthologies (Ch. teng-lu), huge collections of the hagiographies and basic instructions of hundreds of masters in the various lineages of Zen. But such texts were never intended to serve as guides to religious practice or as records of daily practice; they were instead mythology and hagiography, which offered the student an idealized paradigm of the Zen spiritual experience. Many scholars of Zen have mistakenly taken these lamp anthologies at face value as historical documents and presumed that they provide an accurate account of how Zen monks of the premodern era pursued their religious vocations. They do not.

The realization that I had been deceived for so long engendered a will to shake off this deception. The more the authorities concealed the truth, the more I felt compelled to pursue it, and I began reading volumes of newly published material. The turmoil in Beijing in 1989 led me to a profound awakening; the blood of those young students cleansed my brain of all the lies I had accepted over the previous decades. As a journalist, I strove to report the truth. As a scholar, I felt a responsibility to restore historical truth for others who had been deceived.

Teaching academic writing to Bachelor of Science in Nursing (BSN) students is crucial early in their academic journey and should continue throughout their program. Here's a breakdown: Foundation Level (First Year): Introducing basic academic writing skills at the onset helps students develop a strong foundation. This includes understanding essay structure, proper citation methods (APA, MLA), and critical reading and writing skills NURS FPX 4010 Assessment 2. Core Nursing Courses: As students progress into core nursing courses, integrating academic writing into these subjects is beneficial. Assignments related to evidence-based practice, research papers, case studies, and reflective writing can aid in linking theoretical knowledge to practical application through writing.NURS FPX 4010 Assessment 3 Clinical Practice Integration: Incorporating writing assignments that reflect on clinical experiences or patient interactions helps students articulate their observations, reflections, and professional development, enhancing their communication skills.online class help services Advanced Nursing Courses: In advanced years, focus on more complex academic writing, such as scholarly articles, thesis or capstone projects, and literature reviews. This phase aligns with deeper research and specialization within nursing fields. Continuous Improvement: Encourage ongoing improvement by providing resources, workshops, and feedback on writing. Additionally, revisiting and reinforcing academic writing skills periodically ensures students maintain and enhance these crucial abilities.nursfpx.com By introducing and reinforcing academic writing skills across various stages of the BSN program, students develop proficiency in communicating their ideas effectively, a skill essential for their future practice, research endeavors, and professional growth.

In a way, Schoenberg's journey resembles that of Theodor Herzi, the progenitor of political Zionism, whose early attacks on self-satisfied assimilated urban Jews could be mistaken for anti-Semitic diatribes. The scholar Alexander Ringer has argued that Schoenberg's atonality may have been an oblique affirmation of his Jewishness. In this reading, it is a kind of musical Zion, a promised land in whose dusty desert climate the Jewish composer could escape the ill-concealed hatred of bourgeois Europe. Schoenberg would prove uncannily alert to the murderousness of Nazi anti-Semitism. In 1934, he predicted that Hitler was planning "no more and no less than the extermination of all Jews!" Such thoughts were presumably not on his mind circa 1907 and 1908, yet to be Jewish in Vienna was to live under a vague but growing threat. Anti-semitism was shifting from a religious to a racial basis, meaning that a conversion to Catholicism or Protestantism no longer sufficed to solve one's Jewish problem. Rights and freedoms were being picked off one by one. Jews were expelled from student societies, boycotts instituted. There were beatings in the streets. Rabble-rousers spouted messages of hate. Hitler himself was somewhere in the background, trying to make his way as an artist, building a cathedral of resentment in his mind. As the historian Steven Beller writes, Jews were "at the center of culture but the edge of society." Mahler ruled musical Vienna; at the same time, Jewish men never felt safe walking the streets at night. All told, a Freudian host of urges, emotions, and ideas circled Schoenberg as he put his fateful chords on paper. He endured violent disorder in his private life; he felt ostracized by a museum-like concert culture; he experienced the alienation of being a Jew in Vienna; he sensed a historical tendency from consonance to dissonance; he felt disgust for a tonal system grown sickly. But the very multiplicity of possible explanations points up something that cannot be explained. There was no "necessity" driving atonality; no irreversible current of history made it happen. It was one man's leap into the unknown. It became a movement when two equally gifted composers jumped in behind him.

