Small Group Instruction Quotes

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On rainy afternoons, embroidering with a group of friends on the begonia porch, she would lose the thread of the conversation and a tear of nostalgia would salt her palate when she saw the strips of damp earth and the piles of mud that the earthworms had pushed up in the garden. Those secret tastes, defeated in the past by oranges and rhubarb, broke out into an irrepressible urge when she began to weep. She went back to eating earth. The first time she did it almost out of curiosity, sure that the bad taste would be the best cure for the temptation. And, in fact, she could not bear the earth in her mouth. But she persevered, overcome by the growing anxiety, and little by little she was getting back her ancestral appetite, the taste of primary minerals, the unbridled satisfaction of what was the original food. She would put handfuls of earth in her pockets, and ate them in small bits without being seen, with a confused feeling of pleasure and rage, as she instructed her girl friends in the most difficult needlepoint and spoke about other men, who did not deserve the sacrifice of having one eat the whitewash on the walls because of them. The handfuls of earth made the only man who deserved that show of degradation less remote and more certain, as if the ground that he walked on with his fine patent leather boots in another part of the world were transmitting to her the weight and the temperature of his blood in a mineral savor that left a harsh aftertaste in her mouth and a sediment of peace in her heart.
Gabriel García Márquez (One Hundred Years of Solitude)
In that moment, I saw myself as he saw me, I understood the shape I took in his life: I was, paradoxically, simultaneously too much and not enough. And all my life since then I had tried to rectify that. I had silently taken instructions on how to be better from everywhere I could glean them: when I was freshman and my locker was next to where a group of senior guys would laugh and murmur things about girls walking by (too much makeup; too small an ass; not enough makeup; too loud; kind of a bitch because she'd turned one of them down).
Kelly Loy Gilbert (When We Were Infinite)
The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
Aboriginal Okinawan Karate was traditionally taught in modest home Dojos, in small informal groups (sole purpose of teachings revolved around life preservation), in A closely tied supportive environment; unlike main island modern Japanese version with rivalry and competition, instructed in large groups belonging to even larger organizations with pseudo-militaristic hierarchy
Soke Behzad Ahmadi
This is the basis for the flipped classroom described by physics professor Eric Mazur in his book Peer Instruction. Mazur doesn’t lecture in his classes at Harvard. Instead, he asks students difficult questions, based on their homework reading, that require them to pull together sources of information to solve a problem. Mazur doesn’t give them the answer; instead, he asks the students to break off into small groups and discuss the problem among themselves. Eventually, nearly everyone in the class gets the answer right, and the concepts stick with them because they had to reason their own way to the answer.
Daniel J. Levitin (The Organized Mind: Thinking Straight in the Age of Information Overload)
The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.
Robert E. Slavin
Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)
Seth Rosenfeld (Subversives: The FBI's War on Student Radicals, and Reagan's Rise to Power)
As the months rolled on, John and Sarah began to understand themselves less as teachers and more as parents, living into the names Baba and Kama Kiwawa. It was clear the boys needed something Keu couldn’t provide, consistent support and affection. Sarah started giving out hugs and bandages, and John role-modeled manhood by providing food, shelter, and an education. But unlike many parents, John and Sarah didn’t dole out punishments. They left that to the council. On his first visit, Keu had appointed six boys with hair sprouting on their chins as the elders of Kiwawa. He spent a week with them on a hill near Kiwawa where he instructed them in the ways of a traditional elder council, showing them how to resolve problems that might arise according to the Pokot traditions. And each night after the guard heard John’s snores rumbling out of the camper, the council built a fire and legislated the day’s problems according to the nomadic values they had learned, sometimes choosing to defer ruling on more complicated matters until Keu returned. Stolen writing stick? The elders huddled together in the shadow of the illuminated acacia tree. The oldest returned and pointed at the offender: “Water-fetching duty for a week.” “Oee,” the boys would shout, the Pokot version of Amen. “Refusing to share meat?” “Three rope whippings.” “Oee.” “Crying because you miss your mother?” “Spend more time with Kama,” the oldest boy would say with compassion. “Oee.” “We were modeling the Pokot elders by becoming the keepers of justice and fairness. You see, Pokot elders can never settle a matter based on anger or some personal retribution. That is so unacceptable,” Michael explained. “A punishment is meant to reform the person as quickly as possible so the criminal can be brought back into the group. This is because every single person has a job to do, whether it is to fetch water, herd cows, or stand guard against Karamoja. And if you are gone, then someone else has to work harder in your absence. Nomads do not have prisons like the modern world, which changes our whole entire judicial system. In America you can lock somebody up in prison for two years for just a small crime like stealing a cow. And while in prison they are taken out of the community and are expected to think about what they have done. And then after those two years of isolation, a group of psychologists and lawyers and I don’t know who else will examine that person and see if they have changed their stealing ways. If not, then they lock them back up,” he said, turning an invisible key. “In America there is the potential to give up on somebody, to leave them outside of the community. But there are no prisons in the desert, and without prisons the elders are left with two choices: reform you or kill you. And as I said, if they kill you, they are not only losing a good worker, but also a brother and a son. And the desert has already taken so many of our sons.
