Self Directed Education Quotes

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

Failure is a sign post, directing the right road for life’s journey.

From the anarchists of tsarist Russia to the IRA of 1916, from the Irgun and the Stern Gang to the EOKA in Cyprus, from the Baader-Meinhof group in Germany, the CCC in Belgium, the Action Directe in France, the Red Brigades in Italy, the Red Army Faction again in Germany, the Rengo Sekigun in Japan, through to the Shining Path in Peru to the modern IRA in Ulster or the ETA in Spain, terrorism came from the minds of the comfortably raised, well-educated, middle-class theorists with a truly staggering personal vanity and a developed taste for self-indulgence.

We are our children’s roadmap when they think all is lost. We have to change their direction of drowning in self-doubt (What’s wrong with me?). We have to destroy the hopeless feelings that are buried deep within our children. We, the parents, guardians, and educators have to be the wheels to put our children back on track. We are our children’s guides and we have to put them back on the road of purpose.

The child brings with him into the world, not character, but disposition. He has tendencies which may need only to be strengthened, or, again, to be diverted or even repressed. His character — the efflorescence of the man wherein the fruit of his life is a-preparing — is original disposition, modified, directed, expanded by education; by circumstances; later, by self-control and self-culture; above all, by the supreme agency of the Holy Ghost, even where that agency is little suspected, and as little solicited.

The issue is whether we want to live in a free society or whether we want to live under what amounts to a form of self-imposed totalitarianism, with the bewildered herd marginalized, directed elsewhere, terrified, screaming patriotic slogans, fearing for their lives, and admiring with awe the leader who saved them from destruction, while the educated masses goose-step on command and repeat the slogans they’re supposed to repeat and the society deteriorates at home.

The beginning [of a journey] is a terrible time to plan. It's the moment of greatest ignorance. In self-directed education, a lot of the value comes from exploiting opportunities that arise well out to sea, once I've seen some things and begun the learning process.

If you don’t have common sense, ask someone who does

I’m sure if Socrates were alive today, and had to sit through even a single meeting discussing how to use data to inform instruction, he’d kill himself all over again.

No Self stands alone. Behind it stretches an immense chain of physical and - as a special class within the whole - mental events, to which it belongs as a reacting member and which it carries on. Through the condition at any moment of its somatic, especially its cerebral system, and through education, and tradition, by word, by writing, by monument, by manners, by a way of life, by a newly shaped environment... by so much that a thousand words would not exhaust it, by all that, I say, the Self is not so much linked with what happened to its ancestors, it is not so much the product, and merely the product, of all that, but rather, in the strictest sense of the word, the SAME THING as all that: the strict, direct continuation of it, just as the Self aged fifty is the continuation of the Self aged forty.

There was a time when his father had looked like gold to him. Many of his seniors had looked like gold. Anybody who had attained a certain high level of education had looked like gold. Therefore, his own gold plating had been all the more painful, and he had been impatient to become solid gold himself. But once his keen eye penetrated directly to the inner layers of these other people, his efforts suddenly came to seem foolish.

If the educational system can claim anything consistently it would be that it is masterful at evoking a destructive axis of boredom and anxiety accounting for the increasing levels of mental health problems in young people.

Free human dialogue, wandering wherever the agility of the mind allows, lies at the heart of education. If teachers do not have the time, the incentive, or the wit to produce that; if students are too demoralized, bored, or distracted to muster the attention their teachers need of them, then THAT is the educational problem which has to be solved. . . That problem . . . is metaphysical in nature, not technical

Very well.” In a voice as cool and detached as if he were critiquing a work of art, he said, “Starting at the top: your brow is marked with intelligence, your gaze is direct, your features are delicate, your skin is fair, your voice is refined, your speech reflects education . . .” He paused. “Even the way you hold your head is elegant.” I was suddenly, excruciatingly self-conscious. I dropped my gaze, my face on fire. “Ah, yes,” he said softly. “And then there is your modesty. No milkmaid could have blushed like that.” To my mortification, I felt my blush deepen until the tips of my ears were tingling with the heat. “Shall I continue?” he asked with a hint of a laugh in his voice. “No, that is quite enough, thank you.

Schools that empower students on the margins are subversive organizations. They foster a self-image in the students that is a direct rebuke to the social contempt that tries to keep them in their place.

The capacity for consistent self-direction is one of the most valuable that a human being can possess. It is practically unknown in young children, and is never developed either by a very rigid discipline or by complete freedom.

How many of us have read history, and shook our heads and puffed our chest, and said, “If I were alive during that period, I would never have done those things to those people!” Yet here we are, doing those things to those people.

Know what you’re working toward and eliminate debt, so that if you change your mind later it doesn’t kill you to know you have a hundred thousand dollar biology degree hanging in the kitchen of the tapas restaurant you just opened.

Black anti-semitism is a form of underdog resentment and envy, directed at another underdog who has made it in American society. The remarkable upward mobility of American Jews--rooted chiefly in a history and culture that places a premium on higher education and self-organization--easily lends itself to myths of Jewish unity and homogeneity that have gained currency among other groups, especially among relatively unorganized groups like black Americans. The high visibility of Jews in the upper reaches of the academy, journalism, the entertainment industry, and the professions--though less so percentage-wise in corporate America and national political office--is viewed less as a result of hard work and success fairly won and more as a matter of favoritism and nepotism among Jews. Ironically, calls for black solidarity and achievement are often modeled on myths of Jewish unity--as both groups respond to American xenophobia and racism. But in times such as these, some blacks view Jews as obstacles rather than allies in the struggle for racial justice.

at the outset it needs to be stressed that discipline means education. Discipline is essentially programmed guidance that helps people to develop internal self-control, self-direction, and efficiency. If it is to work, discipline requires mutual respect and trust. On the other hand, punishment requires external control over a person by force and coercion. Punishing agents seldom respect or trust the one punished.

Although I know very little of the Steppenwolf's life, I have all the same good reason to suppose that he was brought up by devoted but severe and very pious parents and teachers in accordance with that doctrine that makes the breaking of the will the corner-stone of education and upbringing. But in this case the attempt to destroy the personality and to break the will did not succeed. He was much too strong and hardy, too proud and spirited. Instead of destroying his personality they succeeded only in teaching him to hate himself. It was against himself that, innocent and noble as he was, he directed during his whole life the whole wealth of his fancy, the whole of his thought; and in so far as he let loose upon himself every barbed criticism, every anger and hate he could command, he was, in spite of all, a real Christian and a real martyr.

It was my assumption that skilled teachers spent their days imparting important and meaningful knowledge to eager students. I also believed, as many of you do, that I didn’t remember or wasn’t good at the things we learned in high school because I didn’t pay close enough attention or didn’t work hard enough.

Although I know very little of the Steppenwolf’s life, nevertheless, I have good reason to suppose that he was brought up by devoted but severe and very pious parents and teachers in accordance with that doctrine that makes the breaking of the will the corner-stone of education and up-bringing. But in this case the attempt to destroy the personality and to break the will did not succeed. He was much too strong and hardy, too proud and spirited. Instead of destroying his personality they succeeded only in teaching him to hate himself. It was against himself that, innocent and noble as he was, he directed during his entire life the whole wealth of his fancy, the whole of his thought; and in so far as he let loose upon himself every barbed criticism, every anger and hate he could command, he was, in spite of all, a real Christian and a real martyr. As for others and the world around him he never ceased in his heroic and earnest endeavour to love them, to be just to them, to do them no harm, for the love of his neighbour was as strongly forced upon him as the hatred of himself, and so his whole life was an example that love of one’s neighbour is not possible without love of oneself, that self-hate is really the same thing as sheer egoism, and in the long run breeds the same cruel isolation and despair.

