Significance Of Education Quotes

Governments want efficient technicians, not human beings, because human beings become dangerous to governments – and to organized religions as well. That is why governments and religious organizations seek to control education.

Painful as it may be, a significant emotional event can be the catalyst for choosing a direction that serves us - and those around us - more effectively. Look for the learning.

And I submit that this is what the real, no-shit value of your liberal arts education is supposed to be about: How to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone, day in and day out.

The following of authority is the denial of intelligence. [It] may help us temporarily to cover up our difficulties and problems; but to avoid a problem is only to intensify it, and in the process, self-knowledge and freedom are abandoned.

To understand life is to understand ourselves, and that is both the beginning and the end of education.

The most dangerous thing about an academic education is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what’s going on in front of me.

From innumerable complexities we must grow to simplicity; we must become simple in our inward life and in our outward needs.

Intelligence is the capacity to perceive the essential, the what is; and to awaken this capacity, in oneself and in others, is education.

You are what you do. If you do boring, stupid monotonous work, chances are you'll end up boring, stupid and monotonous. Work is a much better explanation for the creeping cretinization all around us than even such significant moronizing mechanisms as television and education.

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.

The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day. That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.

While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.

There are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says "Morning, boys. How's the water?" And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes "What the hell is water?"..... It is about the real value of a real education, which has almost nothing to do with knowledge, and everything to do with simple awareness; awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over: "This is water." "This is water.

I fully agree with you about the significance and educational value of methodology as well as history and philosophy of science. So many people today - and even professional scientists - seem to me like somebody who has seen thousands of trees but has never seen a forest. A knowledge of the historic and philosophical background gives that kind of independence from prejudices of his generation from which most scientists are suffering. This independence created by philosophical insight is - in my opinion - the mark of distinction between a mere artisan or specialist and a real seeker after truth. [Correspondance to Robert Thorton in 1944]

I have known many graduates of Bryn Mawr. They are all of the same mold. They have all accepted the same bright challenge: something is lost that has not been found, something's at stake that has not been won, something is started that has not been finished, something is dimly felt that has not been fully realized. They carry the distinguishing mark – the mark that separates them from other educated and superior women: the incredible vigor, the subtlety of mind, the warmth of spirit, the aspiration, the fidelity to past and to present. As they grow in years, they grow in light. As their minds and hearts expand, their deeds become more formidable, their connections more significant, their husbands more startled and delighted. I once held a live hummingbird in my hand. I once married a Bryn Mawr girl. To a large extent they are twin experiences. Sometimes I feel as though I were a diver who had ventured a little beyond the limits of safe travel under the sea and had entered the strange zone where one is said to enjoy the rapture of the deep.

In the judgment of the most competent living mathematicians, Fraulein Noether was the most significant mathematical genius thus far produced since the higher education of women began.

he asked if i wouldn't like to live completely without problems, say in greece maybe, nice climate, everything provided? i say: "when we find out what we are actually doing and who we actually are, that is the point of living...it may be only a few seconds...a few seconds of significant actions, out of a lifetime...

Organized religion is the frozen thought of man, out of which he builds temples and churches; it has become a solace for the fearful, an opiate for those who are in sorrow. But God or truth is far beyond thought and emotional demands.

Work in classrooms isn’t significant work; it fails to satisfy real needs pressing on the individual; it doesn’t answer real questions experience raises in the young mind; it doesn’t contribute to solving any problem encountered in actual life. The net effect of making all schoolwork external to individual longings, experiences, questions, and problems is to render the victim listless.

There is an efficiency inspired by love which goes far beyond and is much greater than the efficiency of ambition; and without love, which brings an integrated understanding of life, efficiency breeds ruthlessness. Is this not what is actually taking place all over the world? Our present education is geared to industrialization and war, its principal aim being to develop efficiency; and we are caught in this machine of ruthless competition and mutual destruction. If education leads to war, if it teaches us to destroy or be destroyed, has it not utterly failed?

I was only twelve. But I knew how much I loved her. It was that love that comes before all significance of body and morals. It was that love that was no more bad than wind and sea and sand lying side by side forever. It was made of all the warm long days together at the beach, and the humming quiet days of droning education at the school. All the long Autumn days of the years past when I carried her books home from school.

Engage, educate, equip, encourage, empower, energize, and elevate. Those are the methods for maximizing the potential of any individual, team, organization, or institution for ultimate success and significance. Those are the methods of a mentor leader.

Excellence does not come easily or quickly-- an excellent education does not, a successful mission does not, a strong, loving marriage does not, rewarding personal relationships do not. It is simply a truism that nothing very valuable can come without significant sacrifice, effort, and patience on our part.

What we call religion is merely organized belief, with its dogmas, rituals, mysteries and superstitions. Each religion has its own sacred book, its mediator, its priests and its ways of threatening and holding people. Most of us have been conditioned to all this, which is considered religious education; but this conditioning sets man against man, it creates antagonism, not only among the believers, but also against those of other beliefs. Though all religions assert that they worship God and say that we must love one another, they instill fear through their doctrines of reward and punishment, and through their competitive dogmas they perpetuate suspicion and antagonism.

You will be educated, which means that you will be interested where others are bored, that you will notice unities where others experience randomness, and that you will intend meanings where others are just spouting words. For exactly that is supposed to be the result of becoming literate: The world becomes a thick texture of significance that you know how to “access.”--Eva Brann

Why covet a knowledge of new facts? Day and night, house and garden, a few books, a few actions, serve us as well as would all trades and all spectacles. We are far from having exhausted the significance of the few symbols we use. We can come to use them yet with a terrible simplicity.

I am opposed to animal welfare campaigns for two reasons. First, if animal use cannot be morally justified, then we ought to be clear about that, and advocate for no use. Although rape and child molestation are ubiquitous, we do not have campaigns for “humane” rape or “humane” child molestation. We condemn it all. We should do the same with respect to animal exploitation. Second, animal welfare reform does not provide significant protection for animal interests. Animals are chattel property; they are economic commodities. Given this status and the reality of markets, the level of protection provided by animal welfare will generally be limited to what promotes efficient exploitation. That is, we will protect animal interests to the extent that it provides an economic benefit.

We need to theorize the meaning of beauty in our lives so that we can educate for critical consciousness, talking through the issues: how we acquire and spend money, how we feel about beauty, what the place of beauty is in our lives when we lack material privilege and even basic resources for living, the meaning and significance of luxury, and the politics of envy.