Nathan Roberts (Poor Millionaires: The Village Boy Who Walked to the Western World and the American Boy Who Followed Him Home)
Click, hum, click, hum, click, hum. Click, click, click, click, click, hum. Hmmm. A low-level supervising program woke up a slightly higher-level supervising program deep in the ship’s semisomnolent cyberbrain and reported to it that whenever it went click all it got was a hum. The higher-level supervising program asked it what it was supposed to get, and the low-level supervising program said that it couldn’t remember what it was meant to get, exactly, but thought it was probably more of a sort of distant satisfied sigh, wasn’t it? It didn’t know what this hum was. Click, hum, click, hum. That was all it was getting. The higher-level supervising program considered this and didn’t like it. It asked the low-level supervising program what exactly it was supervising and the low-level supervising program said it couldn’t remember that either, just that it was something that was meant to go click, sigh every ten years or so, which usually happened without fail. It had tried to consult its error look-up table but couldn’t find it, which was why it had alerted the higher-level supervising program of the problem. The higher-level supervising program went to consult one of its own look-up tables to find out what the low-level supervising program was meant to be supervising. It couldn’t find the look-up table. Odd. It looked again. All it got was an error message. It tried to look up the error message in its error message look-up table and couldn’t find that either. It allowed a couple of nanoseconds to go by while it went through all this again. Then it woke up its sector function supervisor. The sector function supervisor hit immediate problems. It called its supervising agent, which hit problems too. Within a few millionths of a second virtual circuits that had lain dormant, some for years, some for centuries, were flaring into life throughout the ship. Something, somewhere, had gone terribly wrong, but none of the supervising programs could tell what it was. At every level, vital instructions were missing, and the instructions about what to do in the event of discovering that vital instructions were missing, were also missing. Small modules of software—agents—surged through the logical pathways, grouping, consulting, regrouping. They quickly established that the ship’s memory, all the way back to its central mission module, was in tatters. No amount of interrogation could determine what it was that had happened. Even the central mission module itself seemed to be damaged. This made the whole problem very simple to deal with, in fact. Replace the central mission module. There was another one, a backup, an exact duplicate of the original. It had to be physically replaced because, for safety reasons, there was no link whatsoever between the original and its backup. Once the central mission module was replaced it could itself supervise the reconstruction of the rest of the system in every detail, and all would be well.