A person whom seeks self-improvement must design specific tasks that instigate learning.

Dear Lord please show me what really matters so that I may be able to determine what is distraction and God's direction in my life.

If a law violates a person’s liberty, is it not our duty to disobey? Is it not your ethical responsibility to act? Did you not join this profession to help and serve kids?

Going to school is rarely a choice at all, but rather just the thing you do because everyone else does it.

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

One thing that distinguishes human beings from other animals is that we are evaluative creatures. We can take a critical stance toward our own activities, and aspire to direct ourselves toward objects and projects that we judge to be more worthy than others that may be more immediately gratifying. Animals are guided by appetites that are fixed, and so are we, but we can also form a second-order desire, “a desire for a desire,” when we entertain some picture of the sort of person we would like to be—a person who is better not because she has more self-control, but because she is moved by worthier desires. Acquiring the tastes of a serious person is what we call education. Does it have a future? The advent of engineered, hyperpalatable mental stimuli compels us to ask the question.

I call education, not that which smothers a woman with accomplishments, but that which tends to consolidate a firm and regular system of character; that which tends to form a friend, a companion, and a wife. I call education not that which is made up of the shreds and patches of useless arts, but that which inculcates principles, polishes taste, regulates temper, cultivates reason, subdues the passions, directs the feelings, habituates to reflection, trains to self-denial, and, more especially, that which refers all actions, feelings, sentiments, tastes, and passions, to the love and fear of God.

[R]esitance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize -- or even recognize -- the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump. The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic drama over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging.

For instance, the education system, instead of going by textbook teaching, will promote creative and interactive self-learning—both formal and informal—with a focus on values, merit and quality. Workers, instead of being skilled or semi-skilled, will be knowledgeable, self-empowered and flexibly skilled. Types of work, instead of being structured and hardware driven, will be more flexible and software driven. Management styles will be delegative rather than directive.

The most tragic error into which older people can fall is one that is common among educators and politicians. It is to use youth as scapegoats for the sins of their elders. Is the nation wasting its young men and its honor in an unjust war? Never mind — direct your frustration at the long-haired young people who are shouting in the streets that the war must end. Curse them as hippies and immoral, dirty fanatics; after all, we older Americans could not have been wrong about anything important, because our hearts are all in the right place and God is always on our side, so anyone who opposes us must be insane, and probably in the pay of the godless Communists. Youth is in the process of being classed with the dark- skinned minorities as the object of popular scorn and hatred. It    is   as  if  Americans  have  to  have  a  "nigger,"  a  target                             for its hidden frustrations and guilt. Without someone to blame, like the Communists abroad and the young and black at home, middle America would be forced to consider whether all the problems of our time were in any way its own fault. That is the one thing it could never stand to do. Hence, it finds scapegoats. Few adults, I am afraid, will ever break free of the crippling attitudes that have been programmed into their personalities – racism, self-righteousness, lack of concern for the losers of the world, and an excessive regard for property. One reason, as I have noted, is that they do not know they are like this, and that they proclaim ideals that are the reverse of many of their actions. Such hypocrisy, even if it is unconscious, is the real barrier between them and their children.

If we now want to nudge our country back in that direction, we might begin by embracing a principle that seemed self-evident to Americans a century ago, but is less widely acknowledged today: Our collective public education benefits us all.

And there you sit, atop the smoking mountain of rubble that was once your home, covered in gray dust, cradling the mangled corpse of your little girl in your arms, looking south to a Mexican people who, in solidarity with you, have stopped riding Uber.

It’s good and just that you practice on teachers and school principals, because one day you are going to have to live in a world of lawmakers and tax collectors, and you should have some sense of how to use your freedom of speech to claim control over your life.

A teenager’s nature is not laziness, their preferred state is not ignorance, and it is not necessary for extrinsic motivation to be delivered by trained professionals in order to prevent them from bareknuckle boxing under a bridge in exchange for drugs and money.

I tend to agree with Robert Frost when he says, 'Education is the ability to listen to almost anything without losing your temper or your self-confidence.' By this definition, I don’t think anyone can claim that we are successfully educating this next generation.

The world-wide discrimination against the autodidact has vitiated many people's confidence in determining their own goals and needs. But the same discrimination has also resulted in a multiplicity of growing minorities who are infuriated by this insidious dispossession.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

feel that it had not been the most direful mistake in his plan of education. Something must have been wanting within, or time would have worn away much of its ill effect. He feared that principle, active principle, had been wanting, that they had never been properly taught to govern their inclinations and tempers, by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments—the authorised object of their youth—could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them.

The inefficiency of drill and the uncertainty of education are the "palpable" proof that man is an animal endowed with a soul- that is, with freedom. This is why every true upbringing is essentially self-upbringing and a negation of drill. The aim of true upbringing is not to change a man directly ( because , strictly speaking, that is not possible) but to incite an inner stream of experiences and to cause an inner decision to the benefit of good by means of example, advice, sight, or the like. Beyond that, man cannot be changed, only his behavior may be changed, and that could be feigned or temporary.

I will ask you to project the look on a child’s face when he grasps the answer to some problem he has been striving to understand. It is a radiant look of joy, of liberation, almost of triumph, which is unself-conscious, yet self-assertive, and its radiance seems to spread in two directions: outward, as an illumination of the world—inward, as the first spark of what is to become the fire of an earned pride. If you have seen this look, or experienced it, you know that if there is such a concept as “sacred”—meaning: the best, the highest possible to man—this look is the sacred, the not-to-be-betrayed, the not-to-be-sacrificed for anything or anyone.

Socrates tried to soothe us, true enough. He said there were only two possibilities. Either the soul is immortal or, after death, things would be again as blank as they were before we were born. This is not absolutely comforting either. Anyway it was natural that theology and philosophy should take the deepest interest in this. They owe it to us not to be boring themselves. On this obligation they don’t always make good. However, Kierkegaard was not a bore. I planned to examine his contribution in my master essay. In his view the primacy of the ethical over the esthetic mode was necessary to restore the balance. But enough of that. In myself I could observe the following sources of tedium: 1) The lack of a personal connection with the external world. Earlier I noted that when I was riding through France in a train last spring I looked out of the window and thought that the veil of Maya was wearing thin. And why was this? I wasn’t seeing what was there but only what everyone sees under a common directive. By this is implied that our worldview has used up nature. The rule of this view is that I, a subject, see the phenomena, the world of objects. They, however, are not necessarily in themselves objects as modern rationality defines objects. For in spirit, says Steiner, a man can step out of himself and let things speak to him about themselves, to speak about what has meaning not for him alone but also for them. Thus the sun the moon the stars will speak to nonastronomers in spite of their ignorance of science. In fact it’s high time that this happened. Ignorance of science should not keep one imprisoned in the lowest and weariest sector of being, prohibited from entering into independent relations with the creation as a whole. The educated speak of the disenchanted (a boring) world. But it is not the world, it is my own head that is disenchanted. The world cannot be disenchanted. 2) For me the self-conscious ego is the seat of boredom. This increasing, swelling, domineering, painful self-consciousness is the only rival of the political and social powers that run my life (business, technological-bureaucratic powers, the state). You have a great organized movement of life, and you have the single self, independently conscious, proud of its detachment and its absolute immunity, its stability and its power to remain unaffected by anything whatsoever — by the sufferings of others or by society or by politics or by external chaos. In a way it doesn’t give a damn. It is asked to give a damn, and we often urge it to give a damn but the curse of noncaring lies upon this painfully free consciousness. It is free from attachment to beliefs and to other souls. Cosmologies, ethical systems? It can run through them by the dozens. For to be fully conscious of oneself as an individual is also to be separated from all else. This is Hamlet’s kingdom of infinite space in a nutshell, of “words, words, words,” of “Denmark’s a prison.

