Situation Teaches Quotes

Most of us do not take these situations as teachings. We automatically hate them. We run like crazy. We use all kinds of ways to escape -- all addictions stem from this moment when we meet our edge and we just can't stand it. We feel we have to soften it, pad it with something, and we become addicted to whatever it is that seems to ease the pain.

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

Didn’t anyone ever teach you to watch where you were going?” he teased. “Didn’t anyone ever teach you to put your things away so that people didn’t trip over them?” she quickly fired back, irritated that he found the entire situation amusing. “And while we are talking, I truly need to know. Do you ever wear clothes?

Being able to hear the voice of my Lord fosters trust that gives me the power to stand toe-to-toe against any opponent and speak God’s truth into reality, calling His Kingdom to come into my situation.

When we put up with any situation we don’t have to put up with, it’s not because we’re dumb. We put up with it, because we want the lesson only that situation can teach, and we want it more than freedom myself.

Dogs teach us how to play and help us see life through fresh eyes, reframing situations, alleviating stress, and encouraging spontaneity. The gaze of "non-human Others" can redefine ourselves. ("I am young and have no dog")

Whoa, Rebecca," Talia said smiling even wider, "Walking on the wild side, are we?" Raisa seemed to think the situation needed more explaining. "He - uh - I'm tutoring him." "She is," Han said solemnly. "She's very good. I'm learning a lot." Pearlie snickered. "What's she teaching you?" "Well," Han said, "we're jumping around a lot.

Teachers knew every one of the students, their secrets, their grades, their home situations. And all the students knew the teachers. It was like teachers were people who finally were the most popular at school.

The Cul-de-Sac ( French for "dead end" ) ... is a situation where you work and work and work and nothing much changes

Are the great spiritual teachings really advocating that we fight evil because we are on the side of light, the side of peace? Are they telling us to fight against that other 'undesirable' side, the bad and the black. That is a big question. If there is wisdom in the sacred teachings, there should not be any war. As long as a person is involved with warfare, trying to defend or attack, then his action is not sacred; it is mundane, dualistic, a battlefield situation.

There are only two ways to influence human behavior: you can manipulate it or you can inspire it. Very few people or companies can clearly articulate WHY they do WHAT they do. By WHY I mean your purpose, cause or belief - WHY does your company exist? WHY do you get out of bed every morning? And WHY should anyone care? People don’t buy WHAT you do, they buy WHY you do it. We are drawn to leaders and organizations that are good at communicating what they believe. Their ability to make us feel like we belong, to make us feel special, safe and not alone is part of what gives them the ability to inspire us. For values or guiding principles to be truly effective they have to be verbs. It’s not “integrity,” it’s “always do the right thing.” It’s not “innovation,” it’s “look at the problem from a different angle.” Articulating our values as verbs gives us a clear idea - we have a clear idea of how to act in any situation. Happy employees ensure happy customers. And happy customers ensure happy shareholders—in that order. Leading is not the same as being the leader. Being the leader means you hold the highest rank, either by earning it, good fortune or navigating internal politics. Leading, however, means that others willingly follow you—not because they have to, not because they are paid to, but because they want to. You don’t hire for skills, you hire for attitude. You can always teach skills. Great companies don’t hire skilled people and motivate them, they hire already motivated people and inspire them. People are either motivated or they are not. Unless you give motivated people something to believe in, something bigger than their job to work toward, they will motivate themselves to find a new job and you’ll be stuck with whoever’s left. Trust is maintained when values and beliefs are actively managed. If companies do not actively work to keep clarity, discipline and consistency in balance, then trust starts to break down. All organizations start with WHY, but only the great ones keep their WHY clear year after year.

The stories teach them valuable life lessons. That good things happen to bad people. That it’s possible to make a bad situation even worse if you don’t think it through. That parents are clueless except when they’re not. That it’s good to try new things even when a new thing is kind of disgusting, because new experiences make you a well-rounded person. That art can be transcendent. That lust is all-powerful, that drugs are fun, and that not everyone who does them is a loser. That losing people is part of life. That where comedy goes, tragedy isn’t far behind. That everyone has issues with their bodies, but some take it too far, almost to death. That fear can be exhilarating. That boys are assholes. That it’s important to look forward and never look back…

Betrayal is too kind a word to describe a situation in which a father says he loves his daughter but claims he must teach her about the horrors of the world in order to make her a stronger person; a situation in which he watches or participates in rituals that make her feel like she is going to die. She experiences pain that is so intense that she cannot think; her head spins so fast she can't remember who she is or how she got there. All she knows is pain. All she feels is desperation. She tries to cry out for help, but soon learns that no one will listen. No matter how loud she cries, she can't stop or change what is happening. No matter what she does, the pain will not stop. Her father orders her to be tortured and tells her it is for her own good. He tells her that she needs the discipline, or that she has asked for it by her misbehavior. Betrayal is too simple a word to describe the overwhelming pain, the overwhelming loneliness and isolation this child experiences. As if the abuse during the rituals were not enough, this child experiences similar abuse at home on a daily basis. When she tries to talk about her pain, she is told that she must be crazy. "Nothing bad has happened to you;' her family tells her Each day she begins to feel more and more like she doesn't know what is real. She stops trusting her own feelings because no one else acknowledges them or hears her agony. Soon the pain becomes too great. She learns not to feel at all. This strong, lonely, desperate child learns to give up the senses that make all people feel alive. She begins to feel dead. She wishes she were dead. For her there is no way out. She soon learns there is no hope. As she grows older she gets stronger. She learns to do what she is told with the utmost compliance. She forgets everything she has ever wanted. The pain still lurks, but it's easier to pretend it's not there than to acknowledge the horrors she has buried in the deepest parts of her mind. Her relationships are overwhelmed by the power of her emotions. She reaches out for help, but never seems to find what she is looking for The pain gets worse. The loneliness sets in. When the feelings return, she is overcome with panic, pain, and desperation. She is convinced she is going to die. Yet, when she looks around her she sees nothing that should make her feel so bad. Deep inside she knows something is very, very wrong, but she doesn't remember anything. She thinks, "Maybe I am crazy.

It is truly a great cosmic paradox that one of the best teachers in all of life turns out to be death. No person or situation could ever teach you as much as death has to teach you. While someone could tell you that you are not your body, death shows you. While someone could remind you of the insignificance of the things that you cling to, death takes them all away in a second. While people can teach you that men and women of all races are equal and that there is no difference between the rich and the poor, death instantly makes us all the same.

Love is being able to view a situation without adding duality to it.

A Great Rabbi stands, teaching in the marketplace. It happens that a husband finds proof that morning of his wife's adultery, and a mob carries her to the marketplace to stone her to death. There is a familiar version of this story, but a friend of mine - a Speaker for the Dead - has told me of two other Rabbis that faced the same situation. Those are the ones I'm going to tell you. The Rabbi walks forward and stands beside the woman. Out of respect for him the mob forbears and waits with the stones heavy in their hands. 'Is there any man here,' he says to them, 'who has not desired another man's wife, another woman's husband?' They murmur and say, 'We all know the desire, but Rabbi none of us has acted on it.' The Rabbi says, 'Then kneel down and give thanks that God has made you strong.' He takes the woman by the hand and leads her out of the market. Just before he lets her go, he whispers to her, 'Tell the Lord Magistrate who saved his mistress, then he'll know I am his loyal servant.' So the woman lives because the community is too corrupt to protect itself from disorder. Another Rabbi. Another city. He goes to her and stops the mob as in the other story and says, 'Which of you is without sin? Let him cast the first stone.' The people are abashed, and they forget their unity of purpose in the memory of their own individual sins. ‘Someday,’ they think, ‘I may be like this woman. And I’ll hope for forgiveness and another chance. I should treat her as I wish to be treated.’ As they opened their hands and let their stones fall to the ground, the Rabbi picks up one of the fallen stones, lifts it high over the woman’s head and throws it straight down with all his might it crushes her skull and dashes her brain among the cobblestones. ‘Nor am I without sins,’ he says to the people, ‘but if we allow only perfect people to enforce the law, the law will soon be dead – and our city with it.’ So the woman died because her community was too rigid to endure her deviance. The famous version of this story is noteworthy because it is so startlingly rare in our experience. Most communities lurch between decay and rigor mortis and when they veer too far they die. Only one Rabbi dared to expect of us such a perfect balance that we could preserve the law and still forgive the deviation. So of course, we killed him. -San Angelo Letters to an Incipient Heretic

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher --- a situation in which the student discusses the ideas, thinks about the things, and talks about the things.

history teaches by analogy, shedding light on the likely consequences of comparable situations.