Excellence does not come easy for quickly- An Excellent education does not, a successful mission does not, a strong, loving marriage does not, rewarding personal relationships do not. It is simply a truism that nothing very valuable can come without significant sacrifice, effort, and patience on our part.

A day without love and gratitude is a day without significance and wasted.

Although we typically take our cultural worldview for granted, it is actually a fragile human construction that people spend great energy creating, maintaining, and defending. Since we’re constantly on the brink of realizing that our existence is precarious, we cling to our culture’s governmental, educational, and religious institutions and rituals to buttress our view of human life as uniquely significant and eternal.

While significant strides have been made in the pursuit of life expectancy, healthcare, educational opportunities, and constitutional protections for women, the Supreme Court, in particular, still wrestles with their status, as evidenced by their problems in pursuing equal opportunity in education and employment, reproductive freedom, the military, and violence against women.

Title 'Yikin heykellerimi' ->'Destroy and shatter the statues you have built of me' O nation I am Kemal Mustafa If my thoughts and beliefs are not of this day and age If my wisdom isn't still the most authentic mentor Then let my tongue cleave to the roof of my palate I apoligize Forget everything I said Destroy and shatter the statues you have built of me If freedom isn’t still the supreme value If you’d rather have slaves stay chained Forget everything I said Destroy and shatter the statues you have built of me If you see no sense in living a civilized life If you want to be sent back in time to the middle ages and wish to put a crown on the head of a man who spits into the face of art Forget everything I said Destroy and shatter the statues you have built of me If the pain of war violence was not enough If peace at home, peace in the world has no meaning If to be awarded requires an arms race Forget everything I said Destroy and shatter the statues you have built of me If you miss the fez and the veil and prefer to light the night If you’re still hoping to find healing from a dervish, a sheik or an amulet Forget everything I said Destroy and shatter the statues you have built of me If you say women should not be equal to men and should be covered in black sheets in order to flee from the wrath of bigots If you say you don’t want to see our women and daughters to get an education just because you believe this is their fate Forget everything I said Destroy and shatter the statues you have built of me If freedom and democracy is too much for you to handle If you have a longing for the sultan of the Sultanate and are still not able to determine the significance of being a nation Be servants, stay on the path of religion and wait for şeyhülislam to lay down the law for you Forget everything I said Destroy and shatter the statues you have built of me And LEAVE ME ALONE… -Musafa Kemal Atatürk

Teachers are often, and understandably, impatient for their students to develop clear and adequate ideas. But putting ideas in relation to each other isn't a simple job. It's confusing and this confusion does take time. All of us need time for our confusion if we are to build the breadth and depth that give significance to our knowledge.

The capital-T Truth is about life before death. It is about making it to 30, or maybe even 50, without wanting to shoot yourself in the head. It is about the real value of a real education, which has almost nothing to do with knowledge, and everything to do with simple awareness: awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over: 'This is water. This is water. These Eskimos might be much more than they seem.' It is unimaginably hard to do this, to stay conscious and alive in the adult world day in and day out. Which means yet another grand cliché turns out to be true: your education really is the job of a lifetime. And it commences now. I wish you way more than luck.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

The Art of Earning a Living is the art of finding creative ways of bringing the spheres of money and meaning together and making them overlap significantly.

as the number of messages increases, the amount of information carried decreases. We have more media to communicate fewer significant ideas.

You can establish a treasured family culture by celebrating the smallest occasions in big ways. All you have to do is identify what your children love, and repeat it. A tradition doesn’t have to be significant in order to be meaningful. It’s important because your family says it is.

The scientific method is the only authentic means at our command for getting at the significance of our everyday experiences of the world in which we live...scientific method provides a working pattern of the way in which and conditions under which experiences are used to lead ever onward and outward.

You get to consciously decide what has meaning and what doesn't. That is real freedom. That is being educated and understanding how to think. The alternative is unconsciousness, the default setting, the rat race.

Someone has said,”Education is going from an unconscious to conscious awareness of one’s ignorance.”..No one has a corner on wisdom. All the name-dropping in the world does not heighten the significance of our character. If anything, it reduces it. Our acute need is to cultivate a willingness to learn and to remain teachable.

The notion that we should promote “happy” or “humane” exploitation as “baby steps” ignores that welfare reforms do not result in providing significantly greater protection for animal interests; in fact, most of the time, animal welfare reforms do nothing more than make animal exploitation more economically productive by focusing on practices, such as gestation crates, the electrical stunning of chickens, or veal crates, that are economically inefficient in any event. Welfare reforms make animal exploitation more profitable by eliminating practices that are economically vulnerable. For the most part, those changes would happen anyway and in the absence of animal welfare campaigns precisely because they do rectify inefficiencies in the production process. And welfare reforms make the public more comfortable about animal exploitation. The “happy” meat/animal products movement is clear proof of that. We would never advocate for “humane” or "happy” human slavery, rape, genocide, etc. So, if we believe that animals matter morally and that they have an interest not only in not suffering but in continuing to exist, we should not be putting our time and energy into advocating for “humane” or “happy” animal exploitation.

The capital-T Truth is about life BEFORE death. It is about the real value of a real education, which has almost nothing to do with knowledge, and everything to do with simple awareness; awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over: "This is water." "This is water." It is unimaginably hard to do this, to stay conscious and alive in the adult world day in and day out. Which means yet another grand cliché turns out to be true: your education really IS the job of a lifetime. And it commences: now.

In a way that I haven’t yet figured out how to fully articulate, I believe that children who get to see bald eagles, coyotes, deer, moose, grouse, and other similar sights each morning will have a certain kind of matrix or fabric or foundation of childhood, the nature and quality of which will be increasing rare and valuable as time goes on, and which will be cherished into adulthood, as well as becoming- and this is a leap of faith by me- a source of strength and knowledge to them somehow. That the daily witnessing of the natural wonders is a kind of education of logic and assurance that cannot be duplicated by any other means, or in other place: unique and significant, and, by God, still somehow relevant, even now, in the twenty-first century. For as long as possible, I want my girls to keep believing that beauty, though not quite commonplace and never to pass unobserved or unappreciated, is nonetheless easily witnessed on any day, in any given moment, around any forthcoming bend. And that the wild world has a lovely order and pattern and logic, even in the shouting, disorderly chaos of breaking-apart May and reassembling May. That if there can be a logic an order even in May, then there can be in all seasons and all things.