Douglas Adams (The Ultimate Hitchhiker's Guide to the Galaxy (Hitchhiker's Guide to the Galaxy #1-5))
The most interesting aspects of the story lie between the two extremes of coercion and popularity. It might be instructive to consider fascist regimes’ management of workers, who were surely the most recalcitrant part of the population. It is clear that both Fascism and Nazism enjoyed some success in this domain. According to Tim Mason, the ultimate authority on German workers under Nazism, the Third Reich “contained” German workers by four means: terror, division, some concessions, and integration devices such as the famous Strength Through Joy (Kraft durch Freude) leisure-time organization. Let there be no doubt that terror awaited workers who resisted directly. It was the cadres of the German Socialist and Communist parties who filled the first concentration camps in 1933, before the Jews. Since socialists and communists were already divided, it was not hard for the Nazis to create another division between those workers who continued to resist and those who decided to try to live normal lives. The suppression of autonomous worker organizations allowed fascist regimes to address workers individually rather than collectively. Soon, demoralized by the defeat of their unions and parties, workers were atomized, deprived of their usual places of sociability, and afraid to confide in anyone. Both regimes made some concessions to workers—Mason’s third device for worker “containment.” They did not simply silence them, as in traditional dictatorships. After power, official unions enjoyed a monopoly of labor representation. The Nazi Labor Front had to preserve its credibility by actually paying some attention to working conditions. Mindful of the 1918 revolution, the Third Reich was willing to do absolutely anything to avoid unemployment or food shortages. As the German economy heated up in rearmament, there was even some wage creep. Later in the war, the arrival of slave labor, which promoted many German workers to the status of masters, provided additional satisfactions. Mussolini was particularly proud of how workers would fare under his corporatist constitution. The Labor Charter (1927) promised that workers and employers would sit down together in a “corporation” for each branch of the economy, and submerge class struggle in the discovery of their common interests. It looked very imposing by 1939 when a Chamber of Corporations replaced parliament. In practice, however, the corporative bodies were run by businessmen, while the workers’ sections were set apart and excluded from the factory floor. Mason’s fourth form of “containment”—integrative devices—was a specialty of fascist regimes. Fascists were past masters at manipulating group dynamics: the youth group, the leisure-time association, party rallies. Peer pressure was particularly powerful in small groups. There the patriotic majority shamed or intimidated nonconformists into at least keeping their mouths shut. Sebastian Haffner recalled how his group of apprentice magistrates was sent in summer 1933 on a retreat, where these highly educated young men, mostly non-Nazis, were bonded into a group by marching, singing, uniforms, and drill. To resist seemed pointless, certain to lead nowhere but to prison and an end to the dreamed-of career. Finally, with astonishment, he observed himself raising his arm, fitted with a swastika armband, in the Nazi salute. These various techniques of social control were successful.
Robert O. Paxton (The Anatomy of Fascism)
In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So
Michael Sokolove (Drama High: The Incredible True Story of a Brilliant Teacher, a Struggling Town, and the Magic of Theater)
of menopause—not to mention a potentially increased risk of Alzheimer’s disease, as we’ll see in chapter 9. Medicine 2.0 would rather throw out this therapy entirely, on the basis of one clinical trial, than try to understand and address the nuances involved. Medicine 3.0 would take this study into account, while recognizing its inevitable limitations and built-in biases. The key question that Medicine 3.0 asks is whether this intervention, hormone replacement therapy, with its relatively small increase in average risk in a large group of women older than sixty-five, might still be net beneficial for our individual patient, with her own unique mix of symptoms and risk factors. How is she similar to or different from the population in the study? One huge difference: none of the women selected for the study were actually symptomatic, and most were many years out of menopause. So how applicable are the findings of this study to women who are in or just entering menopause (and are presumably younger)? Finally, is there some other possible explanation for the slight observed increase in risk with this specific HRT protocol?[*3] My broader point is that at the level of the individual patient, we should be willing to ask deeper questions of risk versus reward versus cost for this therapy—and for almost anything else we might do. The fourth and perhaps largest shift is that where Medicine 2.0 focuses largely on lifespan, and is almost entirely geared toward staving off death, Medicine 3.0 pays far more attention to maintaining healthspan, the quality of life. Healthspan was a concept that barely even existed when I went to medical school. My professors said little to nothing about how to help our patients maintain their physical and cognitive capacity as they aged. The word exercise was almost never uttered. Sleep was totally ignored, both in class and in residency, as we routinely worked twenty-four hours at a stretch. Our instruction in nutrition was also minimal to nonexistent. Today, Medicine 2.0 at least acknowledges the importance of healthspan, but the standard definition—the period of life free of disease or disability—is totally insufficient, in my view. We want more out of life than simply the absence of sickness or disability. We want to be thriving, in every way, throughout the latter half of our lives. Another, related issue is that longevity itself, and healthspan in particular, doesn’t really fit into the business model of our current
Peter Attia (Outlive: The Science and Art of Longevity)
Creating a culture of discipleship is not first about creating programs, classes, groups, or other kinds of structural fixes within the church’s life. Certainly, mentoring programs may connect older and wiser Christians with younger and less mature ones. Small groups may build more intimate relationships with other believers. Age-graded Sunday school classes may offer specific instruction for various life situations. Support groups may care for members in certain life stages (newly married, new parents) or struggles (divorce, depression). All of these can be helpful structures. But a culture of discipleship can thrive without them.