What was really needed was a fundamental change in our attitude toward life. We had to learn ourselves and, furthermore, we had to teach the despairing men, that it did not really matter what we expected from life, but rather what life expected from us. We needed to stop asking about the meaning of life, and instead to think of ourselves as those who were being questioned by life--daily and hourly. Our answer must consist, not in talk and meditation, but in right action and in right conduct. Life ultimately means taking the responsibility to find the right answer to its problems and to fulfill the tasks which it constantly sets for each individual. These tasks, and therefore the meaning of life, differ from man to man, and from moment to moment. Thus it is impossible to define the meaning of life in a general way. Questions about the meaning of life can never be answered by sweeping statements. “Life” does not mean something vague, but something very real and concrete, just as life’s tasks are also very real and concrete. They form man’s destiny, which is different and unique for each individual. No man and no destiny can be compared with any other man or any other destiny. No situation repeats itself, and each situation calls for a different response. Sometimes the situation in which a man finds himself may require him to shape his own fate by action. At other times it is more advantageous for him to make use of an opportunity for contemplation and to realize assets in this way. Sometimes man may be required simple to accept fate, to bear his cross. Every situation is distinguished by its uniqueness, and there is always only one right answer to the problem posed by the situation at hand. When a man finds that it is his destiny to suffer, he will have to accept his suffering as his task; his single and unique task. He will have to acknowledge the fact that even in suffering he is unique and alone in the universe. No one can relieve him of his suffering or suffer in his place. His unique opportunity lies in the way in which he bears his burden.

[How do I do it?] Well, it's always a mystery, because you don't know why you get depleted or recharged. But this much I know. I do not allow myself to be overcome by hopelessness, no matter how tough the situation. I believe that if you just do your little bit without thinking of the bigness of what you stand against, if you turn to the enlargement of your own capacities, just that itself creates new potential. And I've learned from the Bhagavad-Gita and other teachings of our culture to detach myself from the results of what I do, because those are not in my hands. The context is not in your control, but your commitment is yours to make, and you can make the deepest commitment with a total detachment about where it will take you. You want it to lead to a better world, and you shape your actions and take full responsibility for them, but then you have detachment. And that combination of deep passion and deep detachment allows me to take on the next challenge, because I don't cripple myself, I don't tie myself in knots. I function like a free being. I think getting that freedom is a social duty because I think we owe it to each not to burden each other with prescription and demands. I think what we owe each other is a celebration of life and to replace fear and hopelessness with fearlessness and joy.

But too often men react to women in positions of power with misogyny, often in sexualized terms. I have heard men in such situations talk about how "I'd like to fuck that bitch and teach her a lesson," for example. That kind of reaction demonstrates that no matter what the class position of a man and woman, men can use the weapon of sexualized violence to attempt to assert their dominance.

The schoolmaster is the person who takes the children off the parents' hands for a consideration. That is to say, he establishes a child prison, engages a number of employee schoolmasters as turnkeys, and covers up the essential cruelty and unnaturalness of the situation by torturing the children if they do not learn, and calling this process, which is within the capacity of any fool or blackguard, by the sacred name of Teaching.

It's not such a bad thing, to feel powerless sometimes. It teaches us that some situations are inevitable and that we should spend what little time we have on the company of the people that matter most. Do you understand me, Tea?

Look for the gifts in everything, especially when you are facing what appears to be a negative situation. Everything that we attract causes us to grow, which means that ultimately everything is for our own good.

Orwell was dealing with communism and his disillusionment with communism in Russia and what he saw the communists do in Spain. His novel was a response to those political situations. Whereas I was interested in more things than the political atmosphere. I was considering the whole social atmosphere: the impact of TV and radio and the lack of education. I could see the coming event of schoolteachers not teaching reading anymore. The less they taught, the more you wouldn't need books.

Worrying does not accomplish anything. Even if you worry twenty times more, it will not change the situation of the world. In fact, your anxiety will only make things worse. Even though things are not as we would like, we can still be content, knowing we are trying our best and will continue to do so. If we don't know how to breathe, smile,and live every moment of our life deeply, we will never be able to help anyone. I am happy in the present moment. I do not ask for anything else. I do not expect any additional happiness or conditions that will bring about more happiness. The most important practice is aimlessness, not running after things, not grasping.

Many pedagogical experts argue that schools should switch to teaching “the four Cs”—critical thinking, communication, collaboration, and creativity.3 More broadly, they believe, schools should downplay technical skills and emphasize general-purpose life skills. Most important of all will be the ability to deal with change, learn new things, and preserve your mental balance in unfamiliar situations.

Whatever our way out of this mess, one thing is certain. This degree of inequality, this withdrawal of opportunity, this cold denial of basic needs, this endorsement of pointless suffering—by no American value is this situation justified. No moral code or ethical principle, no piece of scripture or holy teaching, can be summoned to defend what we have allowed our country to become.

Political conflicts are merely surface manifestations. If conflicts arise you may be sure that certain powers intend to keep this conflict under operation since they hope to profit from the situation. To concern yourself with surface political conflicts is to make the mistake of the bull in the ring, you are charging the cloth. That is what politics is for, to teach you the cloth. Just as the bullfighter teaches the bull, teaches him to follow, obey the cloth.

Literature is a source of pleasure, he said, it is one of the rare inexhaustible joys in life, but it's not only that. It must not be disassociated from reality. Everything is there. That is why I never use the word fiction. Every subtlety in life is material for a book. He insisted on the fact. Have you noticed, he'd say, that I'm talking about novels? Novels don't contain only exceptional situations, life or death choices, or major ordeals; there are also everyday difficulties, temptations, ordinary disappointments; and, in response, every human attitude, every type of behavior, from the finest to the most wretched. There are books where, as you read, you wonder: What would I have done? It's a question you have to ask yourself. Listen carefully: it is a way to learn to live. There are grown-ups who would say no, that literature is not life, that novels teach you nothing. They are wrong. Literature performs, instructs, it prepares you for life.

Although one who is situated in Kṛṣṇa consciousness may not have any interest in the world, he still works to teach the public how to live and how to act. Experienced persons in Kṛṣṇa consciousness can act in such a way that others will follow,

Day 5 Look for the gifts in everything, especially when you are facing what appears to be a negative situation. Everything that we attract causes us to grow, which means that ultimately everything is for our own good. Adjusting to a new path and a new direction will require new qualities and strengths, and these qualities are always exactly what we need to acquire in order to accomplish the great things ahead in our life.

In one way we think a great deal too much of the atomic bomb. ‘How are we to live in an atomic age?’ I am tempted to reply: Why, as you would have lived in the sixteenth century when the plague visited London almost every year, or as you would have lived in a Viking age when raiders from Scandinavia might land and cut your throat any night; or indeed, as you are already living in an age of cancer, an age of syphilis, an age of paralysis, an age of air raids, an age of railway accidents, an age of motor accidents.’ In other words, do not let us begin by exaggerating the novelty of our situation. Believe me, dear sir or madam, you and all whom you love were already sentenced to death before the atomic bomb was invented: and quite a high percentage of us were going to die in unpleasant ways. We had, indeed, one very great advantage over our ancestors—anesthetics; but we have that still. It is perfectly ridiculous to go about whimpering and drawing long faces because the scientists have added one more chance of painful and premature death to a world which already bristled with such chances… and in which death itself was not a chance at all, but a certainty. This is the first point to be made: and the first action to be taken is to pull ourselves together. If we are all going to be destroyed by an atomic bomb, let that bomb when it comes find us doing sensible and human things—praying, working, teaching, reading, listening to music, bathing the children, playing tennis, chatting to our friends over a pint and a game of darts—not huddled together like frightened sheep and thinking about bombs. They may break our bodies (a microbe can do that) but they need not dominate our minds.

You will not remember much from school. School is designed to teach you how to respond and listen to authority figures in the event of an emergency. Like if there's a bomb in a mall or a fire in an office. It can, apparently, take you more than a decade to learn this. These are not the best days of your life. They are still ahead of you. You will fall in love and have your heart broken in many different, new and interesting ways in college or university (if you go) and you will actually learn things, as at this point, people will believe you have a good chance of obeying authority and surviving, in the event of an emergency. If, in your chosen career path, there are award shows that give out more than ten awards in one night or you have to pay someone to actually take the award home to put on your mantlepiece, then those awards are more than likely designed to make young people in their 20's work very late, for free, for other people. Those people will do their best to convince you that they have value. They don't. Only the things you do have real, lasting value, not the things you get for the things you do. You will, at some point, realise that no trophy loves you as much as you love it, that it cannot pay your bills (even if it increases your salary slightly) and that it won't hold your hand tightly as you say your last words on your deathbed. Only people who love you can do that. If you make art to feel better, make sure it eventually makes you feel better. If it doesn't, stop making it. You will love someone differently, as time passes. If you always expect to feel the same kind of love you felt when you first met someone, you will always be looking for new people to love. Love doesn't fade. It just changes as it grows. It would be boring if it didn't. There is no truly "right" way of writing, painting, being or thinking, only things which have happened before. People who tell you differently are assholes, petrified of change, who should be violently ignored. No philosophy, mantra or piece of advice will hold true for every conceivable situation. "The early bird catches the worm" does not apply to minefields. Perfection only exists in poetry and movies, everyone fights occasionally and no sane person is ever completely sure of anything. Nothing is wrong with any of this. Wisdom does not come from age, wisdom comes from doing things. Be very, very careful of people who call themselves wise, artists, poets or gurus. If you eat well, exercise often and drink enough water, you have a good chance of living a long and happy life. The only time you can really be happy, is right now. There is no other moment that exists that is more important than this one. Do not sacrifice this moment in the hopes of a better one. It is easy to remember all these things when they are being said, it is much harder to remember them when you are stuck in traffic or lying in bed worrying about the next day. If you want to move people, simply tell them the truth. Today, it is rarer than it's ever been. (People will write things like this on posters (some of the words will be bigger than others) or speak them softly over music as art (pause for effect). The reason this happens is because as a society, we need to self-medicate against apathy and the slow, gradual death that can happen to anyone, should they confuse life with actually living.)