But most days, if you're aware enough to give yourself a choice, you can choose to look differently at this fat, dead-eyed, over-made-up lady who just screamed at her kid in the checkout line. Maybe she's not usually like this. Maybe she's been up three straight nights holding the hand of a husband who is dying of bone cancer. Or maybe this very lady is the low-wage clerk at the motor vehicle department, who just yesterday helped your spouse resolve a horrific, infuriating, red-tape problem through some small act of bureaucratic kindness. Of course, none of this is likely, but it's also not impossible. It just depends what you want to consider. If you're automatically sure that you know what reality is, and you are operating on your default setting, then you, like me, probably won't consider possibilities that aren't annoying and miserable. But if you really learn how to pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down. Not that that mystical stuff is necessarily true. The only thing that's capital-T True is that you get to decide how you're gonna try to see it. This, I submit, is the freedom of a real education, of learning how to be well-adjusted. You get to consciously decide what has meaning and what doesn't. You get to decide what to worship.

The creative process, so far as we are able to follow it at all, consists in the unconscious activation of an archetypal image, and in elaborating and shaping this image into the finished work. By giving it shape, the artist translates it into the language of the present, and so makes it possible for us to find our way back to the deepest springs of life. Therein lies the social significance of art: it is constantly at work educating the spirit of the age, conjuring up the forms in which the age is most lacking.

Progress is hardly ever dramatic; in fact, it is usually very slow. As every parent and teacher knows, education is never a matter of ten-step plans or quick formulas, but of faithful commitment to the mundane challenges of daily life: getting up from the sofa to spend time with our children, loving them and disciplining them, becoming involved in their lives at school and, most important, making sure they have a wholesome family life to return to at home. Maybe that is why Jesus teaches us to ask for strength little by little, on a daily basis - "Give us this day our daily bread" - and why he stresses the significance of even the smallest, humblest beginnings: "Wherever two of you agree about anything you ask for, it shall be done for you... For where two or three come together in my name, I shall be with them" (Mt. 18:19-20).

One day, the lotus spoke again. "You remember me? The flower that grows through the mud?" I did. I said as much. "Have you ever considered my significance? I'm everywhere - art, religion, nature.... Have you ever wondered why?" ... It spoke, "Nothing touches me. I radiate beauty. You can do the same." "How?" I asked. "Easy," it said. "I grow in a pond. I take the water and nutrients I need to grow, and let the rest sink to the bottom. What's in mud, anyway? Water, nutrients, life and a little bit of sludge. Let the sludge go like I do. Then stand tall above the leaves.

It is a common error to assume that the lack of a formal education means that shoemakers, weavers, peasants or indigenous peoples cannot be intellectuals. We may even find it difficult to believe that they could acquire a significant book collection, let alone be interested in or engage in philosophy or pass on proper knowledge, not just ‘culture’ or ‘traditions,’ to others. Such a misunderstanding excludes many people from history because it assumes they can have no impact on history, or even be affected by it. Story of a Death Foretold: The Coup Against Salvador Allende, September 11, 1973

Individual cities that now do the same thing can reap the benefits. So this isn’t complicated: the most educated people who plug into the most flows and enjoy the best governance and infrastructure win. They will have the most data to mine; they will see the most new ideas first; they will be challenged by them first and able to respond and take advantage of them first. Being in the flow will constitute a significant strategic and economic advantage.

Students from poor families who attended low-poverty schools significantly outperformed those who attended high-poverty schools with “state-of-the-art educational interventions.” Even when we expand the budgets of poor schools beyond those of rich ones, it does not make those schools anything close to equal.

The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.

Outside of school, though, we were often defined by our disabilities. We were “handicapped”—a bit like a species. Often when people have a disability, it’s the disability that other people see rather than all the other abilities that coexist with their particular difficulty. It’s why we talk about people being “disabled” rather than “having a disability.” One of the reasons that people are branded by their disability is that the dominant conception of ability is so narrow. But the limitations of this conception affect everyone in education, not just those with “special needs.” These days, anyone whose real strengths lie outside the restricted field of academic work can find being at school a dispiriting experience and emerge from it wondering if they have any significant aptitudes at all.

For two days we explored Rome, a city that is both a living organism and a fossil. Bleached structures from antiquity lay like dried bones, embedded in pulsating cables and thrumming traffic, the arteries of modern life. We visited the Pantheon, the Roman Forum, the Sistine Chapel. My instinct was to worship, to venerate. That was how I felt toward the whole city: that it should be behind glass, adored from a distance, never touched, never altered. My companions moved through the city differently, aware of its significance but not subdued by it. They were not hushed by the Trevi Fountain; they were not silenced by the Colosseum. Instead, as we moved from one relic to the next, they debated philosophy—Hobbes and Descartes, Aquinas and Machiavelli. There was a kind of symbiosis in their relationship to these grand places: they gave life to the ancient architecture by making it the backdrop of their discourse, by refusing to worship at its altar as if it were a dead thing.

It may be that poetry’s real beauty and elegance is not its finely-chiseled lines or smoothly-rounded ideological concepts at all. The crown of its significance might be––or possibly should be?––its expansive capacity to embrace with equal passion the deadliest failings and the most splendid victories defining human existence.

Is he kind?” Darya asked. “Because, Mina, there’s a lot to be said for education. And a profession. And family history. And, well, looks. But if there’s one thing that matters, it’s character. That’s the only thing that lasts. Degrees can lose significance, jobs can be lost, a family’s past really shouldn’t define a person, and as for looks . . .” Darya sighed. “Well, looks fade for the best of us. But character, Mina, is what lasts. Kindness will carry you through the ups and downs of life.

First, he became aware of it. Many of us don't seem able to take even this step. Second, and most significant, he chose not to focus on reinforcing its weaker threads. Instead, he did the exact opposite: He identified its strongest threads, wove in education and experience, and built them into the dominating strengths we see today.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

In many ways politics follows culture. As ancient Greek musician Damon of Athens said, ‘Show me the lyric of a nation and it matters not who writes its laws.’ Movies, television, books, magazines, the Internet, and music are incredibly significant in shaping world views and lifestyles of today's America. And Christians are expressing a growing awareness and response to these avenues of influence. Where is God calling you to serve him – media, arts and entertainment, politics, education, church, business, science?