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

I beg your pardon, Mrs. Graham - but you get on too fast. I have not yet said that a boy should be taught to rush into the snares of life, - or even wilfully to seek temptation for the sake of exercising his virtue by overcoming it; - I only say that it is better to arm and strengthen your hero, than to disarm and enfeeble the foe; - and if you were to rear an oak sapling in a hothouse, tending it carefully night and day, and shielding it from every breath of wind, you could not expect it to become a hardy tree, like that which has grown up on the mountain-side, exposed to all the action of the elements, and not even sheltered from the shock of the tempest.' 'Granted; - but would you use the same argument with regard to a girl?' 'Certainly not.' 'No; you would have her to be tenderly and delicately nurtured, like a hot-house plant - taught to cling to others for direction and support, and guarded, as much as possible, from the very knowledge of evil. But will you be so good as to inform me why you make this distinction? Is it that you think she has no virtue?' 'Assuredly not.' 'Well, but you affirm that virtue is only elicited by temptation; - and you think that a woman cannot be too little exposed to temptation, or too little acquainted with vice, or anything connected therewith. It must be either that you think she is essentially so vicious, or so feeble-minded, that she cannot withstand temptation, - and though she may be pure and innocent as long as she is kept in ignorance and restraint, yet, being destitute of real virtue, to teach her how to sin is at once to make her a sinner, and the greater her knowledge, the wider her liberty, the deeper will be her depravity, - whereas, in the nobler sex, there is a natural tendency to goodness, guarded by a superior fortitude, which, the more it is exercised by trials and dangers, is only the further developed - ' 'Heaven forbid that I should think so!' I interrupted her at last." 'Well, then, it must be that you think they are both weak and prone to err, and the slightest error, the merest shadow of pollution, will ruin the one, while the character of the other will be strengthened and embellished - his education properly finished by a little practical acquaintance with forbidden things. Such experience, to him (to use a trite simile), will be like the storm to the oak, which, though it may scatter the leaves, and snap the smaller branches, serves but to rivet the roots, and to harden and condense the fibres of the tree. You would have us encourage our sons to prove all things by their own experience, while our daughters must not even profit by the experience of others. Now I would have both so to benefit by the experience of others, and the precepts of a higher authority, that they should know beforehand to refuse the evil and choose the good, and require no experimental proofs to teach them the evil of transgression. I would not send a poor girl into the world, unarmed against her foes, and ignorant of the snares that beset her path; nor would I watch and guard her, till, deprived of self-respect and self-reliance, she lost the power or the will to watch and guard herself; - and as for my son - if I thought he would grow up to be what you call a man of the world - one that has "seen life," and glories in his experience, even though he should so far profit by it as to sober down, at length, into a useful and respected member of society - I would rather that he died to-morrow! - rather a thousand times!' she earnestly repeated, pressing her darling to her side and kissing his forehead with intense affection. He had already left his new companion, and been standing for some time beside his mother's knee, looking up into her face, and listening in silent wonder to her incomprehensible discourse. Anne Bronte, "The Tenant of Wildfell Hall" (24,25)

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

That peace did not come easily. I spent two years enumerating my father's flaws, constantly updating the tally as if reciting every resentment, every real and imagined act of cruelty, of neglect, would justify my decision to cut him from my life. Once justified I thought the strangling guilt would release me, and I could catch my breath. But vindication has no power over guilt. No amount of anger or rage directed at others can subdue it, because guilt is never about them. Guilt is the fear of ones own retchedness. It has nothing to do with other people. I shed my guilt when I accepted my decision on my own terms, without endlessly prosecuting old greviences, without weighing his sins against mine. Without thinking of my father at all. I learned to accept my decision for my own sake. Because of me, not because of him. Because I needed it, not because he deserved it. It was the only way I could love him. When my father was in my life, wrestling me for control of that life, I percieved him with the eyes of a soldier, through a fog of conflict. I could not make out his tender qualities. When he was before me towering, indignant, I could not remember how when I was young his laugh used to shake his gut and make his glasses shine. In his stern presence I could never recall the pleasant way his lips used to twitch, before they were burned away, when a memory tugged tears from his eyes. I can only remember those things now, with a span of miles and years between us. But what has come between me and my father is more than time or distance. It is a change in the self. I am not the child my father raised but he is the father who raised her.

Lincoln, who enjoyed less than one year of formal schooling, was essentially self-educated. He read widely in nineteenth-century political economy, including the works of the British apostle of economic liberalism John Stuart Mill and the Americans Henry Carey and Francis Wayland. Although these writers differed on specific policies—Carey was among the most prominent advocates of a high tariff while Wayland favored free trade—all extolled the virtues of entrepreneurship and technological improvement in a modernizing market economy. (Wayland, the president of Brown University and a polymath who published works on ethics, religion, and philosophy, made no direct reference to slavery in his 400-page tome, Elements of Political Economy, but did insist that people did not work productively unless allowed to benefit from their own labor, an argument Lincoln would reiterate in the 1850s.)

After graduating from college, I was expected to find a good job. I didn't and instead dove into entrepreneurial ventures. My family thought I was crazy and proclaimed, “You're wasting a five-year education!” Peers thought I was delusional. Oh dear, delivering pizza and chauffeuring limousines while two business degrees hung from the wall?! Women wouldn't date me because I broke the professional, “college-educated” mold the fairy tale espoused. Going Fastlane and building momentum will require you to turn your back at the people who fart headwinds in your direction. You have to break free of society's gravitational force and their expectations. If you aren't mindful to this natural gravity, life can denigrate into a viscous self-perpetuating cycle, which is society's prescription for normal: Get up, go to work, come home, eat, watch a few episodes of Law and Order, go to bed … then repeat, day after day after day.

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.

Access doesn’t automatically come with an ability to use the Web well. We aren’t suddenly self-directed, organized, and literate enough to make sense of all the people and information online — or savvy enough to connect and build relationships with others in safe, ethical, and effective ways. Access doesn’t grant the ability to stay on task when we need to get something done. No matter how often we dub our kids “digital natives,” the fact is they can still use our help to do those things and more if they are to thrive in the abundance of their times. Right

GUARD YOUR WEAK POINT. He that is slow to anger is better than the mighty: and he that ruleth his spirit than he that taketh a city. —Bible. The first and best of victories is for a man to conquer himself: to be conquered by himself is, of all things, the most shameful and vile. —Plato. The worst education which teaches self-denial is better than the best which teaches everything else and not that. —John Sterling. Most powerful is he who has himself in his own power. —Seneca. The energy which issues in growth, or assimilates knowledge, must originate in self and be self-directed. —Thomas J. Morgan.