Your current situation is a platform of experience that inspires the next thought and the next. When

The awakening to serious, sober consciousness, was genuinely shocking. I had forgotten I was a man! The sadness of such an irreconcilable situation was so intense that I wept.

Monks, even if bandits were to savagely sever you, limb by limb, with a double-handled saw, even then, whoever of you harbors ill will at heart would not be upholding my Teaching. Monks, even in such a situation you should train yourselves thus: 'Neither shall our minds be affected by this, nor for this matter shall we give vent to evil words, but we shall remain full of concern and pity, with a mind of love, and we shall not give in to hatred. On the contrary, we shall live projecting thoughts of universal love to those very persons, making them as well as the whole world the object of our thoughts of universal love — thoughts that have grown great, exalted and measureless. We shall dwell radiating these thoughts which are void of hostility and ill will.' It is in this way, monks, that you should train yourselves.

Some mothers seem to have the capacity and energy to make their children's clothes, bake, give piano lessons, go to Relief Society, teach Sunday School, attend parent-teacher association meetings, and so on. Other mothers look upon such women as models and feel inadequate, depressed, and think they are failures when they make comparisons... Sisters, do not allow yourselves to be made to feel inadequate or frustrated because you cannot do everything others seem to be accomplishing. Rather, each should assess her own situation, her own energy, and her own talents, and then choose the best way to mold her family into a team, a unit that works together and supports each other. Only you and your Father in Heaven know your needs, strengths, and desires. Around this knowledge your personal course must be charted and your choices made.

It's not such a bad thing, to feel powerless sometimes. It teaches us that some situations are inevitable and that we should spend what little time we have in the company of the people that matter most.

miscreating. And so, when you recognize that you are feeling negative emotion—no matter why, no matter how it got there, no matter what the situation is—stop doing whatever it is that you are doing and focus your thoughts on something that feels better.

The only way to prepare for social life is to engage in social life. To form habits of social usefulness and serviceableness apart from any direct social need and motive, apart from any existing social situation, is, to the letter, teaching the child to swim by going through motions outside of the water.

Parents should also question much of the contemporary emphasis on special materials and equipment for learning in a child's environment. A clutter of toys can be more confusing than satisfying to a child. On the other hand, natural situations, with opportunieties to explore, seldom overstimulate or trouble a small child. Furthermore, most children will find greater satisfaction and demonsstrate greater learning from things they make and do with their parents or other people than from elaborate toys or learning materials. And there is no substitute for solitude - in the sandpile, mud puddle, or play area - for a yound child to work out his own fantasies. Yet this privilege is often denied in our anxiety to institutionalize children.

Obviously it won’t do to love somebody and enjoy that person’s company but then, when things between you get difficult, to abandon the person. No, it is clear that as pleasant as love is, it must also be unpleasant, because people are sometimes unpleasant or go through unpleasant things, and if we abandon them at those times and run away from them because they or their situation has become unpleasant, we would have to conclude that there wasn’t much to our loving in the first place.

Overindulgence” is a deprivation of constructive attention, a refusal to teach social/life skills, a refusal to teach self-regulation in social situations, a refusal to teach how to distinguish between wants and needs. Desires are indulged at the place where needs are starved.

Value all relationships for the lessons they teach. Make sure you learn the lessons well. If not you will repeat those mistakes over and over. Focus on the kind of relationship you do want! Surround yourself with people who manifest those characteristics. Avoid and eliminate negativity at all cost. Become a producer of that which is positive. Look for the good in every situation and praise it. talk about it & be about it. Be about only good things.Create and manifest around you joy and peace and happiness. Let the presence of God be your model. Gods' kingdom consists of 3 things, righteousness, peace and joy in Gods words. When you become a positive producer, you will begin to attract what you produced ---- positives!

Many centuries after the Buddha, the Chinese Chan (Zen) patriarch Yunmen (c. 860–949) was asked: “What are the teachings of an entire lifetime?” Yunmen replied: “An appropriate statement.”6 For Yunmen, what counts is whether your words and deeds are an appropriate response to the situation at hand, not whether they accord with an abstract truth.

Habits are undeniably useful tools, relieving us of the need to run a complex mental operation every time we’re confronted with a new task or situation. Yet they also relieve us of the need to stay awake to the world: to attend, feel, think, and then act in a deliberate manner. (That is, from freedom rather than compulsion.) If you need to be reminded how completely mental habit blinds us to experience, just take a trip to an unfamiliar country. Suddenly you wake up! And the algorithms of everyday life all but start over, as if from scratch. This is why the various travel metaphors for the psychedelic experience are so apt. The efficiencies of the adult mind, useful as they are, blind us to the present moment. We’re constantly jumping ahead to the next thing. We approach experience much as an artificial intelligence (AI) program does, with our brains continually translating the data of the present into the terms of the past, reaching back in time for the relevant experience, and then using that to make its best guess as to how to predict and navigate the future. One of the things that commends travel, art, nature, work, and certain drugs to us is the way these experiences, at their best, block every mental path forward and back, immersing us in the flow of a present that is literally wonderful—wonder being the by-product of precisely the kind of unencumbered first sight, or virginal noticing, to which the adult brain has closed itself. (It’s so inefficient!) Alas, most of the time I inhabit a near-future tense, my psychic thermostat set to a low simmer of anticipation and, too often, worry. The good thing is I’m seldom surprised. The bad thing is I’m seldom surprised.

If we cannot agree on what was important yesterday, what more on events that happened a hundred or three hundred years ago? The point here is that history is open ended and we cannot be sure about the past. So why study history? Because it teaches us to see the connections between events. Knowing how and why a certain event happened is helpful because in many cases people separated by time and place can sometimes be in similar situations. They can be mentally contemporaneous without knowing it. History gives us hindsight.

I'm happy for you Agastya,you're leaving for a more meaningful context. This place is like a parody, a complete farce, they're trying to build another Cambridge here. At my old University I used to teach Macbeth to my MA English classes in Hindi.English in India is burlesque. But now you'll get out of here to somehow a more real situation. In my time I'd wanted to give this Civil Service exam too, I should have. Now I spend my time writing papers for obscure journals on L. H. Myers and Wyndham Lewis, and teaching Conrad to a bunch of half-wits.

The act of making music, clothes, art, or even food has a very different, and possibly more beneficial effect on us than simply consuming those things. And yet for a very long time, the attitude of the state toward teaching and funding the arts has been in direct opposition to fostering creativity among the general population. It can often seem that those in power don’t want us to enjoy making things for ourselves—they’d prefer to establish a cultural hierarchy that devalues our amateur efforts and encourages consumption rather than creation. This might sound like I believe there is some vast conspiracy at work, which I don’t, but the situation we find ourselves in is effectively the same as if there were one. The way we are taught about music, and the way it’s socially and economically positioned, affect whether it’s integrated (or not) into our lives, and even what kind of music might come into existence in the future. Capitalism tends toward the creation of passive consumers, and in many ways this tendency is counterproductive.

On one hand she seems so agile, so athletic, and yet I've seen her appear so awkward that it embarrassed me. She gives the impression of a hard, worldly adroitness, and in some situations she's like an adolescent: rigid with ancient, middle class attitudes, unable to think for herself, falling back on old verities...victim of her family teaching, shocked by what shocks people, wanting what people usually want. She wants a home, a husband, and her idea of a husband is a man who earns a certain amount of money, helps around the garden, does the dishes...the idea of a good husband that's found in This Week magazine; a viewpoint from the most ordinary stratum, that great ubiquitous world of family life, transmitted from generation to generation. Despite her wild language.

In short, honesty is more than a moral principle. It is also a major economic factor. While government can do little to create honesty directly, in various ways it can indirectly either support or undermine the traditions on which honest conduct is based. This it can do by what it teaches in its schools, by the examples set by public officials, or by the laws that it passes. These laws can create incentives toward either moral or immoral conduct. Where laws create a situation in which the only way to avoid ruinous losses is by violating the law, the government is in effect reducing public respect for laws in general, as well as rewarding specific dishonest behavior.

Random Guy: You can't snowboard? Want me to teach you? Haruna: Huh? Random Guy: You here with your friends? I am too, but do you want to board together? Haruna: What? Could you be...hitting on me? Random Guy: Haha. That's...an extremely direct way to put it, but yes, I'm hitting on you. Haruna: Wait, I know. Is it that you have some kind of secret grudge against Komiyama Yoh? Random Guy: Who? Haruna: Or you're going to sell me, or take my money, or something? Random Guy: Uh...No... Haruna: You mean you're purely trying to pick me up? Random Guy: Yes, purely... Haruna: Yoh! I got hit on! Random Guy: Oh, so your boyfriends here. Please excuse me. Haruna: He was trying to pick me up! Isn't that incredible! Yoh: It's not incredible!! Don't get picked up!! Haruna: This is the first time that I've been hit on in my entire life! Yoh: Don't get hit on up here! What are you so happy about? Haruna: I'm not happy. It's more like... surprised? Yoh: You should've hurried up and said no right away! Haruna: Well, it was my first time getting hit on, so I'd never had to say no before, so I didn't know what to do and... Yoh: In that situation, just hit the guy! Hatuna: Whaaaat? With my fist? Yoh: With your fist! Or just slap him! Haruna: Understood. I'll hit them!