In our own day anonymity has acquired a far more pregnant significance than is perhaps realized: it has an almost epigrammatic significance. People not only write anonymously, they sign their anonymous works: they even talk anonymously...Nowadays one can talk with any one, and it must be admitted that people's opinions are exceedingly sensible, yet the conversation leaves one with the impression of having talked to an anonymity. The same person will say the most contradictory things and, with the utmost calm, make a remark, which coming from him is a bitter satire on his own life. The remark itself may be sensible enough, and of the kind that sounds well at a meeting, and may serve in a discussion preliminary to coming to a decision, in much the same way that paper is made out of rags. But all these opinions put together do not make one human, personal opinion such as you may hear from quite a simple man who talks about very little but really does talk. People's remarks are so objective, so all all-inclusive, that it is a matter of complete indifference who expresses them, and where human speech is concerned that is the same as acting 'on principle'. And so our talk becomes like the public, a pure abstraction. There is no longer any one who knows how to talk, and instead, objective thought produces an atmosphere, an abstract sound, which makes human speech superfluous, just as machinery makes man superfluous. In Germany they even have phrase-books for the use of lovers, and it will end with lovers sitting together talking anonymously. In fact there are hand-books for everything, and very soon education, all the world over, will consist in learning a greater or lesser number of comments by heart, and people will excel according to their capacity for singling out the various facts like a printer singling out the letters, but completely ignorant of the meaning of anything.

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

the most significant contributing factor to Heydrich's radicalization was his immersion in a political milieu of young and often highly educated men who thrived on violent notions of cleansing Germany from its supposed internal enemies while simultaneously rejecting bourgeois norms of morality as weak, outdated and inappropriate for securing Germany's national rebirth.

this is what the real, no-shit value of your liberal arts education is supposed to be about: How to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone, day in and day out. That may sound like hyperbole, or abstract nonsense.

Two things I try to remember: My cultural, social, and financial environments formulate my view of the world. My age, sex, race, where I was born, who raised me, and who my inner circle is formulate my view of the world. My education, my exposure to new and different things, or lack thereof, formulate my view of the world. My view of the world formulates my opinions. But, if there's a missing piece from my world view, I can't have an informed, intelligent opinion on it. So, for example, if I've never experienced the color purple, my only informed opinions can be on the other colors. Not purple. I can say, "I don't like purple," or "I like purple," but in either case, my opinion has no significance. The second thing I try to remember is that just because someone has a different opinion than I do, and he tells me so, it doesn't mean I'm being persecuted. In actual fact, it might mean that I'm about to learn something big.

Most significantly, it sends a clear message to would-be whistleblowers: We will destroy you. You will lose your pension, your savings, your house. You won't be able to send your children to college or find a job commensurate with your education and experience. We will make your life a never-ending hell. And the courts and your attorneys will be powerless to help you in any way.

As we’ve gone along, I’ve pointed out that a warm childhood relationship with his mother—not maternal education—was significantly related to a man’s verbal test scores, to high salary, to class rank at Harvard, and to military rank at the end of World War II. At the men’s twenty-fifth reunion, it looked, to my surprise, as though the quality of a man’s relationship with his mother had little effect on overall midlife adjustment. However, forty-five years later, to my surprise again, the data suggested that there was a significant positive correlation between the quality of one’s maternal relationship and the absence of cognitive decline. At age ninety, 33 percent of the men with poor maternal relationships, and only 13 percent of men with warm relationships, suffered from dementia.

There are all different kinds of freedom, and the kind that is most precious you will not hear much talk about much in the great outside world of wanting and achieving.... The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day. That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.

To build a church when a school house is needed is to perpetrate a theft upon education. To build a church when a hospital is needed is to take from the parched lips of the sick the cup of relief and from the suffering the merciful hand of help. When the object of man's conduct will be to improve the conditions of his fellow man and not the appeasement of a mythical God, he will become more understanding and more indulgent of the frailties, mistakes, and action of others, and by the same token he will become more appreciative of their efforts. He will develop a greater consciousness to avoid mistakes and to prevent injury. Life and its living will take on a greater significance, and our efforts and energies will be devoted to creating as much joy and happiness as possible for all living creatures.

For all the talk of education, modern societies neglect to examine by far the most influential means by which their populations are educated. Whatever happens in our classrooms, the more potent and ongoing kind of education takes place on the airwaves and on our screens. Cocooned in classrooms for only our first eighteen years or so, we effectively spend the rest of our lives under the tutelage of news entities which wield infinitely greater influence over us than any academic institution can. Once our formal education has finished, the news is the teacher. It is the single most significant force setting the tone of public life and shaping our impressions of the community beyond our own walls. It is the prime creator of political and social reality. As revolutionaries well know, if you want to change the mentality of a country, you don't head to the art gallery, the department of education or the homes of famous novelists; you drive the tanks straight to the nerve center of the body politic, the news HQ.

Since the days of enslavement, African Americans have fought to gain access to quality education. Education can be transformative. It reshapes the health outcomes of a people; it breaks the cycle of poverty; it improves housing conditions; it raises the standard of living. Perhaps, most meaningfully, educational attainment significantly increases voter participation.135 In short, education strengthens a democracy. As

Alternative explanations for these changing patterns of racial differences—such as racism, poverty or inferior education among blacks—cannot establish even correlation with changing employment outcomes over the years, because all those things were worse in the first half of the twentieth century, when the unemployment rate among black teenagers in 1948 was far lower and not significantly different from the unemployment rate among white teenagers.