It’s an open debate how much education can boost innate aptitude or IQ, but the trait of “conscientiousness” does consistently predict educational and job success and also subjective happiness. Yet as access to information increases, conscientiousness will become all the more important. It will be less about whose parents could afford Harvard or who could charm the admissions officer, and more and more about who sits down and actually starts trying to master the material. And so a large part of the educational sector will be directed toward boosting conscientiousness, though not always with success.

Here I encounter the most popular fallacy of our times. It is not considered sufficient that the law should be just; it must be philanthropic. Nor is it sufficient that the law should guarantee to every citizen the free and inoffensive use of his faculties for physical, intellectual, and moral self-improvement. Instead, it is demanded that the law should directly extend welfare, education, and morality throughout the nation. This is the seductive lure of socialism. And I repeat again: These two uses of the law are in direct contradiction to each other. We must choose between them. A citizen cannot at the same time be free and not free.

The Seductive Lure of Socialism Here I encounter the most popular fallacy of our times. It is not considered sufficient that the law should be just; it must be philanthropic. Nor is it sufficient that the law should guarantee to every citizen the free and inoffensive use of his faculties for physical, intellectual, and moral self-improvement. Instead, it is demanded that the law should directly extend welfare, education, and morality throughout the nation. This is the seductive lure of socialism. And I repeat again: These two uses of the law are in direct contradiction to each other. We must choose between them. A citizen cannot at the same time be free and not free.

Over the last three centuries our historical reception of folk and fairy tales has been so negatively twisted by aesthetic norms, educational standards and market conditions that we can no longer distinguish folk tales from fairy tales nor recognize that the impact of these narratives stems from their imaginative grasp and symbolic depiction of social realities. Folk and fairy tales are generally confused with one another and taken as make-believe stories with no direct reference to a particular community or historical tradition. Their own specific ideology and aesthetics are rarely seen in the light of a diachronic historical development which has great bearing on our cultural self-understanding.

Contemplating the goodness within ourselves is a classical meditation, done to bring light, joy, and rapture to the mind. In contemporary times this practice might be considered rather embarrassing, because so often the emphasis is on all the unfortunate things we have done, all the disturbing mistakes we have made. Yet this classical reflection is not a way of increasing conceit. It is rather a commitment to our own happiness, seeing our happiness as the basis for intimacy with all of life. It fills us with joy and love for ourselves and a great deal of self-respect. Significantly, when we do metta practice, we begin by directing metta toward ourselves. This is the essential foundation for being able to offer genuine love to others

Currently the best educated and the brightest minds of any nation are not among its elected, but among its public, and in much greater numbers. But even having a great number of the best and the brightest amongst us does not make us capable of installing a working version of direct democracy right away. People who claim that it does, may be there to voluntarily or involuntarily damage the credibility of direct democracy. Direct democracy needs a yet inexistent infrastructure to support the new mechanism that will render the public capable of constituting the experience necessary to domesticate direct democracy, without destabilizing our societies with needless haste, emotions and fractures. One way of doing it may be the constitution of a nation-wide, internet reliant hence fluid, non-political organism parallel but totally hermetic to our representative democracies, with a unique objective: creating the means, platforms and protocols necessary for the public and all the specialists it contains, to communicate horizontally. The public may decide to keep for the moment our representative democracies, but in parallel create an experimental version of direct democracy until we all acquire the necessary perspective and invent new working mechanisms of self-governance. Later the public may decide to have both representative and direct democracies sharing governance for a time, and experience first-hand the advantages and disadvantages of both systems before deciding where to go from there.

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

The events of the last forty years have inflicted such a blow to the self confidence of Western civilization and to the belief in progress which was so strong during the nineteenth century, that men tend to go too far in the opposite direction: in fact the modern world is experiencing the same kind of danger which was so fatal to the ancient world--the crisis of which Gilbert Murray writes in his Four Stages of Greek Religion as "The Loss of Nerve.” There have been signs of this in Western literature for a long time past, and it has already had a serious effect on Western culture an education. This is the typical tragedy of the intelligentsia as shown in nineteenth century Russia and often in twentieth century Germany: the case of a society or class devoting enormous efforts to higher education and to the formation of an intellectual elite and then finding that the final result of the system is to breed a spirit of pessimism and nihilism and revolt. There was something seriously wrong about an educational system which cancelled itself out in this way, which picked out the ablest minds in a society and subjected them to an intensive process of competitive development which ended in a revolutionary or cynical reaction against the society that produced it. But behind these defects of an over-cerebralized and over-competitive method of education, there is the deeper cause in the loss of the common spiritual background which unifies education with social life. For the liberal faith in progress which inspired the nineteenth century was itself a substitute for the simpler and more positive religious faith which was the vital bond of the Western community. If we wish to understand our past and the inheritance of Western culture, we have to go behind the nineteenth century development and study the old spiritual community of Western Christendom as an objective historical reality.

short, you shouldn’t be surprised if the world does the same thing. But the purpose of this book, and of this chapter in particular, is to help you set yourself apart from other people. Here’s a good way to start moving in that direction. We’re going to look at your most significant achievements in three different areas of your life: your work and career; your education; and your relationships with family and friends. We’re going to look at the things you’ve done right—and if you haven’t done some of them as right as you would like, these are also the areas in which you will commit yourself to doing better. These are things you deserve to be proud of—and if you’re not proud now, you have a great opportunity to change that. And remember, focusing on your achievements—past, present, and future—doesn’t mean you’re being egotistical or self-centered. It’s giving yourself credit where credit is due, and just being able to do that will immediately set you apart from the crowd.

Or stay in Chechnya and wait to be attacked? What should we do? I have said what we must do. We must go through the mountain caves and scatter and destroy all those who are armed. Perhaps after the presidential elections, we should introduce direct presidential rule there for a couple of years. We must rebuild the economy and the social services, show the people that normal life is possible. We must pull the young generation out of the environment of violence in which it is living. We must put a program of education in place . . . We must work. We must not abandon Chechnya as we did before. In fact, we did a criminal thing back then, when we abandoned the Chechen people and undermined Russia. Now we must work hard, and then transfer to full fledged political procedures, allowing them and us to decide how we can coexist. It is unavoidable fact: We must live together. We have no plans to deport Chechens, as Stalin once solved the problem. And Russia has no other choice. Nobody can impose a solution on us by force but we are prepared to take maximum consideration of Chechen

[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.