It is dangerous for us to allow our difficulties to reside in the forefront of our thinking. Rather, our focus should always remain on our matchless God, who can triumph over any trouble we bring to Him. When God said no to one blessing, it was so I could experience a greater one later on. God speaks to you and me through every situation, but hearing Him is dependent upon our anticipating and paying attention to His instruction. Regardless of the circumstances we experience, we know God is teaching us something, and we will intentionally and eagerly learn and apply whatever it is. There are many days when I cannot wait to get home and be alone with the Father. I am eager to leave behind all the stresses and decisions, change out of my suit and tie, go into my prayer closet, open God’s Word, and relax in His loving arms. Many times I don’t need to say a word. I simply want to hear from the Lord, experiencing His peaceful wisdom and loving presence. There is nothing better in life than just being with Him.

Un-attachment (as opposed to detachment) is the acceptance that each and every person is responsible for his or her own reality, and that our joy, peace, security, and sense of love is not dependent on any other person or situation. We are each responsible for our own emotional well being.

Chaos brings movement to whatever is stagnant in your life. Stagnation leads to apathy, numbness, illness, suffering, etc. Be grateful for the situations in your life that may seem chaotic in the present moment, and realize that, in the greater scheme of things, chaos is Spirit giving you an opportunity… or possibly pushing you to move, grow, and be in the flow.

In real-life situations apparently logical lines of argument are often (not always) based on an inability to see alternative possibilities. In a similar way the ability to think of an alternative explanation is by far the best way of destroying the arrogance of an apparently logical line of argument.

The other mind entity is what we call the impartial observer. This mind of present-moment awareness stands outside the preprogrammed physiological determinants and is alive to the present. It works through the brain but is not limited to the brain. It may be dormant in many of us, but it is never completely absent. It transcends the automatic functioning of past-conditioned brain circuits. ‘In the end,...I conclude that there is no good evidence… that the brain alone can carry out the work that the mind does.” Knowing oneself comes from attending with compassionate curiosity to what is happening within. Methods for gaining self-knowledge and self-mastery through conscious awareness strengthen the mind’s capacity to act as its own impartial observer. Among the simplest and most skilful of the meditative techniques taught in many spiritual traditions is the disciplined practice of what Buddhists call ‘bare attention’. Nietzsche called Buddha ‘that profound physiologist’ and his teachings less a religion than a ‘kind of hygiene’...’ Many of our automatic brain processes have to do with either wanting something or not wanting something else – very much the way a small child’s mental life functions. We are forever desiring or longing, or judging and rejecting. Mental hygiene consists of noticing the ebb and flow of all those automatic grasping or rejecting impulses without being hooked by then. Bare attention is directed not only toward what’s happening on the outside, but also to what’s taking place on the inside. ‘Be at least interested in your reactions as in the person or situation that triggers them.’... In a mindful state one can choose to be aware of the ebb and flow of emotions and thought patterns instead of brooding on their content. Not ‘he did this to me therefore I’m suffering’ but ‘I notice that feelings of resentment and a desire for vengeance keep flooding my mind.’... ‘Bare Attention is the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception,’... ‘It is called ‘Bare’ because it attends just to the bare facts of a perception as presented either through the five physical senses of through the mind without reacting to them.

One of the biggest difficulties in our contemporary society is that we try to locate the evil in somebody else and then we try to get rid of him. The police are pigs or the students are worthless, and so on and so on. The Marxists are the devils or the Republicans are the devils or you name it. We try to isolate the evil and then get rid of it. But the teaching of the Bible is that we are thoroughly entrenched in this ourselves, so we can't toss rocks at someone else; we have to see the extent to which the moral ambiguities fall directly on us. We need forgiveness; and only when we receive it do we have our lives cleaned up so that we can start seeing situations accurately.

In daily life we experience suffering more often than pleasure. If we are patient, in the sense of taking suffering voluntarily upon ourselves, even if we are not capable of doing this physically, then we will not lose our capacity for judgement. We should remember that if a situation cannot be changed, there is no point in worrying about it. If it can be changed, then there is no need to worry about it either, we should simply go about changing it.

We’re all assigned a piece of the garden, a corner of the universe that is ours to transform. Our corner of the universe is our own life—our relationships, our homes, our work, our current circumstances—exactly as they are. Every situation we find ourselves in is an opportunity, perfectly planned by the Holy Spirit, to teach love instead of fear. Whatever energy system we find ourselves a part of, it’s our job to heal it—to purify the thought forms by purifying our own. It’s never really a circumstance that needs to change—it’s we who need to change. The prayer isn’t for God to change our lives, but rather for Him to change us.

The tradition of the oppressed teaches us that the “emergency situation” in which we live is the rule. We must arrive at a concept of history which corresponds to this. Then it will become clear that the task before us is the introduction of a real state of emergency; and our position in the struggle against Fascism will thereby improve. Not the least reason that the latter has a chance is that its opponents, in the name of progress, greet it as a historical norm. – The astonishment that the things we are experiencing in the 20th century are “still” possible is by no means philosophical. It is not the beginning of knowledge, unless it would be the knowledge that the conception of history on which it rests is untenable.

When we are in alignment with what we truly believe, we can stand firm and tall and tell it like it is. This healthy kind of anger sets boundaries, holding others responsible for their actions. You teach people how to treat you through setting all sorts of boundaries or not setting them! Healthy anger can be like a burning sword that cuts through illusions and delusions about a bad situation. The energy of healthy anger can point the way to positive change but even more so when you speak in a calm, firm way. Stop and think how you are training people to treat you. The secret of boundary setting is centering yourself, breathing deeply and connecting with your truth to align yourself with higher principles, letting them speak through you. - The Quick Anger Makeover and Other Cutting-Edge Techniques to Release Anger!

If you do not believe in what your religion teaches, why continue to support a belief which is contradictory with your feelings. You would never vote for a person or issue you did not believe in, so why cast your ecclesiastical vote for a religion which is not consistent with your convictions? You have no right to complain about a political situation you have voted for or supported in any way- which includes sitting back and complacently agreeing with neighbors who approve the situation, just because you are too lazy or cowardly to speak your mind.

Seven Rules Formulated for Teaching Arithmetic: 1) Consider the situation the pupils faces. 2) Consider the response you wish to connect with. 3) Form the bond; do not expect it to come by miracle. 4) Other things being equal, form no bond that will have to be broken. 5) Other things being equal, do not form two or three bonds when one will serve. 6) Other things being equal, form bonds in the way that they are required later to act. 7) Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. (p. 101)

The biggest mistake that parents make, is believing that their assigned task in life is to teach their children and to guide them in every situation of their children's lives. The truth is that it is the task of parents to both learn from their children and to guide them as well. Parenting is a relationship that goes both ways, from the moment your child is born, you learn from that person, and in fact, your lessons begin long before your child's lessons do. Later on, when you've learned a great deal already, then they begin to learn from you. Throughout our lives, it is a give-and-take relationship, in many ways. Our assigned task is to learn from our children, and to guide and teach them. Their assigned task is to learn from us, and also to teach us.

At the very least they teach us that God does not always answer our prayers, even when we offer those prayers in faith at times of real and pressing need. They also teach us that while God may not answer our prayers as we pray them, God does not abandon us. More than that, these accounts tell us that God works through the situations from which we have not been delivered as we asked.

Oromis - What is the most important mental tool a person can possess? Eragon - Detrrmination. Oromis - [...] no. I meant the tool most necessary to choose the best course of action in any given situation. Determination is as common among men who are dull and foolish as it is among those who are brilliant intellects [...] Eragon - Wisdom, wisdom is the most important for a person to possess. Oromis- A fair guess, but, again, no. the answer is logic. Or, to put it another way, the ability to reason analytically.Applied properly it can overcome any lack of wisdom, which one only gains through age and experience. Eragon - yes but isn't having a good heart more important than logic. pure logic can lead you to conclusions that are ethically wrong, whereas if you are moral and righteous, that will ensure you don't act shamefully. Oromis - you confuse the issue. All I wanted to know isq what is the most useful 'tool'ma person can have [...] I agree that it is important to be of a virtous nature, but I would also conted that if you had to choose between giving a man a noble disposition or teaching him to think clearly, you'd do better to teach him to think clearly. Too many problems in this world are caused by men with noble dispositions and clouded minds.

The next sentence was about true insight coming from within. But didn't all knowledge come into people's heads from the outside? On the other hand, Sophie could remember situations when her mother or the teachers at school had tried to teach her something that she hadn't been receptive to. And whenever she had really learned something, it was when she had somehow contributed to it herself. Now and then, even, she would suddenly a thing she'd drawn a total blank on before. That was probably what people meant by 'insight'.

Each day, we’re given many opportunities to open up or shut down. Most of us do not take these situations as teachings. We automatically hate them. We run like crazy. We use all kinds of ways to escape—all addictions stem from this moment when we meet our edge and we just can’t stand it. We feel we have to soften it, pad it with something, and we become addicted to whatever it is that seems to ease the pain. In fact, the rampant materialism that we see in the world stems from this moment. There are so many ways that have been dreamt up to entertain us away from the moment, soften its hard edge, deaden it so we don’t have to feel the full impact of the pain that arises when we cannot manipulate the situation to make us come out looking fine.