KNOWN ABILITIES: Empath [DON’T BELIEVE ANYTHING ELSE MY MOM TELLS YOU] RESIDENCE: The Shores of Solace and Candleshade [ANYONE WANNA TRADE LIVES WITH ME?] IMMEDIATE FAMILY: Lord Cassius Sencen (father); Lady Gisela Sencen (mother) [AKA: WORST. PARENTS. EVER!] MATCH STATUS: Unregistered [TRY NOT TO BE TOO HEARTBROKEN, PEOPLE] [THOUGH I GOTTA SAY: I DON’T REALLY GET WHY EVERYONE PAYS SO MUCH ATTENTION TO THIS.] EDUCATION: Current Foxfire prodigy [AND PROUD DETENTION RECORD–HOLDER] NEXUS: No longer required [BECAUSE I’M COOL LIKE THAT] PATHFINDER: Not assigned. Restricted to Leapmasters and home crystals. [HA, THAT’S WHAT YOU THINK!] SPYBALL APPROVAL: None [BUT I HAVE FRIENDS WITH CONNECTIONS, THAT’S ALL I’M SAYING.…] MEMBER OF THE NOBILITY: No [THANK GOODNESS] TITLE: None [UM, HELLO, WHAT ABOUT LORD HUNKYHAIR? THAT’S A THING!] NOBLE ASSIGNMENT: None [MASTER MISCHIEF-MAKER] SIGNIFICANT CONNECTIONS: Fealty-sworn member of the Black Swan; former Wayward at Exillium; son to one of the leaders of the Neverseen [SWORN PROTECTOR OF THE MYSTERIOUS MISS F] ASSIGNED BODYGUARD(S): Ro (ogre) [AND SHE KNOWS, LIKE, 500,000 WAYS TO KILL YOU! SO IT’S REALLY NOT A GOOD IDEA TO MESS WITH US!]

The economic crisis and subsequent bailout exacerbated inequality by every metric and did not lead to significant reform of the financial sector. Bailed-out banks continued to foreclose on the homes of working-class families while refusing to make new loans to creditworthy borrowers. Under an Ivy League–educated African American president, African American family wealth had collapsed. In fact, it is common knowledge that African American and Latino homeowners were hit hardest by the 2008 financial crisis: by 2018, an African American family owned $5.00 in assets for every $100.00 owned by white families.6 Obama’s identity politics did not translate into economic policies that benefited minorities and working-class people.

I went back every evening, after work, for nearly a year. I learned the meaning of the cud of a leaf and the glisten of wet pebbles, and the special significance of curves and angles. A great deal of the writing was unwritten. Plot three dots on a graph and join them; you now have a curve with certain characteristics. Extend that curve while maintaining the characteristics, and it has meaning, up where no dots were plotted. In just this way I learned to extend the curve of a grass-blade and of a protruding root, of the bent edges of wetness on a drying headstone. I quit smoking so I could sharpen my sense of smell, because the scent of earth after a rain has a clarifying effect on graveyard reading, as if the page were made whiter and the ink darker. I began to listen to the wind, and to the voices of birds and small animals, insects and people; because to the educated ear, every sound is filtered through the story written on graves, and becomes a part of it. ("The Graveyard Reader")

My companions moved through [Rome] differently, aware of its significance but not subdued by it. They were not hushed by the Trevi Fountain; they were not silenced by the Colosseum. Instead, as we moved from one relic to the next, they debated philosophy—Hobbes and Descartes, Aquinas and Machiavelli. There was a kind of symbiosis in their relationship to these grand places: they gave life to the ancient architecture by making it the backdrop of their discourse, by refusing to worship at its altar as if it were a dead thing.

In a section of The Vaccine Book titled “Is it your social responsibility to vaccinate your kids?” Dr. Bob asks, “Can we fault parents for putting their own child’s health ahead of that of the kids around him?” This is meant to be a rhetorical question, but Dr. Bob’s implied answer is not mine. In another section of the book, Dr. Bob writes of his advice to parents who fear the MMR vaccine, “I also warn them not to share their fears with their neighbors, because if too many people avoid the MMR, we’ll likely see the disease increase significantly.” I do not need to consult an ethicist to determine that there is something wrong there, but my sister clarifies my discomfort. “The problem is in making a special exemption just for yourself,” she says. This reminds her of a way of thinking proposed by the philosopher John Rawls: Imagine that you do not know what position you are going to hold in society—rich, poor, educated, insured, no access to health care, infant, adult, HIV positive, healthy immune system, etc.—but that you are aware of the full range of possibilities. What you would want in that situation is a policy that is going to be equally just no matter what position you end up in. “Consider relationships of dependence,” my sister suggests. “You don’t own your body—that’s not what we are, our bodies aren’t independent. The health of our bodies always depends on choices other people are making.” She falters for a moment here, and is at a loss for words, which is rare for her. “I don’t even know how to talk about this,” she says. “The point is there’s an illusion of independence.

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.

I believe most Afghan men, on an individual level, are far from extremist or fundamentalist. Hope rests with those men, who control what happens to their daughters. Behind every discreetly ambitious young Afghan woman with budding plans to take on the world, there is an interesting father. And in every successful grown woman who has managed to break new ground and do something women usually do not, there is a determined father, who is redefining honor and society by promoting his daughter. There will always be a small group of elite women with wealthy parents who can choose to go abroad or to take high positions in politics. They will certainly inspire others, but in order for significant numbers of women to take advantage of higher education and participate in the economy on a larger scale, it will take powerful men educating many other men

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

...the Vegetable World has a higher significance than either the education of man's intellect, or even the maintenance of animal life. With its sweet influences, man's heart, —his moral nature, is in intimate communion; and through them, God reveals himself to the soul in his most endearing attributes. By the teachings of the Vegetable World the tone of our moral being is affected in no small degree, and flowers are often interwoven with the web of human destiny. In a word, the heart of man is susceptible of no purer or more enduring earthly pleasure, than that which it experiences in its free communion with the exhaustless beauties of the Vegetable World.

When I was in the advertising business, I used to offer free seminars to advertisers about how to create better ads (the material in this chapter being the content). That was not so long ago, but since then the Internet has ballooned to major significance. If I were selling advertising today, I’d have that seminar online. Think of how this cuts down on your travel expenses. I used to fly all over creation to deliver those seminars. And appointments were harder to get. The education-based marketing concept that you learned in Chapter Four works hand in glove with the ability to do things over the Internet. Here’s the pitch I’d do today: “How would you like to learn to make your advertising literally 10 times more effective? And you can do it right from the comfort of your favorite office chair.” It’s hard to resist such an offer. There are many examples I could give you to flesh out the model of turning your Web site into a community. The examples below are simple and some are even silly, but each shows how far this concept can go and how it helps you capture more leads and build a better brand.

conventional distinction varied across cultural groups. The second thing I found was that people responded to the harmless taboo stories just as Shweder had predicted: the upper-class Philadelphians judged them to be violations of social conventions, and the lower-class Recifeans judged them to be moral violations. There were separate significant effects of city (Porto Alegreans moralized more than Philadelphians, and Recifeans moralized more than Porto Alegreans), of social class (lower-class groups moralized more than upper-class groups), and of age (children moralized more than adults). Unexpectedly, the effect of social class was much larger than the effect of city. In other words, well-educated people in all three cities were more similar to each other than they were to their lower-class neighbors.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

During these times of stress and strain where society is flooded with negativity and loss of hope for humanity, I have a friendly reminder. I am a firm believer in the particularly special sect in society that happens to be significantly socially educated in modern generations. I want to kindly remind you of the people that grasp hope and humanity firmly in one hand and their neighbor with the other. There is a significant amount of loving and educated people that will be the reason we look back at negative events that occur today in awe. And with so much bigotry and lack of humanity today, we must remember that with no struggle there is no progress. The struggles we experience today are the motives for the progress and accomplishments of tomorrow, remember that. When you encounter social pessimism, remember to set the example for newer generations to come and leave the past to dwell where it belongs.