Apply the following statements to a significant EIP in your life and in your journal write “agree” or “disagree” for each one. I agree that your needs should come before anyone else’s. I agree not to speak my own mind when I’m around you. Please say anything you want, and I won’t object. Yes, I must be ignorant if I think differently from you. Of course you should be upset if anyone says no to you about anything. Please educate me about what I should like or dislike. Yes, it makes sense for you to decide how much time I should want to spend with you. You’re right, I should show you “respect” by disowning my own thoughts in your presence. Of course you shouldn’t have to exercise self-control if you don’t feel like it. It’s fine if you don’t think before you speak. It’s true: you should never have to wait or deal with any unpleasantness. I agree: you shouldn’t have to adjust when circumstances change around you. It’s okay if you ignore me, snap at me, or don’t act glad to see me: I’ll still want to spend time with you. Of course you are entitled to be rude. I agree that you shouldn’t have to take direction from anyone. Please talk as long as you like about your favorite topics; I’m ready to just listen and never be asked any questions about myself.

Here had been grievous mismanagement; but, bad as it was, he gradually grew to feel that it had not been the most direful mistake in his plan of education. Something must have been wanting within, or time would have worn away much of its ill effect. He feared that principle, active principle, had been wanting; that they had never been properly taught to govern their inclinations and tempers by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments, the authorised object of their youth, could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them. Bitterly did he deplore a deficiency which now he could scarcely comprehend to have been possible. Wretchedly did he feel, that with all the cost and care of an anxious and expensive education, he had brought up his daughters without their understanding their first duties, or his being acquainted with their character and temper.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

Neoliberal economics, the logic of which is tending today to win out throughout the world thanks to international bodies like the World Bank or the International Monetary Fund and the governments to whom they, directly or indirectly, dictate their principles of ‘governance’,10 owes a certain number of its allegedly universal characteristics to the fact that it is immersed or embedded in a particular society, that is to say, rooted in a system of beliefs and values, an ethos and a moral view of the world, in short, an economic common sense, linked, as such, to the social and cognitive structures of a particular social order. It is from this particular economy that neoclassical economic theory borrows its fundamental assumptions, which it formalizes and rationalizes, thereby establishing them as the foundations of a universal model. That model rests on two postulates (which their advocates regard as proven propositions): the economy is a separate domain governed by natural and universal laws with which governments must not interfere by inappropriate intervention; the market is the optimum means for organizing production and trade efficiently and equitably in democratic societies. It is the universalization of a particular case, that of the United States of America, characterized fundamentally by the weakness of the state which, though already reduced to a bare minimum, has been further weakened by the ultra-liberal conservative revolution, giving rise as a consequence to various typical characteristics: a policy oriented towards withdrawal or abstention by the state in economic matters; the shifting into the private sector (or the contracting out) of ‘public services’ and the conversion of public goods such as health, housing, safety, education and culture – books, films, television and radio – into commercial goods and the users of those services into clients; a renunciation (linked to the reduction in the capacity to intervene in the economy) of the power to equalize opportunities and reduce inequality (which is tending to increase excessively) in the name of the old liberal ‘self-help’ tradition (a legacy of the Calvinist belief that God helps those who help themselves) and of the conservative glorification of individual responsibility (which leads, for example, to ascribing responsibility for unemployment or economic failure primarily to individuals, not to the social order, and encourages the delegation of functions of social assistance to lower levels of authority, such as the region or city); the withering away of the Hegelian–Durkheimian view of the state as a collective authority with a responsibility to act as the collective will and consciousness, and a duty to make decisions in keeping with the general interest and contribute to promoting greater solidarity. Moreover,

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

I believe that if, like me, you have privilege and are equipped with the resources and knowledge to have these conversations, it is your job to educate those who have no idea how to navigate this information, define these resources, and to challenge their own preconceived ideas. It is not solely the responsibility of marginalised people to advocate for their own rights, to explain their own oppression, or to hold hands with the very people undermining them. This is a reminder that each and every one of us has arrived at our current worldview because of people who took the time to explain things, who performed labour to educate us. We need to pay that forward, not sit on high horses. I know I am the product of the people closest to me, and that our debates and occasional conflicts are at the crux of my self-development, reflection, and empowerment. It isn’t your job to engage in harmful conversations with those committed to misunderstanding you but it isn’t helpful to demonise people whose views do not mirror your own or whose progress is slower. It isn’t effective to shut down and to turn your back on those with other worldviews once you believe you know better. We shouldn’t pull the ladder up behind us when we decided we’re in the right place. We shouldn’t be shutting up shop. This is the ultimate opportunity to use what we have learned to ensure marginalised people do not have to have these conversations. We don’t need to speak on behalf of anyone but we can direct people to resources, we can push back on problematic language and views, and we can use our knowledge and privilege for change-making. If you hold the privileges that I do, a White woman claiming to be a feminist, your fear is not enough of a barrier. I know that is a confronting statement but it is something we must interrogate. It is vital to note that there are many circumstances where breaking your silence, challenging the status quo, and speaking out pose a threat. I want to be clear that this is not a call to subject yourself to devastating outcomes, or dangerous conversations, or situations that pose a threat to your safety or security. But if the only thing standing between you and change is fear of causing your friends discomfort, or lowering the mood by calling out something that may be considered taboo, you must walk through that fear. History depends on it. Change is contingent on your voice. If you want to identify as a feminist. If you want to claim this space and that you are #doingthework, this is exactly what that work looks like. Having difficult conversations, being brave, and challenging widely held assumptions. Turning up to the protest. Putting your money toward causes you claim to stand for. Buying the book and using what you’ve learned to ensure this work does not remain the sole responsibility of the impacted, marginalised communities, but becomes something that those without lied experiences understand and advocate for. Doing all this, is more than half the battle. The next time you bookend a conversation with “it is not my job to educate you”, I think it is really important to remember that, actually, it kind of is. Your privilege means you have access to people and influence over them. You are considered by society to be more palatable in your anger, and your advocacy, and people are more willing to hear you speak to difficult topics. It is your job to educate yourself, and to use that inherent privilege to educate others, or to at least have a go. It is your job, as the feminist you claim to be, to act as a barricade for people experiencing compounding marginalisations. It is your job to educate yourself and others. It is as simple as that.

Activists who expressed genuine and reasonable concern for the struggles of trans-identified people would simultaneously dismiss women’s desire for safety, privacy, dignity and fair competition. Unlike those activists, I feel compassion both for people who feel at odds with their sexed bodies, and for the people, mainly women and children, who are harmed when sexual dimorphism is denied. At first I was puzzled that well-educated young women were the most ardent supporters of this new policy of gender self-identification, even though it is very much against their interests. A man may be embarrassed if a female person uses a male changing room; a male in a communal female facility can inspire fear. I came to see it as the rising generation’s ‘luxury belief’ – a creed espoused by members of an elite to enhance their status in each other’s eyes, with the harms experienced by the less fortunate. If you have social and financial capital, you can buy your way out of problems – if a facility you use jeopardises your safety or privacy, you will simply switch. It is poorer and older women who are stuck with the consequences of self-ID in women’s prisons, shelters and refuges, hospital wards and care homes. And some women’s apparent support for self-ID is deceptive, expressed for fear of what open opposition would bring. The few male academics and journalists who write critically on this topic tell me that they get only a fraction of the hate directed at their female peers (and are spared the sexualised insults and rape threats). This dynamic is reinforced by ageism, which is inextricably intertwined with misogyny – including internalised misogyny. I was astonished by the young female reviewer who described my book’s tone as ‘harsh’ and ‘unfortunate’. I wondered if she knew that sexists often say they would have listened to women if only they had stated their demands more nicely and politely, and whether she realised that once she is no longer young and beautiful, the same sorts of things will be said about her, too.