We are faced with famine in 1974 and people are dying of hunger. When people are dying of hunger, and you are a young economic teacher, teaching an elegant economic theory in the class room, it doesn't make you feel good. Because all your brilliant theories don't seem to, come into use of the people who dying. And it 's death you cannot explain because it's not cause of disease. ..it's just of not having food to eat... So in the situation like that you have nothing but frustration and agony. So one way, I try to kind of enlightened my frustration and agony by coming to the conclusion that I may not be useful as an economist, but I'm still a basic human being. I can juts go out and stand next to human being. And see if there's anything I can do to another person. Even for a day if it is help, pay for more a day, I feel more a little bit better. So that's why I started going outside the campus.. I thought if you can become an angel for 27 dollars, it would be fun to do more of it

Orwell's 1984 [...] is political thought disguised as a novel; the thinking is certainly lucid and correct, but it is distorted by its guise as a novel, which renders it imprecise and vague. [...] the situations and the characters are as flat as a poster. The pernicious influence of Orwell's novel resides in its implacable reduction of a reality to its political dimension alone, and in its reduction of that dimension to what is exemplarily negative about it. I refuse to forgive this reduction on the grounds that it was useful as propaganda in the struggle against totalitarian evil. For that evil is, precisely, the reduction of life to politics and of politics to propaganda. So despite its intentions, Orwell's novel itself joins in the totalitarian spirit, the spirit of propaganda. It reduces (and teaches others to reduce) the life of a hated society to the simple listing of its crimes.

As logotherapy teaches, there are three main avenues on which one arrives at meaning in life. The first is by creating a work or by doing a deed. The second is by experiencing something or encountering someone; in other words, meaning can be found not only in work but also in love. Edith Weisskopf-Joelson observed in this context that the logotherapeutic “notion that experiencing can be as valuable as achieving is therapeutic because it compensates for our one-sided emphasis on the external world of achievement at the expense of the internal world of experience.”6 Most important, however, is the third avenue to meaning in life: even the helpless victim of a hopeless situation, facing a fate he cannot change, may rise above himself, may grow beyond himself, and by so doing change himself. He may turn a personal tragedy into a triumph.

I've heard youngsters use some of George Lucas' terms––"the Force and "the dark side." So it must be hitting somewhere. It's a good sound teaching, I would say. The fact that the evil power is not identified with any specific nation on this earth means you've got an abstract power, which represents a principle, not a specific historical situation. The story has to do with an operation of principles, not of this nation against that. The monster masks that are put on people in Star Wars represent the real monster force in the modern world. When the mask of Darth Vader is removed, you see an unformed man, one who has not developed as a human individual. What you see is a strange and pitiful sort of undifferentiated face. Darth Vader has not developed his humanity. He's a robot. He's a bureaucrat, living not in terms of himself but of an imposed system. This is the threat to our lives that we all face today. Is the system going to flatten you out and deny you your humanity, or are you going to be able to make use of the system to the attainment of human purposes? How do you relate to the system so that you are not compulsively serving it? . . . The thing to do is to learn to live in your period of history as a human being ...[b]y holding to your own ideals for yourself and, like Luke Skywalker, rejecting the system's impersonal claims upon you. Well, you see, that movie communicates. It is in a language that talks to young people, and that's what counts. It asks, Are you going to be a person of heart and humanity––because that's where the life is, from the heart––or are you going to do whatever seems to be required of you by what might be called "intentional power"? When Ben Knobi says, "May the Force be with you," he's speaking of the power and energy of life, not of programmed political intentions. ... [O]f course the Force moves from within. But the Force of the Empire is based on an intention to overcome and master. Star Wars is not a simple morality play. It has to do with the powers of life as they are either fulfilled or broken and suppressed through the action of man.

When faced with contrast, take nothing personally and don’t try to defend yourself. Defending one’s self is a vibrational relative of guilt. People will think what they like; do not feed fuel to the fire by reacting. Simply ask questions for clarity and in response say ‘Is that so?’ Take responsibility for the energy you brought to the situation, acknowledge the illusions without attachment, and move forward. Other people’s opinions are none of your business. Remember that each person is on their own unique path, and the mirror of contrast you hold up to them may be exactly what is necessary for their conscious growth at that time.

Transcendent renunciation is developed by meditating on the preciousness of human life in terms of the ocean of evolutionary possibilities, the immediacy of death, the inexorability of evolutionary causality, and the sufferings of the ignorance-driven, involuntary life cycle. Renunciation automatically occurs when you come face-to-face with your real existential situation, and so develop a genuine sympathy for yourself, having given up pretending the prison of habitual emotions and confusions is just fine. Meditating on the teachings given on these themes in a systematic way enables you to generate quickly an ambition to gain full control of your body and mind in order at least to face death confidently, knowing you can navigate safely through the dangers of further journeys. Wasting time investing your life in purposes that “you cannot take with you” becomes ludicrous, and, when you radically shift your priorities, you feel a profound relief at unburdening yourself of a weight of worry over inconsequential things

The first twenty years of the young person’s life are spent functioning as a subordinate element in an authority system, and upon leaving school, the male usually moves into either a civilian job or military service. On the job, he learns that although some discreetly expressed dissent is allowable, an underlying posture of submission is required for harmonious functioning with superiors. However much freedom of detail is allowed the individual, the situation is defined as one in which he is to do a job prescribed by someone else. While structures of authority are of necessity present in all societies, advanced or primitive, modern society has the added characteristic of teaching individuals to respond to impersonal authorities. Whereas submission to authority is probably no less for an Ashanti than for an American factory worker, the range of persons who constitute authorities for the native are all personally known to him, while the modern industrial world forces individuals to submit to impersonal authorities, so that responses are made to abstract rank, indicated by an insignia, uniform or title.

Hypercritical, Shaming Parents Hypercritical and shaming parents send the same message to their children as perfectionistic parents do - that they are never good enough. Parents often deliberately shame their children into minding them without realizing the disruptive impact shame can have on a child's sense of self. Statements such as "You should be ashamed of yourself" or "Shame on you" are obvious examples. Yet these types of overtly shaming statements are actually easier for the child to defend against than are more subtle forms of shaming, such as contempt, humiliation, and public shaming. There are many ways that parents shame their children. These include belittling, blaming, contempt, humiliation, and disabling expectations. -BELITTLING. Comments such as "You're too old to want to be held" or "You're just a cry-baby" are horribly humiliating to a child. When a parent makes a negative comparison between his or her child and another, such as "Why can't you act like Jenny? See how she sits quietly while her mother is talking," it is not only humiliating but teaches a child to always compare himself or herself with peers and find himself or herself deficient by comparison. -BLAMING. When a child makes a mistake, such as breaking a vase while rough-housing, he or she needs to take responsibility. But many parents go way beyond teaching a lesson by blaming and berating the child: "You stupid idiot! Do you think money grows on trees? I don't have money to buy new vases!" The only thing this accomplishes is shaming the child to such an extent that he or she cannot find a way to walk away from the situation with his or her head held high. -CONTEMPT. Expressions of disgust or contempt communicate absolute rejection. The look of contempt (often a sneer or a raised upper lip), especially from someone who is significant to a child, can make him or her feel disgusting or offensive. When I was a child, my mother had an extremely negative attitude toward me. Much of the time she either looked at me with the kind of expectant expression that said, "What are you up to now?" or with a look of disapproval or disgust over what I had already done. These looks were extremely shaming to me, causing me to feel that there was something terribly wrong with me. -HUMILIATION. There are many ways a parent can humiliate a child, such as making him or her wear clothes that have become dirty. But as Gershen Kaufman stated in his book Shame: The Power of Caring, "There is no more humiliating experience than to have another person who is clearly the stronger and more powerful take advantage of that power and give us a beating." I can personally attest to this. In addition to shaming me with her contemptuous looks, my mother often punished me by hitting me with the branch of a tree, and she often did this outside, in front of the neighbors. The humiliation I felt was like a deep wound to my soul. -DISABLING EXPECTATIONS. Parents who have an inordinate need to have their child excel at a particular activity or skill are likely to behave in ways that pressure the child to do more and more. According to Kaufman, when a child becomes aware of the real possibility of failing to meet parental expectations, he or she often experiences a binding self-consciousness. This self-consciousness - the painful watching of oneself - is very disabling. When something is expected of us in this way, attaining the goal is made harder, if not impossible. Yet another way that parents induce shame in their children is by communicating to them that they are a disappointment to them. Such messages as "I can't believe you could do such a thing" or "I am deeply disappointed in you" accompanied by a disapproving tone of voice and facial expression can crush a child's spirit.