Jeremy Pierre (The Pastor and Counseling: The Basics of Shepherding Members in Need (9Marks))
Lord gave His church some final instructions. In fact, the very last words He spoke on earth have been commonly known as “the Great Commission.”1 This unchanging command is to “make disciples of all ethnic groups of the world” (Matt. 28:19-20). All four Gospels, along with the book of Acts, repeat the disciple-making mission entrusted to the church.2 In fact, from a hermeneutical perspective, one must interpret the entire New Testament in light of the Great Commission and the redemptive work of Jesus. The salvific mission of Jesus remains the same and has been handed down to every believer. The follower of Christ must obediently pick up the baton and carry on the mission of Jesus. On the other hand, the Great Commission has fallen on hard times and in reality has been re-defined as “the Great Omission.”3 Perhaps one’s conscience has been soothed by the fine art of “making church members” or helping the poor. Nevertheless, the haunting words of the Great Commission continue to echo from the pages of Scripture, “make disciples of all nations” not just casual followers. Far too often, Christians are content with leading people to say a prayer or sign a card in order to ease their guilty hearts. The bar of discipleship has been lowered, and leadership has accepted the fact that most church members will never be involved in the disciple-making mission of Jesus. In fact, low expectations have become the norm in everyday Christianity. The content of preaching continues to be “dumbed down,” and the ever-widening gap between the professional clergy and the common layman continues to expand. As long as the offerings exceed the budget, leadership will accept the status quo. Nevertheless, the church remains oblivious to the mission of Jesus. Perhaps missiologist Ed Stetzer has correctly surmised the situation: The greatest travesty in the contemporary church is we pile hundreds of Christians into our churches and stack them in on padded pews very similar to products stacked on shelves in the grocery store and we let them come and go and do absolutely nothing and we let them think they’re okay. The greatest sin in most churches is that we have made it okay to do nothing and call ourselves a follower of Jesus.4
Timothy W. Yates (FIVE PRINCIPLES TO MAKE AND MULTIPLY DISCIPLES THROUGH SMALL GROUPS)
First, a school with a strong, shared sense of mission is more likely to initiate improvement efforts. Second, norms of collegiality are related to collaborative planning and effective decision making. Third, cultures with a strong dedication to improvement are more likely to implement complex new instructional strategies. Finally, schools improve best when small successes are recognized and celebrated through shared ceremonies commemorating both individual and group contributions (Louis, 1994; Fullan, 1998; Abplanalp, 2008).
Terrence E. Deal (Shaping School Culture: Pitfalls, Paradoxes, and Promises)
Rather than pigeon-holing learners into aural, visual, verbal, etc. types, Pashler et al. ‘think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning (2008: 117). ‘Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open’ (ibid.). Besides, an approach that focuses on what learners have in common, rather than on what differentiates them, is ultimately more practicable. The alternative – small groups of like-minded learners getting individualized instruction – is a luxury few educational institutions or systems can afford, even if there were any psychological basis for it.