BEING God is. That is the primordial fact. It is in order that we may discover this fact for ourselves, by direct experience, that we exist. The final end and purpose of every human being is the unitive knowledge of God’s being. What is the nature of God’s being? The invocation to the Lord’s Prayer gives us the answer. “Our Father which art in heaven.” God is, and is ours—immanent in each sentient being, the life of all lives, the spirit animating every soul. But this is not all. God is also the transcendent Creator and Law-Giver, the Father who loves and, because He loves, also educates His children. And finally, God is “in heaven.” That is to say, He possesses a mode of existence which is incommensurable and incompatible with the mode of existence possessed by human beings in their natural, unspiritualized condition. Because He is ours and immanent, God is very close to us. But because He is also in heaven, most of us are very far from God. The saint is one who is as close to God as God is close to him. It is through prayer that men come to the unitive knowledge of God. But the life of prayer is also a life of mortification, of dying to self. It cannot be otherwise; for the more there is of self, the less there is of God. Our pride, our anxiety, our lusts for power and pleasure are God-eclipsing things. So too is that greedy attachment to certain creatures which passes too often for unselfishness and should be called, not altruism, but alter-egoism. And hardly less God-eclipsing is the seemingly self-sacrificing service which we give to any cause or ideal that falls short of the divine. Such service is always idolatry, and makes it impossible for us to worship God as we should, much less to know Him. God’s kingdom cannot come unless we begin by making our human kingdoms go. Not only the mad and obviously evil kingdoms, but also the respectable ones—the kingdoms of the scribes and pharisees, the good citizens and pillars of society, no less than the kingdoms of the publicans and sinners. God’s being cannot be known by us, if we choose to pay our attention and our allegiance to something else, however creditable that something else may seem in the eyes of the world.

Queen Anne of England established the Longitude Act in 1714, and offered a monetary prize of over a million in today’s dollars to anyone who invented a method to accurately calculate longitude at sea. Longitude is about determining one’s point in space. So one might ask what it has to do with clocks? Mathematically speaking, space (distance) is the child of time and speed (distance equals time multiplied by speed). Thus, anything that moves at a constant speed can be used to calculate distance, provided one knows for how long it has been moving. Many things have constant speeds, including light, sound, and the rotation of the Earth. Your brain uses the near constancy of the speed of sound to calculate where sounds are coming from. As we have seen, you know someone is to your left or right because the sound of her voice takes approximately 0.6 milliseconds to travel from your left to your right ear. Using the delays it takes any given sound to arrive to your left and right ears allows the brain to figure out if the voice is coming directly from the left, the right, or somewhere in between. The Earth is rotating at a constant speed—one that results in a full rotation (360 degrees) every 24 hours. Thus there is a direct correspondence between degrees of longitude and time. Knowing how much time has elapsed is equivalent to knowing how much the Earth has turned: if you sit and read this book for one hour (1/24 of a day), the Earth has rotated 15 degrees (360/24). Thus, if you are sitting in the middle of the ocean at local noon, and you know it is 16:00 in Greenwich, then you are “4 hours from Greenwich”—exactly 60 degrees longitude from Greenwich. Problem solved. All one needs is a really good marine chronometer. The greatest minds of the seventeenth and eighteenth centuries could not overlook the longitude problem: Galileo Galilei, Blaise Pascal, Robert Hooke, Christiaan Huygens, Gottfried Leibniz, and Isaac Newton all devoted their attention to it. In the end, however, it was not a great scientist but one of the world’s foremost craftsman who ultimately was awarded the Longitude Prize. John Harrison (1693–1776) was a self-educated clockmaker who took obsessive dedication to the extreme.

Weaknesses in claims about self-esteem have been evident for a long time. In California in the late 1980s, the state governor set up a special taskforce to examine politician John Vasconcellos’s claim that boosting young people’s self-esteem would prevent a range of societal problems (see chapter 1). One of its briefs was to review the relevant literature and assess whether there was support for this new approach. An author of the resulting report wrote in the introduction that ‘one of the disappointing aspects of every chapter in this volume … is how low the associations between self-esteem and its [presumed] consequences are in research to date.’1 Unfortunately, this early expression of concern was largely ignored. Carol Craig reviews more recent warnings about the self-esteem movement in an online article ‘A short history of self-esteem’, citing the research of five professors of psychology. Craig’s article and related documents are worth reading if you are interested in exploring this issue in depth.2 The following is my summary of her key conclusions about self-esteem:        •   There is no evidence that self-image enhancing techniques, aimed at boosting self-esteem directly, foster improvements in objectively measured ‘performance’.        •   Many people who consider themselves to have high self-esteem tend to grossly overestimate their own abilities, as assessed by objective tests of their performance, and may be insulted and threatened whenever anyone asserts otherwise.        •   Low self-esteem is not a risk factor for educational problems, or problems such as violence, bullying, delinquency, racism, drug-taking or alcohol abuse.        •   Obsession with self-esteem has contributed to an ‘epidemic of depression’ and is undermining the life skills and resilience of young people.        •   Attempts to boost self-esteem are encouraging narcissism and a sense of entitlement.        •   The pursuit of self-esteem has considerable costs and may undermine the wellbeing of both individuals and societies. Some of these findings were brought to wider public attention in an article entitled ‘The trouble with self-esteem’, written by psychologist Lauren Slater, which appeared in The New York Times in 2002.3 Related articles, far too many to mention individually in this book, have emerged, alongside many books in which authors express their concerns about various aspects of the myth of self-esteem.4 There is particular concern about what we are doing to our children.

In 1933 things were still being taught in the higher educational establishments which had been proven by science to be false as long ago as 1899. The young man who wishes to keep abreast of the times, therefore, had to accept a double load on his unfortunate brain. In a hundred years' time, the number of people wearing spectacles, and the size of the human brain, will both have increased considerably; but the people will be none the more intelligent. What they will look like, with their enormous, bulging heads, it is better not to try to imagine; they will probably be quite content with their own appearance, but if things continue in the manner predicted by the scientists, I think we can count ourselves lucky that we shall not live to see them! When I was a schoolboy, I did all I could to get out into the open air as much as possible—my school reports bear witness to that ! In spite of this, I grew up into a reasonably intelligent young man, I developed along very normal lines, and I learnt a lot of things of which my schoolfellows learnt nothing. In short, our system of education is the exact opposite of that practised in the gymnasia of ancient days. The Greek of the golden age sought a harmonious education; we succeed only in producing intellectual monsters. Without the introduction of conscription, we should have fallen into complete decadence, and it is thanks to this universal military service that the fatal process has been arrested. This I regard as one of the greatest events in history. When I recall my masters at school, I realise that half of them were abnormal; and the greater the distance from which I look back on them, the stronger is my conviction that I am quite right. The primary task of education is to train the brain of the young. It is quite impossible to recognise the potential aspirations of a child of ten. In old days teachers strove always to seek out each pupil's weak point, and by exposing and dwelling on it, they successfully killed the child's self-confidence. Had they, on the contrary, striven to find the direction in which each pupil's talents lay, and then concentrated on the development of those talents, they would have furthered education in its true sense. Instead, they sought mass-production by means of endless generalisations. A child who could not solve a mathematical equation, they said, would do no good in life. It is a wonder that they did not prophesy that he would come to a bad and shameful end! Have things changed much to-day, I wonder? I am not sure, and many of the things I see around me incline me to the opinion that they have not.