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

Game-free intimacy is or should be the most perfect form of human living. Because there is so little opportunity for intimacy in daily life, and because some forms of intimacy (especially if intense) are psychologically impossible for most people, the bulk of time in serious social life is taken up with playing games. Hence games are both necessary and desirable, and the only problem at issue is whether the games played by an individual offer the best yield for him. In this connexion it should be remembered that the essential feature of a game is its culmination, or payoff. The principal function of the preliminary moves is to set up the situation for this payoff, but they are always designed to harvest the maximum permissible satisfaction at each step as a secondary product. Games are passed on from generation to generation. The favoured game of any individual can be traced back to his parents and grandparents, and forward to his children. Raising children is primarily a matter of teaching them what games to play. Different cultures and different social classes favour different types of games. Many games are played most intensely by disturbed people, generally speaking, the more disturbed they are, the harder they play. The attainment of autonomy is manifested by the release or recovery of three capacities: awareness, spontaneity and intimacy. Parents, deliberately or unaware, teach their children from birth how to behave, think and perceive. Liberation from these influences is no easy matter, since they are deeply ingrained. First, the weight of a whole tribal or family historical tradition has to be lifted. The same must be done with the demands of contemporary society at large, and finally advantages derived from one's immediate social circle have to be partly or wholly sacrificed. Following this, the individual must attain personal and social control, so that all the classes of behaviour become free choices subject only to his will. He is then ready for game-free relationships.

So we have to develop a very open loving attitude in our relationships with people. With everybody we meet, whether they are nice to us or not, we must have that initial feeling of “May you be well and happy”. Just a good feeling. It doesn’t mean we have to be stupid or that we can’t see that some people are bad or are going to cheat us. To be non-judgemental doesn’t mean that we are not discriminating. It means that we see the situation very clearly, we see clearly the kind of person before us, but we don’t react with anger. We don’t have to allow ourselves to be pushed around, we don’t have to be doormats for others to wipe their feet on. We can be very clear about what this person’s motivation is; we see it, and so can’t be trapped, cheated or abused.

There’s something profoundly intense and intoxicating about friendship found en route. It’s the bond that arises from being thrust into uncomfortable circumstances, and the vulnerability of trusting others to navigate those situations. It’s the exhilaration of meeting someone when we are our most alive selves, breathing new air, high on life-altering moments. It’s the discovery of the commonality of the world’s people and the attendant rejection of prejudices. It’s the humbling experience of being suspicious of a stranger who then extends a great kindness. It’s the astonishment of learning from those we set out to teach. It’s the intimacy of sharing small spaces, the recognition of a kindred spirit across the globe. It’s the travel relationship, and it can only call itself family.

Tonglen practice has four stages: Rest your mind for a second or two in a state of openness or stillness. This is called flashing absolute bodhichitta, or suddenly opening to the basic spaciousness and clarity of the awakened heart. Work with texture. Breathe in a feeling of hot, dark, and heavy—a sense of claustrophobia—and breathe out a feeling of cool, bright, and light—a sense of freshness. Breathe in through all the pores of your body and radiate out completely, through all the pores of your body. Do this until your visualization feels synchronized with your in and out-breaths. Now contemplate any painful situation that’s real to you. For example, you can breathe in the hot, dark, constricted feeling of sadness that you feel, and breathe out a light, cool sense of joy or space or whatever might provide relief. Widen the circle of compassion by connecting with all those who feel this kind of pain, and extending the wish to help everyone.

Life is not perfect It's a place of pain, a place of shame, a place of danger, and maybe a place of joy, No, life is not perfect, And it doesn't matter what aspect. Some times it's a sunset and a sunrise, Or the blue skies, Or a prize in disguise, But sometimes it's also sour, A wail and a roar, With no one to implore, Life is a test It throws problems at us And waits for us to crumble, under the distress, And looks as we struggle, And gathers the pieces that are left, But if we look at it differently, We can carry on brilliantly, It's just a matter of will power, And being courageous, A matter of refusing to be a coward, and facing what is dangerous, Life doesn't throw problems at us, to see us lose hope, No, it expects us to become strong, It doesn't expect us to mope Or mourn, Life is like a teacher, It teaches a lesson, That whatever the situation, Life must go on Time won't stop, And wait for you to gain hope No, it'll carry on, And let you mope, Time can't be reversed, No amount of crying will change the situation, So stop thinking that your life is cursed, Because life must go on...

That “teaching myself social behaviors” thing, for example, was a window into my entire childhood, adolescence, and early adulthood. There were things I needed to learn differently from most of the people around me, and the amount of useful, appropriate support I received back then was exactly zero. At the same time, the criticism I received felt infinite, especially when I tried to articulate my struggles. A person who I probably shouldn’t have been friends with once told me I needed to stop “thinking things through” in social situations and just “let my instincts take over.” In retrospect, I wish I’d replied, “What the hell are you talking about, ‘let my instincts take over’?” He might as well have said, “Just try really hard to grow a third arm between your shoulder blades and eventually it’ll happen!” Nothing about those situations felt instinctive; I had to learn how to navigate them in other ways

We teach our players, in response to any situation they face, to press pause and ask: What does this situation require of me? Pressing pause gives you time to think. It gets you off autopilot and helps you gain clarity about the outcome you are pursuing, the situation you are experiencing, and the Above the Line action you need to take to achieve the outcome. There are two important benefits of pressing pause: A) It helps you avoid doing something foolish or harmful B) It focuses you on acting with purpose to accomplish your goals A productive pause could last only a split second, which helps you regain your focus and take control of your action. It could last an hour, a day, or longer. The purpose is to take the time necessary to be intentional about the way you think and act. Pressing pause does not come naturally; it is a skill that must be developed. The more you practice, the more skilled you become at being able to identify how and when to use it effectively.

I write this sitting in the kitchen sink. That is, my feet are in it; the rest of me is on the draining-board, which I have padded with our dog's blanket and the tea-cosy. I can't say that I am really comfortable, and there is a depressing smell of carbolic soap, but this is the only part of the kitchen where there is any daylight left. And I have found that sitting in a place where you have never sat before can be inspiring - I wrote my very best poem while sitting on the hen-house. Though even that isn't a very good poem. I have decided my best poetry is so bad that I mustn't write any more of it. Drips from the roof are plopping into the water-butt by the back door. The view through the windows above the sink is excessively drear. Beyond the dank garden in the courtyard are the ruined walls on the edge of the moat. Beyond the moat, the boggy ploughed fields stretch to the leaden sky. I tell myself that all the rain we have had lately is good for nature, and that at any moment spring will surge on us. I try to see leaves on the trees and the courtyard filled with sunlight. Unfortunately, the more my mind's eye sees green and gold, the more drained of all colour does the twilight seem. It is comforting to look away from the windows and towards the kitchen fire, near which my sister Rose is ironing - though she obviously can't see properly, and it will be a pity if she scorches her only nightgown. (I have two, but one is minus its behind.) Rose looks particularly fetching by firelight because she is a pinkish person; her skin has a pink glow and her hair is pinkish gold, very light and feathery. Although I am rather used to her I know she is a beauty. She is nearly twenty-one and very bitter with life. I am seventeen, look younger, feel older. I am no beauty but I have a neatish face. I have just remarked to Rose that our situation is really rather romantic - two girls in this strange and lonely house. She replied that she saw nothing romantic about being shut up in a crumbling ruin surrounded by a sea of mud. I must admit that our home is an unreasonable place to live in. Yet I love it. The house itself was built in the time of Charles II, but it was grafted on to a fourteenth-century castle that had been damaged by Cromwell. The whole of our east wall was part of the castle; there are two round towers in it. The gatehouse is intact and a stretch of the old walls at their full height joins it to the house. And Belmotte Tower, all that remains of an even older castle, still stands on its mound close by. But I won't attempt to describe our peculiar home fully until I can see more time ahead of me than I do now. I am writing this journal partly to practise my newly acquired speed-writing and partly to teach myself how to write a novel - I intend to capture all our characters and put in conversations. It ought to be good for my style to dash along without much thought, as up to now my stories have been very stiff and self-conscious. The only time father obliged me by reading one of them, he said I combined stateliness with a desperate effort to be funny. He told me to relax and let the words flow out of me.

You begin to notice what it is that makes this person a teacher, beyond the limits of his individuality and personality. Thus the principle of the “universality of the guru” comes into the picture as well. Every problem you face in life is a part of your marriage. Whenever you experience difficulties, you hear the words of the guru. This is the point at which one begins to gain one’s independence from the guru as lover, because every situation becomes an expression of the teachings. First you surrendered to your spiritual friend. Then you communicated and played games with him. And now you have come to the state of complete openness. As a result of this openness you begin to see the guru-quality in every life-situation, that all situations in life offer you the opportunity to be as open as you are with the guru, and so all things can become the guru.

May you find serenity and tranquility in a world you may not always understand. May the pain you have known and the conflict you have experienced give you the strength to walk through life facing each new situation with courage and optimism. Always know that there are those whose love and understanding will always be there, even when you feel most alone. May a kind word, a reassuring touch, and a warm smile be yours every day of your life, and may you give these gifts as well as receive them. May the teachings of those you admire become part of you, so that you may call upon them. Remember, those whose lives you have touched and who have touched yours are always a part of you, even if the encounters were less than you would have wished. It is the content of the encounter that is more important than its form. May you not become too concerned with material matters, but instead place immeasurable value on the goodness in your heart. Find time in each day to see beauty and love in the world around you. Realize that what you feel you lack in one regard you may be more than compensated for in another. What you feel you lack in the present may become one of your strengths in the future. May you see your future as one filled with promise and possibility. Learn to view everything as a worthwhile experience. May you find enough inner strength to determine your own worth by yourself, and not be dependent on another's judgment of your accomplishments. May you always feel loved.