Because we don’t fully understand how our brains work, we do dumb things. We try to talk on our cell phones and drive at the same time, even though it is literally impossible for our brains to multitask when it comes to paying attention. We have created high-stress office environments, even though a stressed brain is significantly less productive than a non-stressed brain. Our schools are designed so that most real learning has to occur at home. Taken together, what do the studies in this book show? Mostly this: If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom. If you wanted to create a business environment that was directly opposed to what the brain was good at doing, you probably would design something like a cubicle. And if you wanted to change things, you might have to tear down both and start over.

To cling to life, blindly and madly, with no other aim, to be ignorant of the reason, or even the fact, of one's punishment, nay, to thirst after it as if it were a pleasure, with all the perverted desire of a fool—this is what it means to be an animal. If universal nature leads up to man, it is to show us that he is necessary to redeem her from the curse of the beast's life, and that in him existence can find a mirror of itself wherein life appears, no longer blind, but in its real metaphysical significance. But we should consider where the beast ends and the man begins—the man, the one concern of Nature. As long as any one desires life as a pleasure in itself, he has not raised his eyes above the horizon of the beast; he only desires more consciously what the beast seeks by a blind impulse. It is so with us all, for the greater part of our lives. We do not shake off the beast, but are beasts ourselves, suffering we know not what.

Sadly, not all veterans had equal access to an education, even under the GI Bill’s amendments. Although no provision prevented African American and female veterans from securing an education under the bill, these veterans returned to a nation that still endorsed segregated schools and largely believed a woman’s place was in the home. For African American veterans, educational opportunities were limited. In the words of historian Christopher P. Loss, “Legalized segregation denied most black veterans admission into the nation’s elite, overwhelmingly white universities, and insufficient capacity at the all-black schools they could attend failed to match black veterans’ demand.” The number of African American students at U.S. colleges and universities tripled between 1940 and 1950, but many prospective students were turned away because of their race. For those African Americans who did earn a degree under the GI Bill, employment discrimination prevented them from gaining positions commensurate with their education. Many African American college graduates were offered low-level jobs that they could have secured without any education. Almost a decade elapsed between V-J Day and the Supreme Court’s landmark decision in Brown v. Board of Education, which struck down segregated schools. It would take another decade after Brown for the civil rights movement to fully develop and for public schools to make significant strides in integrating.

No one expects small children to perform as well as adults with decades of education and experience—and groups differ significantly in the respective proportions of their populations which consist of children and which consist of those who are middle-aged adults. Moreover, such intergroup differences in demographic characteristics are common in societies around the world. In the United States, for example, the median age of Jews is decades older than the median age of Puerto Ricans. Even if Puerto Ricans and Jews were identical in every other respect, they would still not be equally represented, in proportion to their respective populations, in jobs requiring long years of experience, or in homes for the elderly, or in activities associated with youth, such as sports or crime. The point here is not to claim that age alone explains most income or wealth differences. The point is that age differences alone are enough to preclude the equality that is presumed to exist in the absence of discrimination.

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

The entire history of asceticism proves this to be only too true. The Church, as well as Puritanism, has fought the flesh as something evil; it had to be subdued and hidden at all cost. The result of this vicious attitude is only now beginning to be recognized by modern thinkers and educators. They realize that “nakedness has a hygienic value as well as a spiritual significance, far beyond its influences in allaying the natural inquisitiveness of the young or acting as a preventative of morbid emotion. It is an inspiration to adults who have long outgrown any youthful curiosities. The vision of the essential and eternal human form, the nearest thing to us in all the world, with its vigor and its beauty and its grace, is one of the prime tonics of life."[1] But the spirit of purism has so perverted the human mind that it has lost the power to appreciate the beauty of nudity, forcing us to hide the natural form under the plea of chastity. Yet chastity itself is but an artificial imposition upon nature, expressive of a false shame of the human form. The modern idea of chastity, especially in reference to woman, its greatest victim, is but the sensuous exaggeration of our natural impulses. “Chastity varies with the amount of clothing,” and hence Christians and purists forever hasten to cover the “heathen” with tatters, and thus convert him to goodness and chastity.

It wasn’t until nearly 400 years later [since capitalist privatizations at home in Britain, i.e. the Enclosures starting in 1500s] that life expectancies in Britain finally began to rise. […] It happened slightly later in the rest of Europe, while in the colonised world longevity didn’t begin to improve until the early 1900s [decolonization]. So if [capitalist economic] growth itself does not have an automatic relationship with life expectancy and human welfare, what could possibly explain this trend? Historians today point out that it began with a startlingly simple intervention […]: [public] sanitation. In the middle of the 1800s, public health researchers had discovered that health outcomes could be improved by introducing simple sanitation measures, such as separating sewage from drinking water. All it required was a bit of public plumbing. But public plumbing requires public works, and public money. You have to appropriate private land for things like public water pumps and public baths. And you have to be able to dig on private property in order to connect tenements and factories to the system. This is where the problems began. For decades, progress towards the goal of public sanitation was opposed, not enabled, by the capitalist class. Libertarian-minded landowners refused to allow officials to use their property [note: the Enclosures required state violence to privatize land], and refused to pay the taxes required to get it done. The resistance of these elites was broken only once commoners won the right to vote and workers organised into unions. Over the following decades these movements, which in Britain began with the Chartists and the Municipal Socialists, leveraged the state to intervene against the capitalist class. They fought for a new vision: that cities should be managed for the good of everyone, not just for the few. These movements delivered not only public sanitation systems but also, in the years that followed, public healthcare, vaccination coverage, public education, public housing, better wages and safer working conditions. According to research by the historian Simon Szreter, access to these public goods – which were, in a way, a new kind of commons – had a significant positive impact on human health, and spurred soaring life expectancy through the twentieth century.