SELF-MANAGEMENT Trust We relate to one another with an assumption of positive intent. Until we are proven wrong, trusting co-workers is our default means of engagement. Freedom and accountability are two sides of the same coin. Information and decision-making All business information is open to all. Every one of us is able to handle difficult and sensitive news. We believe in collective intelligence. Nobody is as smart as everybody. Therefore all decisions will be made with the advice process. Responsibility and accountability We each have full responsibility for the organization. If we sense that something needs to happen, we have a duty to address it. It’s not acceptable to limit our concern to the remit of our roles. Everyone must be comfortable with holding others accountable to their commitments through feedback and respectful confrontation. WHOLENESS Equal worth We are all of fundamental equal worth. At the same time, our community will be richest if we let all members contribute in their distinctive way, appreciating the differences in roles, education, backgrounds, interests, skills, characters, points of view, and so on. Safe and caring workplace Any situation can be approached from fear and separation, or from love and connection. We choose love and connection. We strive to create emotionally and spiritually safe environments, where each of us can behave authentically. We honor the moods of … [love, care, recognition, gratitude, curiosity, fun, playfulness …]. We are comfortable with vocabulary like care, love, service, purpose, soul … in the workplace. Overcoming separation We aim to have a workplace where we can honor all parts of us: the cognitive, physical, emotional, and spiritual; the rational and the intuitive; the feminine and the masculine. We recognize that we are all deeply interconnected, part of a bigger whole that includes nature and all forms of life. Learning Every problem is an invitation to learn and grow. We will always be learners. We have never arrived. Failure is always a possibility if we strive boldly for our purpose. We discuss our failures openly and learn from them. Hiding or neglecting to learn from failure is unacceptable. Feedback and respectful confrontation are gifts we share to help one another grow. We focus on strengths more than weaknesses, on opportunities more than problems. Relationships and conflict It’s impossible to change other people. We can only change ourselves. We take ownership for our thoughts, beliefs, words, and actions. We don’t spread rumors. We don’t talk behind someone’s back. We resolve disagreements one-on-one and don’t drag other people into the problem. We don’t blame problems on others. When we feel like blaming, we take it as an invitation to reflect on how we might be part of the problem (and the solution). PURPOSE Collective purpose We view the organization as having a soul and purpose of its own. We try to listen in to where the organization wants to go and beware of forcing a direction onto it. Individual purpose We have a duty to ourselves and to the organization to inquire into our personal sense of calling to see if and how it resonates with the organization’s purpose. We try to imbue our roles with our souls, not our egos. Planning the future Trying to predict and control the future is futile. We make forecasts only when a specific decision requires us to do so. Everything will unfold with more grace if we stop trying to control and instead choose to simply sense and respond. Profit In the long run, there are no trade-offs between purpose and profits. If we focus on purpose, profits will follow.

There are many who profess to be religious and speak of themselves as Christians, and, according to one such, “as accepting the scriptures only as sources of inspiration and moral truth,” and then ask in their smugness: “Do the revelations of God give us a handrail to the kingdom of God, as the Lord’s messenger told Lehi, or merely a compass?” Unfortunately, some are among us who claim to be Church members but are somewhat like the scoffers in Lehi’s vision—standing aloof and seemingly inclined to hold in derision the faithful who choose to accept Church authorities as God’s special witnesses of the gospel and his agents in directing the affairs of the Church. There are those in the Church who speak of themselves as liberals who, as one of our former presidents has said, “read by the lamp of their own conceit.” (Joseph F. Smith, Gospel Doctrine [Deseret Book Co., 1939], p. 373.) One time I asked one of our Church educational leaders how he would define a liberal in the Church. He answered in one sentence: “A liberal in the Church is merely one who does not have a testimony.” Dr. John A. Widtsoe, former member of the Quorum of the Twelve and an eminent educator, made a statement relative to this word liberal as it applied to those in the Church. This is what he said: “The self-called liberal [in the Church] is usually one who has broken with the fundamental principles or guiding philosophy of the group to which he belongs. . . . He claims membership in an organization but does not believe in its basic concepts; and sets out to reform it by changing its foundations. . . . “It is folly to speak of a liberal religion, if that religion claims that it rests upon unchanging truth.” And then Dr. Widtsoe concludes his statement with this: “It is well to beware of people who go about proclaiming that they are or their churches are liberal. The probabilities are that the structure of their faith is built on sand and will not withstand the storms of truth.” (“Evidences and Reconciliations,” Improvement Era, vol. 44 [1941], p. 609.) Here again, to use the figure of speech in Lehi’s vision, they are those who are blinded by the mists of darkness and as yet have not a firm grasp on the “iron rod.” Wouldn’t it be wonderful if, when there are questions which are unanswered because the Lord hasn’t seen fit to reveal the answers as yet, all such could say, as Abraham Lincoln is alleged to have said, “I accept all I read in the Bible that I can understand, and accept the rest on faith.” . . . Wouldn’t it be a great thing if all who are well schooled in secular learning could hold fast to the “iron rod,” or the word of God, which could lead them, through faith, to an understanding, rather than to have them stray away into strange paths of man-made theories and be plunged into the murky waters of disbelief and apostasy? . . . Cyprian, a defender of the faith in the Apostolic Period, testified, and I quote, “Into my heart, purified of all sin, there entered a light which came from on high, and then suddenly and in a marvelous manner, I saw certainty succeed doubt.” . . . The Lord issued a warning to those who would seek to destroy the faith of an individual or lead him away from the word of God or cause him to lose his grasp on the “iron rod,” wherein was safety by faith in a Divine Redeemer and his purposes concerning this earth and its peoples. The Master warned: “But whoso shall offend one of these little ones which believe in me, it were better … that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.” (Matt. 18:6.) The Master was impressing the fact that rather than ruin the soul of a true believer, it were better for a person to suffer an earthly death than to incur the penalty of jeopardizing his own eternal destiny.

It goes without saying that mastering a skill engenders a sense of satisfaction, but the feeling is ephemeral and dissipates once on the plateau of competency; because this kind of satisfaction is directed toward yourself, whereas the investment of learning about the world is repaid in love—a love of the world, a joy of living, which is permanent and will last till the grave.