But in situations where innovations proliferate, where group boundaries are uncertain, when the range of entities to be taken into account fluctuates, the sociology of the social is no longer able to trace actors’ new associations. At this point, the last thing to do would be to limit in advance the shape, size, heterogeneity, and combination of associations. To the convenient shorthand of the social, one has to substitute the painful and costly longhand of its associations. The duties of the social scientist mutate accordingly: it is no longer enough to limit actors to the role of informers offering cases of some well-known types. You have to grant them back the ability to make up their own theories of what the social is made of. Your task is no longer to impose some order, to limit the range of acceptable entities, to teach actors what they are, or to add some reflexivity to their blind practice. Using a slogan from ANT, you have ‘to follow the actors themselves’, that is try to catch up with their often wild innovations in order to learn from them what the collective existence has become in their hands, which methods they have elaborated to make it fit together, which accounts could best define the new associations that they have been forced to establish.

The oligarchy was divided into Liberals and Conservatives, who were united in their terror of communism after the success of the Cuban Revolution, especially since many of them had had interests in the brothels and casinos of Havana; others had had interests in pharmaceutical companies that manufactured drugs to cure the diseases spread by the former, and some in supplying guns to be used by gangs struggling for control of the latter. However, the Liberals and Conservatives differed over how to combat the spread of such appalling beliefs as “equality,” “fair pay,” and “democracy.” The Conservatives believed in coming down hard on them; this involved being curt with your campesinos, keeping them illiterate, and paying them a fixed wage of 150 pesos a week. The Liberals, on the other hand, believed in being jolly with your campesinos, teaching them to read bits of paper with instructions on them, and paying them a fixed wage of 150 pesos a week. In this way they hoped that the peasants would become too contented to bother to be Communists. The whole situation became infinitely confused by the Conservatives’ habit of describing the Liberals as “Communists.

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

continued. “The solution to almost every problem imaginable can be found in the outcome of a fairy tale. Fairy tales are life lessons disguised with colorful characters and situations. “‘The Boy Who Cried Wolf ’ teaches us the value of a good reputation and the power of honesty. ‘Cinderella’ shows us the rewards of having a good heart. ‘The Ugly Duckling’ teaches us the meaning of inner beauty.” Alex’s eyes were wide, and she nodded in agreement. She was a pretty girl with bright blue eyes and short strawberry-blonde hair that was always kept neatly out of her face with a headband. The way the other students stared at their teacher, as if the lesson being taught were in another language, was something Mrs. Peters had never grown accustomed to. So, Mrs. Peters would often direct entire lessons to the front row, where Alex sat. Mrs. Peters was a tall, thin woman who always wore dresses that resembled old, patterned sofas. Her hair was dark and curly and sat perfectly on the top of her head like a hat (and her students often thought it was). Through a pair of thick glasses, her eyes were permanently squinted from all the judgmental looks she had given her classes over the years. “Sadly, these timeless tales are no longer relevant in our society,” Mrs. Peters said. “We have traded their brilliant teachings for small-minded entertainment like television and video games. Parents now let obnoxious cartoons and violent movies influence their children. “The only exposure to the tales some children acquire are versions bastardized by film companies. Fairy

But it is just possible that Americans may be living on one of those boundaries in human history when the virtue of an entire nation is in jeopardy, when the will of the whole people is approaching the point where it desires evil, and laws could be made which would compel men to do evil as the wicked kings in the Book of Mormon did. As religious faith deteriorates and moral standards inevitably fall, total corruption is possible. To be subject to a sovereign people which is corrupt and vicious is a more terrible situation than to be subject to a corrupt monarch. The recourse under a corrupt monarch is revolution, but what is the recourse under a corrupt democracy? A people cannot revolt against itself. Mosiah told his people what must happen: "And if the time comes that the voice of the people doth choose iniquity, then is the time that the judgments of God will come upon you; yea, then is the time that the judgments of God will come upon you; yea, then is the time he will visit you with great destruction even as he has hitherto visited this land" (Mosiah 29:27). The entire society must be dismantled as it was in the days of Noah. . . . The highest kind of political activity, then, is to teach virtue and faith. Ultimately there is no other way to preserve the Constitution of the United States and the freedom which it was established to protect. Citizens of the United States claiming Latter-day Saint heritage are required to act decisively to strengthen the moral foundations of liberty, that "every man may act in doctrine and principle pertaining to futurity, according to the moral agency" which the Lord has given him. This work cannot be undertaken successfully in the last hour. The last hour is too late.

First-century discipleship was expressed as a servant-master relationship (see Matthew 10:24). Once accepted as a disciple, a young man started as a talmidh, or beginner, who sat in the back of the room and could not speak. Then he became a distinguished student, who took an independent line in his approach or questioning. At the next level, he became a disciple-associate, who sat immediately behind the rabbi during prayer time. Finally he achieved the highest level, a disciple of the wise, and was recognized as the intellectual equal of his rabbi.'" 2. Memorizing the teacher's words: Oral tradition provided the basic way of studying. Disciples learned the teacher's words verbatim to pass along to the next person. Often disciples learned as many as four interpretations of each major passage in the Torah. 3. Learning the teacher's way of ministry: A disciple learned how his teacher kept God's commands, including how he practiced the Sabbath, fasted, prayed, and said blessings in ceremonial situations. He would also learn his rabbi's teaching methods and the many traditions his master followed. 4. Imitating the teacher's life and character: Jesus said that when a disciple is fully taught, he "will be like his teacher" (Luke 6:40). The highest calling of a disciple was to imitate his teacher. Paul called on Timothy to follow his example (see 2 Timothy 3:10-14), and he didn't hesitate to call on all believers to do the same (see 1 Corinthians 4:14-16; 1 1:1; Philippians 4:9). One story in ancient tradition tells of a rabbinical student so devoted to his teacher that he hid in the teacher's bedchamber to discover the mentor's sexual technique. To be sure, this is a bit extreme, yet it demonstrates the level of commitment required to be a disciple. 5. Raising up their own disciples: When a disciple finished his training, he was expected to reproduce what he'd learned by finding and training his own apprentices. He would start his own school and call it after his name, such as the House of Hillel.

Ignorance of the character structure of masses of people invariably leads to fruitless questioning. The Communists, for example, said that it was the misdirected policies of the Social Democrats that made it possible for the fascists to seize power. Actually this explanation did not explain anything, for it was precisely the Social Democrats who made a point of spreading illusions. In short, it did not result in a new mode of action. That political reaction in the form of fascism had 'befogged,' 'corrupted,' and 'hypnotized' the masses is an explanation that is as sterile as the others. This is and will continue to be the function of fascism as long as it exists. Such explanations are sterile because they fail to offer a way out. Experience teaches us that such disclosures, no matter how often they are repeated, do not convince the masses; that, in other words, social economic inquiry by itself is not enough. Wouldn't it be closer to the mark to ask, what was going on in the masses that they could not and would not recognize the function of fascism? To say that, 'The workers have to realize...' or 'We didn't understand...' does not serve any purpose. Why didn't the workers realize, and why didn't they understand? The questions that formed the basis of the discussion between the Right and the Left in the workers' movements are also to be regarded as sterile. The Right contended that the workers were not predisposed to fight; the Left, on the other hand, refuted this and asserted that the workers were revolutionary and that the Right's statement was a betrayal of revolutionary thinking. Both assertions, because they failed to see the complexities of the issue, were rigidly mechanistic. A realistic appraisal would have had to point out that the average worker bears a contradiction in himself; that he, in other words, is neither a clear-cut revolutionary nor a clear-cut conservative, but stands divided. His psychic structure derives on the one hand from the social situation (which prepares the ground for revolutionary attitudes) and on the other hand from the entire atmosphere of authoritarian society—the two being at odds with one another.

I'm going to throw some suggestions at you now in rapid succession, assuming you are a father of one or more boys. Here we go: If you speak disparagingly of the opposite sex, or if you refer to females as sex objects, those attitudes will translate directly into dating and marital relationships later on. Remember that your goal is to prepare a boy to lead a family when he's grown and to show him how to earn the respect of those he serves. Tell him it is great to laugh and have fun with his friends, but advise him not to be "goofy." Guys who are goofy are not respected, and people, especially girls and women, do not follow boys and men whom they disrespect. Also, tell your son that he is never to hit a girl under any circumstances. Remind him that she is not as strong as he is and that she is deserving of his respect. Not only should he not hurt her, but he should protect her if she is threatened. When he is strolling along with a girl on the street, he should walk on the outside, nearer the cars. That is symbolic of his responsibility to take care of her. When he is on a date, he should pay for her food and entertainment. Also (and this is simply my opinion), girls should not call boys on the telephone-at least not until a committed relationship has developed. Guys must be the initiators, planning the dates and asking for the girl's company. Teach your son to open doors for girls and to help them with their coats or their chairs in a restaurant. When a guy goes to her house to pick up his date, tell him to get out of the car and knock on the door. Never honk. Teach him to stand, in formal situations, when a woman leaves the room or a table or when she returns. This is a way of showing respect for her. If he treats her like a lady, she will treat him like a man. It's a great plan. Make a concerted effort to teach sexual abstinence to your teenagers, just as you teach them to abstain from drug and alcohol usage and other harmful behavior. Of course you can do it! Young people are fully capable of understanding that irresponsible sex is not in their best interest and that it leads to disease, unwanted pregnancy, rejection, etc. In many cases today, no one is sharing this truth with teenagers. Parents are embarrassed to talk about sex, and, it disturbs me to say, churches are often unwilling to address the issue. That creates a vacuum into which liberal sex counselors have intruded to say, "We know you're going to have sex anyway, so why not do it right?" What a damning message that is. It is why herpes and other sexually transmitted diseases are spreading exponentially through the population and why unwanted pregnancies stalk school campuses. Despite these terrible social consequences, very little support is provided even for young people who are desperately looking for a valid reason to say no. They're told that "safe sex" is fine if they just use the right equipment. You as a father must counterbalance those messages at home. Tell your sons that there is no safety-no place to hide-when one lives in contradiction to the laws of God! Remind them repeatedly and emphatically of the biblical teaching about sexual immorality-and why someone who violates those laws not only hurts himself, but also wounds the girl and cheats the man she will eventually marry. Tell them not to take anything that doesn't belong to them-especially the moral purity of a woman.