Self-Love Self-love is the quality that determines how much we can be friends with ourselves and, day to day, remain on our own side. When we meet a stranger who has things we don’t, how quickly do we feel ourselves pitiful, and how long can we remain assured by the decency of what we have and are? When another person frustrates or humiliates us, can we let the insult go, able to perceive the senseless malice beneath the attack, or are we left brooding and devastated, implicitly identifying with the verdict of our enemies? How much can the disapproval or neglect of public opinion be offset by the memory of the steady attention of significant people in the past? In relationships, do we have enough self-love to leave an abusive union? Or are we so down on ourselves that we carry an implicit belief that harm is all we deserve? In a different vein, how good are we at apologizing to a lover for things that may be our fault? How rigidly self-righteous do we need to be? Can we dare to admit mistakes or does an admission of guilt or error bring us too close to our background sense of nullity? In the bedroom, how clean and natural or alternatively disgusting and unacceptable do our desires feel? Might they be a little odd, but not for that matter bad or dark, since they emanate from within us and we are not wretches? At work, do we have a reasonable, well-grounded sense of our worth and so feel able to ask for (and properly expect to get) the rewards we are due? Can we resist the need to please others indiscriminately? Are we sufficiently aware of our genuine contribution to be able to say no when we need to?

It is often asserted that education is breaking down because of overspecialisation. But this is only a partial and misleading diagnosis. Specialisation is not in itself a faulty principle of education. What would be the alternative - an amateurish smattering of all major subjects? Or a lengthy studium generale in which men are forced to spend their time sniffing at subjects which they do not wish to pursue, while they are being kept away from what they want to learn? This cannot be the right answer, since it can only lead to the type of intellectual man, whom Cardinal Newman castigated -'an intellectual man, as the world now conceives of him. ,..one who is full of "views" on all subjects of philosophy, on all matters of the day'. Such 'viewiness' is a sign of ignorance rather than knowledge. 'Shall I teach you the meaning of knowledge?' said Confucius. 'When you know a thing to recognise that you know it, and when you do not, to know that you do not know - that is knowledge.' What is at fault is not specialisation, but the lack of depth with which the subjects are usually presented, and the absence of meta- physical awareness. The sciences are being taught without any awareness of the presuppositions of science, of the meaning and significance of scientific laws, and of the place occupied by the natural sciences within the whole cosmos of human thought. The result is that the presuppositions of science are normally mistaken for its findings. Economics is being taught without any awareness of the view of human nature that underlies present-day economic theory. In fact, many economists are themselves unaware of the fact that such a view is implicit in their teaching and that nearly all their theories would have to change if that view changed. How could there be a rational teaching of politics without pressing all questions back to their metaphysical roots? Political thinking must necessarily become confused and end in 'double-talk' if there is a continued refusal to admit the serious study of the meta- physical and ethical problems involved. The confusion is already so great that it is legitimate to doubt the educational value of studying many of the so-called humanistic subjects. I say 'so- called' because a subject that does not make explicit its view of human nature can hardly be called humanistic. All

...but in 1917 we had no cares except the mundane ones of starvation and occupation and civil war, and for those of us in our armored trains traveling up and down the front waging brilliant campaigns, or for our young Natashas and Alyoshas experiencing the education and class steeling of the Komsomol for the first time, learning to ask in every historical situation: How many workers are there? how many peasants, intellectuals? how do they stand on this issue? it was a very exciting and romantic period; what I am getting at is that probably no one felt alone as Bug had felt alone; for everyone worked together and loved each other- oh, I hope that that was true. For if life is worth living at all you can have your cake and eat it, too (съесть ее тунцом as the Russians say, и ее мудак- literally to eat out her tuna and her asshole); when you fight together you feel together; love and politics go hand in hand, and I can demonstrate this feasibly with another linguistic point. A girl's cherry is her tsélka. Raskobót cya kak tsélochka, to pop like a little cherry, means in fact to crack under interrogation. I want to draw your attention, comrades, to that highly significant trope.

One of the major difficulties, and one of the monumental dangers, of sex education courses in public schools is that they disregard this significant principle of teaching. They tell all before the youngster is ready, and in so doing, they often wreak havoc with the spiritual, emotional, and moral stability of the students. They open them to great jeopardy. Things should be done in the season thereof, and there is a time for all things. A wise teacher and a wise parent will be alert to that fact. Likewise, in programming Church activities we should use great wisdom in considering the maturity and readiness of our members to be taught the basic principles of morality. If we teach the basic principles too soon, they may be meaningless to the youngsters. The matter of teaching morality may be necessary, but the framework in which it is set should recognize the degree of maturity and readiness. For instance, when the youngster is too young to have been subjected to the urging of physical desires, he must be taught about the subject in an entirely different way than will be appropriate when he is older. There will come a time for some more mature discussion later, but this must always be with reverence.