The reasons for cooperatives’ success should be obvious by now, but they are worth reiterating: “The major basis for cooperative success…has been superior labor productivity. Studies comparing square-foot output have repeatedly shown higher physical volume of output per hour, and others…show higher quality of product and also economy of material use.”118 Hendrik Thomas concludes from an analysis of Mondragon that “Productivity and profitability are higher for cooperatives than for capitalist firms. It makes little difference whether the Mondragon group is compared with the largest 500 companies, or with small- or medium-scale industries; in both comparisons the Mondragon group is more productive and more profitable.”119 As we have seen, recent research has arrived at the same conclusions. It is a truism by now that worker participation tends to increase productivity and profitability. Research conducted by Henk Thomas and Chris Logan corroborates these conclusions. “A frequent but unfounded criticism,” they observe, “of self-managed firms is that workers prefer to enjoy a high take-home pay rather than to invest in their own enterprises. This has been proven invalid…in the Mondragon case… A comparison of gross investment figures shows that the cooperatives invest on average four times as much as private enterprises.” After a detailed analysis they also conclude that “there can be no doubt that the [Mondragon] cooperatives have been more profitable than capitalist enterprises.”120 Recent data indicate the same thing.121 One particularly successful company, Irizar, which was mentioned earlier, has been awarded prizes for being the most efficient company in its sector; in Spain it has ten competitors, but its market share is 40 percent. The same level of achievement is true of its subsidiaries, for instance in Mexico, where it had a 45 percent market share in 2005, six years after entering the market. An author comments that “the basis for this increased efficiency appears to be linked directly to the organization’s unique participatory and democratic management structure.”122 A major reason for all these successes is Mondragon’s federated structure: the group of cooperatives has its own supply of banking, education, and technical support services. The enormous funds of the central credit union, the Caja Laboral Popular, have likewise been crucial to Mondragon’s expansion. It proves that if cooperatives have access to credit they are perfectly capable of being far more successful than private enterprises.

The SQ3R method, named for its five components: survey question read recite review

Writing requires a prolong period of academic education supplemented by studiously scrutinizing society and its customs. Writers also analyze their own nature and physical surroundings, a self-directed exploration of their internal and external environment.

What seems apparent, from what we already know, is that the application of this smart crowd principle will increasingly be applied to more and more areas across the societal board, and will end up being a truly evolutionary advancement in culture and consciousness driven by the evolutionary imperative of more and more recognised individuals having more and more say and actual participation in their own affairs. If you want to get really metaphysical about it, a virtually unanimous tenet of the world’s great Wisdom Traditions is that every human being has, not only a relative, conventional, finite Self, but an real, true, ultimate, and infinite Self (which is universally said to be one with God or Spirit). And evolution is, in one of its deepest aspects, the unfolding of more and more individuals as God-realised, as being a genuine manifestation of Spirit here on earth. With each stage of evolution, more and more individuals are accorded the dignity and integrity of being realised as a true manifestation of God – and this is directly manifested in the numbers of individuals that, at each stage of governance, are allowed to have a hand in the actual running of that governing process. This evolutionary unfolding is accompanied by greater and greater degrees of education, of higher ethical capacities, higher capacities for love, care, and compassion; and higher and wider degrees of consciousness and awareness – as their ultimate Spiritual nature comes more to the fore via evolutionary unfolding. Every

I no longer believe that the current education system is able to equip our children for a fast-moving future. Technology has evolved so rap-idly in the last five years that to put a child in an education system that was designed for a future that will most likely no longer exist for the majority, seems almost absurd.

The effects can already be felt: with each passing day our public life is getting uglier. So it is encouraging to see how quickly liberals have organized to resist Trump. But resistance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize—or even recognize—the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump.   The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic dramas over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging.

When we receive information of any kind, it travels up the spinal cord toward the neural networks of the brain. The first part of the brain to get this information is the emotional center—before the analytical or interpretive parts. Predictably, this causes some problems in our daily life.

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.

educational researchers are beginning to explore the impact of microlearning on heutagogy – learning how to learn through self-direction and creation of learning goals (Hase & Kenyon, 2007

What is the sum of not recognizing the tremendous need for self reflection of all entities in our times. History repeats itself, easily predicted by the primitive parts of psychology. There's only one excuse for inaction, fear, or the lack of foresight. Furthermore, if democracy is the way - a thousand astronomers may be more effective in dealing with issues regarding the stars - and so on. Though perhaps there may be universal issues directly related to the human experience. There's also significant cause for concern with regards to larger variations or differences in lifestyle, preferences/ideologies, merits, psychology and various corruptions which may arise. Favouring the political directions who are able to produce, raise or educate the most babies and then gets to decide the fate of all the rest. There is difficulty in adressing issues when there is a great need for balance between short-term and long-term good. Whatever system of governance, with ways of bringing those carrying the merits, discipline and good hearts to surface like buoyancy, necessary to secure a good future for all. The paradox of calling for the good to rise up - is how those truly good may often fail to recognize their part of the intended audience, being too humble in accepting their own worth. And, to recognize those primitive tendencies of an elevated ego. Let's be thankful, for nature inspire many solutions.

What is the sum of not recognizing the tremendous need for self reflection of all entities of our time. History repeats itself, easily predicted by the primitive parts of psychology. There's only one excuse for inaction, fear, or the lack of foresight. Furthermore, if democracy is the way - a thousand astronomers may be more effective in dealing with issues regarding the stars - and so on. Though perhaps there may be universal issues directly related to the human experience. There's also significant cause for concern with regards to larger variations or differences in lifestyle, preferences/ideologies, merits, psychology and various corruptions which may arise. Favouring the political directions who are able to produce, raise or educate the most babies and then gets to decide the fate of all the rest. There is difficulty in adressing issues when there is a great need for balance between short-term and long-term good. Whatever system of governance, with ways of bringing those carrying the merits, discipline and good hearts to surface like buoyancy, necessary to secure a good future for all. The paradox of calling for the good to rise up - is how those truly good may often fail to recognize their part of the intended audience, being too humble in accepting their own worth. Let's be thankful, for nature lead us to solution. In this case, the birds.

At first, calculus was mainly directed toward the study of physics, and many of the great seventeenth- and eighteenth-century mathematicians were also physicists.

While we can lament the years children may have needlessly suffered through the expectations and limitations of dominant society, today will always be the best day to change the context.

Learning in our family was entirely self-directed: you could learn anything you could teach yourself, after your work was done.

when we are doing nothing, life never stands still. It is an ever-changing and dynamic experience, and you will only start to live your best life when your perception of life changes. Life is a training academy—we are always learning and always growing. Your education shouldn’t stop because you’ve graduated from college or high school. When you sit still for too long, you run the risk of losing momentum. There is no “opt-out” clause in life—you are either practicing going in the winner’s direction or the losing direction. Which direction you choose to take is up to you, nobody can make that choice for you.

help them develop into the unique people they are.

medical model. It focuses on biology and individuals, with very little account taken of the environment. It assumes that a person who behaves in a certain way does so because of something about them (or something in their brain), and rarely asks what in their environment is resulting in this behaviour.

different, who for whatever reason don’t fit the norms set out by society. For that

That would be a tad on the unrealistic side. Instead, use the SMART filters. Make your goal clearer and attainable: Specific: “I’m going to learn music theory for piano and get to the point where I can understand and play basic sheet music.” Measurable: “I’m going to learn how to play 10 pieces on piano.” Achievable: “They’re going to be somewhat uncomplicated pieces, not overly complex classical pieces, but something I think I can manage before I decide to take the next step.” Relevant: “I’m doing this because I’m a fan of music and I really want to transfer my passion into making art.” Time-based: “I’m giving myself a year from now, practicing and learning at least 10 hours a week.

Today’s world needs a workforce of creative, curious, and self-directed lifelong learners who are capable of conceiving and implementing novel ideas. Unfortunately, this is the type of student that the Prussian model actively suppresses.