Scott Thornbury (Big Questions in ELT)
he attended a Buddhist retreat in the north of England at which the principal teachers were a small group of Buddhist nuns. He no longer remembers any details about the tradition they belonged to, but he remembers well the profound effect their teachings had on him. At the core of the retreat were instructions on how participants could develop a practice of meditation through using the breath as a focus to remain anchored in the present moment. “What the nuns pointed me to was the part of their tradition kept alive through monastic practice for 2,500 years,” he says. “This was the importance of staying in the present moment, the importance of calm abiding, the practice of concentration in Buddhism known as samatha.” This time spent in the company of nuns, listening to their guidance, was “a seminal moment.
Christine Toomey (In Search of Buddha's Daughters: The Hidden Lives and Fearless Work of Buddhist Nuns)
I also believe strongly in the powerful words: “I took the road less traveled, and that has made all the difference.” They are good ones to live by. The big, final motivator was that I really wasn’t enjoying my university studies. I loved the Brunel and our small group of buddies there, but the actual university experience was killing me. (Not the workload, I hasten to add, which was pleasantly chilled, but rather the whole deal of feeling like just another student.) Sure, I like the chilled lifestyle (like the daily swim I took naked in the ornamental lake in the car park), but it was more than that. I just didn’t like being so unmotivated. It didn’t feel good for the soul. This wasn’t what I had hoped for in my life. I felt impatient to get on and do something. (Oh, and I was learning to dislike the German language in a way that was definitely not healthy.) So I decided it was time to make a decision. Via the OTC, Trucker and I quietly went to see the ex-SAS officer to get his advice on our Special Forces Selection aspirations. I was nervous telling him. He knew we were troublemakers, and that we had never taken any of the OTC military routine at all seriously. But to my amazement he wasn’t the least bit surprised at what we told him. He just smiled, almost knowingly, and told us we would probably fit in well--that was if we passed. He said the SAS attracted misfits and characters--but only those who could first prove themselves worthy. He then told us something great, that I have always remembered. “Everyone who attempts Selection has the basic mark-one body: two arms, two legs, one head, and one pumping set of lungs. What makes the difference between those that make it and those that don’t, is what goes on in here,” he said, touching his chest. “Heart is what makes the big difference. Only you know if you have got what it takes. Good luck…oh, and if you pass I will treat you both to lunch, on me.” That was quite a promise from an officer--to part with money. So that was that. Trucker and I wrote to 21 SAS HQ, nervously requesting to be put forward for Selection. They would do their initial security clearances on us both, and then would hopefully write, offering us (or not) a place on pre-Selection--including dates, times, and joining instructions. All we could do was wait, start training hard, and pray. I tossed all my German study manuals unceremoniously into the bin and felt a million times better. And deep down I had the feeling that I might just be embarking on the adventure of a lifetime. On top of that, there was no Deborah Maldives saying I needed a degree to join the SAS. The only qualification I needed was inside that beating heart of mine.
Bear Grylls (Mud, Sweat and Tears)
It is impossible for members of a church to care effectively for each other if only a few people own the responsibility of correcting or instructing brothers or sisters in need of it. If members don’t give themselves to serving others by teaching the Word in Sunday school or leading small groups, if members shy away from getting to know one another so that there is no context for meaningful fellowship, then neither positive nor corrective discipline will occur. The house of God will be inadequately ordered, his children poorly taught, and the witness of the church tarnished by unrepentant and uncorrected sin.
Thabiti M. Anyabwile (What Is a Healthy Church Member?)
In the mid-1990s, at Duke University, Miguel Nicolelis and John Chapin began a behavioral experiment, with the goal of learning to read an animal’s thoughts. They trained a rat to press a bar, electronically attached to a water-releasing mechanism. Each time the rat pressed the bar, the mechanism released a drop of water for the rat to drink. The rat had a small part of its skull removed, and a small group of microelectrodes were attached to its motor cortex. These electrodes recorded the activity of forty-six neurons in the motor cortex involved in planning and programming movements, neurons that normally send instructions down the spinal cord to the muscles. Since the goal of the experiment was to register thoughts, which are complex, the forty-six neurons had to be measured simultaneously. Each time the rat moved the bar, Nicolelis and Chapin recorded the firing of its forty-six motor-programming neurons, and the signals were sent to a small computer. Soon the computer “recognized” the firing pattern for bar pressing. After the rat became used to pressing the bar, Nicolelis and Chapin disconnected the bar from the water release. Now when the rat pressed the bar, no water came. Frustrated, it pressed the bar a number of times, but to no avail. Next the researchers connected the water release to the computer that was connected to the rat’s neurons. In theory, now, each time the rat had the thought “press the bar,” the computer would recognize the neuronal firing pattern and send a signal to the water release to dispense a drop. After a few hours, the rat realized it didn’t have to touch the bar to get water. All it had to do was to imagine its paw pressing the bar, and water would come! Nicolelis and Chapin trained four rats to perform this task.