Early on it is clear that Addie has a rebellious streak, joining the library group and running away to Rockport Lodge. Is Addie right to disobey her parents? Where does she get her courage? 2. Addie’s mother refuses to see Celia’s death as anything but an accident, and Addie comments that “whenever I heard my mother’s version of what happened, I felt sick to my stomach.” Did Celia commit suicide? How might the guilt that Addie feels differ from the guilt her mother feels? 3. When Addie tries on pants for the first time, she feels emotionally as well as physically liberated, and confesses that she would like to go to college (page 108). How does the social significance of clothing and hairstyle differ for Addie, Gussie, and Filomena in the book? 4. Diamant fills her narrative with a number of historical events and figures, from the psychological effects of World War I and the pandemic outbreak of influenza in 1918 to child labor laws to the cultural impact of Betty Friedan. How do real-life people and events affect how we read Addie’s fictional story? 5. Gussie is one of the most forward-thinking characters in the novel; however, despite her law degree she has trouble finding a job as an attorney because “no one would hire a lady lawyer.” What other limitations do Addie and her friends face in the workforce? What limitations do women and minorities face today? 6. After distancing herself from Ernie when he suffers a nervous episode brought on by combat stress, Addie sees a community of war veterans come forward to assist him (page 155). What does the remorse that Addie later feels suggest about the challenges American soldiers face as they reintegrate into society? Do you think soldiers today face similar challenges? 7. Addie notices that the Rockport locals seem related to one another, and the cook Mrs. Morse confides in her sister that, although she is usually suspicious of immigrant boarders, “some of them are nicer than Americans.” How does tolerance of the immigrant population vary between city and town in the novel? For whom might Mrs. Morse reserve the term Americans? 8. Addie is initially drawn to Tessa Thorndike because she is a Boston Brahmin who isn’t afraid to poke fun at her own class on the women’s page of the newspaper. What strengths and weaknesses does Tessa’s character represent for educated women of the time? How does Addie’s description of Tessa bring her reliability into question? 9. Addie’s parents frequently admonish her for being ungrateful, but Addie feels she has earned her freedom to move into a boardinghouse when her parents move to Roxbury, in part because she contributed to the family income (page 185). How does the Baum family’s move to Roxbury show the ways Betty and Addie think differently from their parents about household roles? Why does their father take such offense at Herman Levine’s offer to house the family? 10. The last meaningful conversation between Addie and her mother turns out to be an apology her mother meant for Celia, and for a moment during her mother’s funeral Addie thinks, “She won’t be able to make me feel like there’s something wrong with me anymore.” Does Addie find any closure from her mother’s death? 11. Filomena draws a distinction between love and marriage when she spends time catching up with Addie before her wedding, but Addie disagrees with the assertion that “you only get one great love in a lifetime.” In what ways do the different romantic experiences of each woman inform the ideas each has about love? 12. Filomena and Addie share a deep friendship. Addie tells Ada that “sometimes friends grow apart. . . . But sometimes, it doesn’t matter how far apart you live or how little you talk—it’s still there.” What qualities do you think friends must share in order to have that kind of connection? Discuss your relationship with a best friend. Enhance

There is an instinct for rank which, more than anything, is already an indication of a high rank. There is a delight in the nuances of respect which permits us to surmise a noble origin and habits. The refinement, good, and loftiness of a soul are put to a dangerous test when something goes past in front of it which is of the first rank, but which is not yet protected by the shudders of authority from prying clutches and crudities: something that goes its way unmarked, undiscovered, tempting, perhaps arbitrarily disguised and hidden, like a living touchstone. The man whose task and practice is to investigate souls will use precisely this art in a number of different forms in order to establish the ultimate value of a soul, the unalterable innate order of rank to which it belongs: he will put it to the test for its instinct of reverence. Différence engendre haine [difference engenders hatred]: the nastiness of some natures suddenly spurts out like dirty water when some sacred container, some precious object from a locked shrine, some book with marks of a great destiny is carried by. On the other hand, there is an involuntary falling silent, a hesitation in the eye, an end to all gestures, things which express that a soul feels close to something most worthy of reverence. The way in which reverence for the Bible in Europe has, on the whole, been maintained so far is perhaps the best piece of discipline and refinement of tradition for which Europe owes a debt of thanks to Christianity: such books of profundity and ultimate significance need for their protection an externally imposed tyranny of authority in order to last for those thousands of years which are necessary to exhaust them and sort out what they mean. Much has been achieved when in the great mass of people (the shallow ones and all sorts of people with diarrhoea) that feeling has finally been cultivated that they are not permitted to touch everything, that there are sacred experiences before which they have to pull off their shoes and which they must keep their dirty hands off - this is almost the highest intensification of their humanity. By contrast, perhaps nothing makes the so-called educated people, those who have faith in "modern ideas," so nauseating as their lack of shame, the comfortable impudence in their eyes and hands, with which they touch, lick, and grope everything, and it is possible that these days among a people, one still finds in the common folk, particularly among the peasants, more relative nobility of taste and tactful reverence than among the newspaper-reading demi-monde of the spirit, among the educated. Friedrich Nietzsche - Beyond Good and Evil

No one acts in a void. We all take cues from cultural norms, shaped by the law. For the law affects our ideas of what is reasonable and appropriate. It does so by what it prohibits--you might think less of drinking if it were banned, or more of marijuana use if it were allowed--but also by what it approves. . . . Revisionists agree that it matters what California or the United States calls a marriage, because this affects how Californians or Americans come to think of marriage. Prominent Oxford philosopher Joseph Raz, no friend of the conjugal view, agrees: "[O]ne thing can be said with certainty [about recent changes in marriage law]. They will not be confined to adding new options to the familiar heterosexual monogamous family. They will change the character of that family. If these changes take root in our culture then the familiar marriage relations will disappear. They will not disappear suddenly. Rather they will be transformed into a somewhat different social form, which responds to the fact that it is one of several forms of bonding, and that bonding itself is much more easily and commonly dissoluble. All these factors are already working their way into the constitutive conventions which determine what is appropriate and expected within a conventional marriage and transforming its significance." Redefining civil marriage would change its meaning for everyone. Legally wedded opposite-sex unions would increasingly be defined by what they had in common with same-sex relationships. This wouldn't just shift opinion polls and tax burdens. Marriage, the human good, would be harder to achieve. For you can realize marriage only by choosing it, for which you need at least a rough, intuitive idea of what it really is. By warping people's view of marriage, revisionist policy would make them less able to realize this basic way of thriving--much as a man confused about what friendship requires will have trouble being a friend. . . . Redefining marriage will also harm the material interests of couples and children. As more people absorb the new law's lesson that marriage is fundamentally about emotions, marriages will increasingly take on emotion's tyrannical inconstancy. Because there is no reason that emotional unions--any more than the emotions that define them, or friendships generally--should be permanent or limited to two, these norms of marriage would make less sense. People would thus feel less bound to live by them whenever they simply preferred to live otherwise. . . . As we document below, even leading revisionists now argue that if sexual complementarity is optional, so are permanence and exclusivity. This is not because the slope from same-sex unions to expressly temporary and polyamorous ones is slippery, but because most revisionist arguments level the ground between them: If marriage is primarily about emotional union, why privilege two-person unions, or permanently committed ones? What is it about emotional union, valuable as it can be, that requires these limits? As these norms weaken, so will the emotional and material security that marriage gives spouses. Because children fare best on most indicators of health and well-being when reared by their wedded biological parents, the same erosion of marital norms would adversely affect children's health, education, and general formation. The poorest and most vulnerable among us would likely be hit the hardest. And the state would balloon: to adjudicate breakup and custody issues, to meet the needs of spouses and children affected by divorce, and to contain and feebly correct the challenges these children face.