Here’s a Reader’s Digest version of my approach. I select mutual funds that have had a good track record of winning for more than five years, preferably for more than ten years. I don’t look at their one-year or three-year track records because I think long term. I spread my retirement, investing evenly across four types of funds. Growth and Income funds get 25 percent of my investment. (They are sometimes called Large Cap or Blue Chip funds.) Growth funds get 25 percent of my investment. (They are sometimes called Mid Cap or Equity funds; an S&P Index fund would also qualify.) International funds get 25 percent of my investment. (They are sometimes called Foreign or Overseas funds.) Aggressive Growth funds get the last 25 percent of my investment. (They are sometimes called Small Cap or Emerging Market funds.) For a full discussion of what mutual funds are and why I use this mix, go to daveramsey.com and visit MyTotalMoneyMakeover.com. The invested 15 percent of your income should take advantage of all the matching and tax advantages available to you. Again, our purpose here is not to teach the detailed differences in every retirement plan out there (see my other materials for that), but let me give you some guidelines on where to invest first. Always start where you have a match. When your company will give you free money, take it. If your 401(k) matches the first 3 percent, the 3 percent you put in will be the first 3 percent of your 15 percent invested. If you don’t have a match, or after you have invested through the match, you should next fund Roth IRAs. The Roth IRA will allow you to invest up to $5,000 per year, per person. There are some limitations as to income and situation, but most people can invest in a Roth IRA. The Roth grows tax-FREE. If you invest $3,000 per year from age thirty-five to age sixty-five, and your mutual funds average 12 percent, you will have $873,000 tax-FREE at age sixty-five. You have invested only $90,000 (30 years x 3,000); the rest is growth, and you pay no taxes. The Roth IRA is a very important tool in virtually anyone’s Total Money Makeover. Start with any match you can get, and then fully fund Roth IRAs. Be sure the total you are putting in is 15 percent of your total household gross income. If not, go back to 401(k)s, 403(b)s, 457s, or SEPPs (for the self-employed), and invest enough so that the total invested is 15 percent of your gross annual pay. Example: Household Income $81,000 Husband $45,000 Wife $36,000 Husband’s 401(k) matches first 3%. 3% of 45,000 ($1,350) goes into the 401(k). Two Roth IRAs are next, totaling $10,000. The goal is 15% of 81,000, which is $12,150. You have $11,350 going in. So you bump the husband’s 401(k) to 5%, making the total invested $12,250.

No one who had ever seen Catherine Morland in her infancy would have supposed her born to be an heroine. Her situation in life, the character of her father and mother, her own person and disposition, were all equally against her. Her father was a clergyman, without being neglected, or poor, and a very respectable man, though his name was Richard — and he had never been handsome. He had a considerable independence besides two good livings — and he was not in the least addicted to locking up his daughters. Her mother was a woman of useful plain sense, with a good temper, and, what is more remarkable, with a good constitution. She had three sons before Catherine was born; and instead of dying in bringing the latter into the world, as anybody might expect, she still lived on — lived to have six children more — to see them growing up around her, and to enjoy excellent health herself. A family of ten children will be always called a fine family, where there are heads and arms and legs enough for the number; but the Morlands had little other right to the word, for they were in general very plain, and Catherine, for many years of her life, as plain as any. She had a thin awkward figure, a sallow skin without colour, dark lank hair, and strong features — so much for her person; and not less unpropitious for heroism seemed her mind. She was fond of all boy's plays, and greatly preferred cricket not merely to dolls, but to the more heroic enjoyments of infancy, nursing a dormouse, feeding a canary-bird, or watering a rose-bush. Indeed she had no taste for a garden; and if she gathered flowers at all, it was chiefly for the pleasure of mischief — at least so it was conjectured from her always preferring those which she was forbidden to take. Such were her propensities — her abilities were quite as extraordinary. She never could learn or understand anything before she was taught; and sometimes not even then, for she was often inattentive, and occasionally stupid. Her mother was three months in teaching her only to repeat the "Beggar's Petition"; and after all, her next sister, Sally, could say it better than she did. Not that Catherine was always stupid — by no means; she learnt the fable of "The Hare and Many Friends" as quickly as any girl in England. Her mother wished her to learn music; and Catherine was sure she should like it, for she was very fond of tinkling the keys of the old forlorn spinner; so, at eight years old she began. She learnt a year, and could not bear it; and Mrs. Morland, who did not insist on her daughters being accomplished in spite of incapacity or distaste, allowed her to leave off. The day which dismissed the music-master was one of the happiest of Catherine's life. Her taste for drawing was not superior; though whenever she could obtain the outside of a letter from her mother or seize upon any other odd piece of paper, she did what she could in that way, by drawing houses and trees, hens and chickens, all very much like one another. Writing and accounts she was taught by her father; French by her mother: her proficiency in either was not remarkable, and she shirked her lessons in both whenever she could. What a strange, unaccountable character! — for with all these symptoms of profligacy at ten years old, she had neither a bad heart nor a bad temper, was seldom stubborn, scarcely ever quarrelsome, and very kind to the little ones, with few interruptions of tyranny; she was moreover noisy and wild, hated confinement and cleanliness, and loved nothing so well in the world as rolling down the green slope at the back of the house.

Finally, we arrive at the question of the so-called nonpolitical man. Hitler not only established his power from the very beginning with masses of people who were until then essentially nonpolitical; he also accomplished his last step to victory in March of 1933 in a "legal" manner, by mobilizing no less than five million nonvoters, that is to say, nonpolitical people. The Left parties had made every effort to win over the indifferent masses, without posing the question as to what it means "to be indifferent or nonpolitical." If an industrialist and large estate owner champions a rightist party, this is easily understood in terms of his immediate economic interests. In his case a leftist orientation would be at variance with his social situation and would, for that reason, point to irrational motives. If an industrial worker has a leftist orientation, this too is by all mean rationally consistent—it derives from his economic and social position in industry. If, however, a worker, an employee, or an official has a rightist orientation, this must be ascribed to a lack of political clarity, i.e., he is ignorant of his social position. The more a man who belongs to the broad working masses is nonpolitical, the more susceptible he is to the ideology of political reaction. To be nonpolitical is not, as one might suppose, evidence of a passive psychic condition, but of a highly active attitude, a defense against the awareness of social responsibility. The analysis of this defense against consciousness of one's social responsibility yields clear insights into a number of dark questions concerning the behavior of the broad nonpolitical strata. In the case of the average intellectual "who wants nothing to do with politics," it can easily be shown that immediate economic interests and fears related to his social position, which is dependent upon public opinion, lie at the basis of his noninvolvement. These fears cause him to make the most grotesque sacrifices with respect to his knowledge and convictions. Those people who are engaged in the production process in one way or another and are nonetheless socially irresponsible can be divided into two major groups. In the case of the one group the concept of politics is unconsciously associated with the idea of violence and physical danger, i.e., with an intense fear, which prevents them from facing life realistically. In the case of the other group, which undoubtedly constitutes the majority, social irresponsibility is based on personal conflicts and anxieties, of which the sexual anxiety is the predominant one. […] Until now the revolutionary movement has misunderstood this situation. It attempted to awaken the "nonpolitical" man by making him conscious solely of his unfulfilled economic interests. Experience teaches that the majority of these "nonpolitical" people can hardly be made to listen to anything about their socio-economic situation, whereas they are very accessible to the mystical claptrap of a National Socialist, despite the fact that the latter makes very little mention of economic interests. [This] is explained by the fact that severe sexual conflicts (in the broadest sense of the word), whether conscious or unconscious, inhibit rational thinking and the development of social responsibility. They make a person afraid and force him into a shell. If, now, such a self-encapsulated person meets a propagandist who works with faith and mysticism, meets, in other words, a fascist who works with sexual, libidinous methods, he turns his complete attention to him. This is not because the fascist program makes a greater impression on him than the liberal program, but because in his devotion to the führer and the führer's ideology, he experiences a momentary release from his unrelenting inner tension. Unconsciously, he is able to give his conflicts a different form and in this way to "solve" them.