In a way, Schoenberg's journey resembles that of Theodor Herzi, the progenitor of political Zionism, whose early attacks on self-satisfied assimilated urban Jews could be mistaken for anti-Semitic diatribes. The scholar Alexander Ringer has argued that Schoenberg's atonality may have been an oblique affirmation of his Jewishness. In this reading, it is a kind of musical Zion, a promised land in whose dusty desert climate the Jewish composer could escape the ill-concealed hatred of bourgeois Europe. Schoenberg would prove uncannily alert to the murderousness of Nazi antisemitism. In 1934, he predicted that Hitler was planning "no more and no less than the extermination of all Jews!" Such thoughts were presumably not on his mind circa 1907 and 1908, yet to be Jewish in Vienna was to live under a vague but growing threat. Antisemitism was shifting from a religious to a racial basis, meaning that a conversion to Catholicism or Protestantism no longer sufficed to solve one's Jewish problem. Rights and freedoms were being picked off one by one. Jews were expelled from student societies, boycotts instituted. There were beatings in the streets. Rabble-rousers spouted messages of hate. Hitler himself was somewhere in the background, trying to make his way as an artist, building a cathedral of resentment in his mind. As the historian Steven Beller writes, Jews were "at the center of culture but the edge of society." Mahler ruled musical Vienna; at the same time, Jewish men never felt safe walking the streets at night. All told, a Freudian host of urges, emotions, and ideas circled Schoenberg as he put his fateful chords on paper. He endured violent disorder in his private life; he felt ostracized by a museum-like concert culture; he experienced the alienation of being a Jew in Vienna; he sensed a historical tendency from consonance to dissonance; he felt disgust for a tonal system grown sickly. But the very multiplicity of possible explanations points up something that cannot be explained. There was no "necessity" driving atonality; no irreversible current of history made it happen. It was one man's leap into the unknown. It became a movement when two equally gifted composers jumped in behind him.

For a scientist, the only valid question is to decide whether the phenomenon can be studied by itself, or whether it is an instance of a deeper problem. This book attempts to illustrate, and only to illustrate, the latter approach. And my conclusion is that, through the UFO phenomenon, we have the unique opportunities to observe folklore in the making and to gather scientific material at the deepest source of human imagination. We will be the object of much contempt by future students of our civilization if we allow this material to be lost, for "tradition is a meteor which, once it falls, cannot be rekindled." If we decide to avoid extreme speculation, but make certain basic observations from the existing data, five principal facts stand out rather clearly from our analysis so far: Fact 1. There has been among the public, in all countries, since the middle of 1946, an extremely active generation of colorful rumors. They center on a considerable number of observations of unknown machines close to the ground in rural areas, the physical traces left by these machines, and their various effects on humans and animals. Fact 2. When the underlying archetypes are extracted from these rumors, the extraterrestrial myth is seen to coincide to a remarkable degree with the fairy-faith of Celtic countries, the observations of the scholars of past ages, and the widespread belief among all peoples concerning entities whose physical and psychological description place them in the same category as the present-day ufonauts. Fact 3. The entities human witnesses report to have seen, heard, and touched fall into various biological types. Among them are beings of giant stature, men indistinguishable from us, winged creatures, and various types of monsters. Most of the so-called pilots, however, are dwarfs and form two main groups: (1) dark, hairy beings – identical to the gnomes of medieval theory – with small, bright eyes and deep, rugged, "old" voices; and (2) beings – who answer the description of the sylphs of the Middle Ages or the elves of the fairy-faith – with human complexions, oversized heads, and silvery voices. All the beings have been described with and without breathing apparatus. Beings of various categories have been reported together. The overwhelming majority are humanoid. Fact 4. The entities' reported behavior is as consistently absurd as the appearance of their craft is ludicrous. In numerous instances of verbal communications with them, their assertions have been systematically misleading. This is true for all cases on record, from encounters with the Gentry in the British Isles to conversations with airship engineers during the 1897 Midwest flap and discussions with the alleged Martians in Europe, North and South America, and elsewhere. This absurd behavior has had the effect of keeping professional scientists away from the area where that activity was taking place. It has also served to give the saucer myth its religious and mystical overtones. Fact 5. The mechanism of the apparitions, in legendary, historical, and modern times, is standard and follows the model of religious miracles. Several cases, which bear the official stamp of the Catholic Church (such as those in Fatima and Guadalupe), are in fact – if one applies the deffinitions strictly – nothing more than UFO phenomena where the entity has delivered a message having to do with religious beliefs rather than with space or engineering.

Another way to foster a sense of belonging for employees is to form teams that are encouraged to engage in collective problem-solving. This affords regular opportunities for all members of the teams to express their views and contribute their talents. But leaders of these teams should establish the norm that colleagues treat each other with respect, making room for everyone in discussions and listening thoughtfully to one another. As we saw with high-status students leading the way in establishing an antibullying norm in schools, managers, as the highest-status member of a team, can set powerful norms. A key goal is foster what leadership scholar Amy Edmonson calls psychological safety, which she describes as "the belief that the environment is safe for interpersonal risk taking. People feel able to speak up when needed--with relevant ideas, questions, or concerns--without being shut down in a gratuitous way. Psychological safety is present when colleagues trust and respect each other and feel able, even obligated, to be candid." No matter how ingenious or talented individual team members are, if the climate does not foster the psychological safety people need to express themselves, they are likely to hold back on valuable input.

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