Anonymous
Wambach's concerns raised questions about the impact that deaf signers could have on Project Nim, and perhaps inadvertently about how Terrace's study might compare with the work done by the Gardners in Nevada, who had expressly designed their experiments to include deaf signers. Simply having Falitz sign at the weekly meetings and interpret for Wambach in the discussions brought a new dimension to their work. Wambach was not particularly critical of Terrace, who was older and far more established than she, but she wanted the staff to have a better understanding of the world of deaf speakers—those who used ASL because they needed a language. Thanks to Wambach, the chimp project began attracting deaf volunteers (including one who is remembered for having love and hate tattooed on his knuckles), who formed a small subculture within Terrace's staff. In an attempt to bridge these two worlds, one night the deaf volunteers arranged to plug up the ears of the hearing staff and take them out to a restaurant for dinner. They were instructed to communicate exclusively in ASL from the moment the plugs were placed in their ears on the way to the restaurant, during the meal, and all the way back to Delafield. The hearing group found the experience to be a terrible struggle. But what made an indelible impression on Johnson was the way that everybody in the restaurant spoke really slowly and loudly to them, treating them as if they were all mentally incapacitated.
Elizabeth Hess (Nim Chimpsky: The Chimp Who Would Be Human)
Etymologically, paroikia (a compound word from para and oikos) literally means “next to” or “alongside of the house” and, in a technical sense, meant a group of resident aliens. This sense of “parish” carried a theological context into the life of the Early Church and meant a “Christian society of strangers or aliens whose true state or citizenship is in heaven.” So whether one’s flock consists of fifty people in a church which can financially sustain a priest or if it is merely a few people in a living room whose priest must find secular employment, it is a parish. This original meaning of parish also implies the kind of evangelism that accompanies the call of a true parish priest. A parish is a geographical distinction rather than a member-oriented distinction. A priest’s duties do not pertain only to the people who fill the pews of his church on a Sunday morning. He is a priest to everyone who fills the houses in the “cure” where God as placed him. This ministry might not look like choir rehearsals, rector’s meetings, midweek “extreme” youth nights, or Saturday weddings. Instead, it looks like helping a battered wife find shelter from her abusive husband, discretely paying a poor neighbor’s heating oil bill when their tank runs empty in the middle of a bitter snow storm, providing an extra set of hands to a farmer who needs to get all of his freshly-baled hay in the barn before it rains that night, taking food from his own pantry or freezer to help feed a neighbor’s family, or offering his home for emergency foster care. This kind of “parochial” ministry was best modeled by the old Russian staretzi (holy men) who found every opportunity to incarnate the hands and feet of Christ to the communities where they lived. Perhaps Geoffrey Chaucer caught a glimpse of the true nature of parish life through his introduction of the “Parson” in the Prologue of The Canterbury Tales. Note how the issues of sacrifice, humility, and community mentioned above characterize this Parson’s cure even when opportunities were available for “greater” things: "There was a good man of religion, a poor Parson, but rich in holy thought and deed. He was also a learned man, a clerk, and would faithfully preach Christ’s gospel and devoutly instruct his parishioners. He was benign, wonderfully diligent, and patient in adversity, as he was often tested. He was loath to excommunicate for unpaid tithes, but rather would give to his poor parishioners out of the church alms and also of his own substance; in little he found sufficiency. His parish was wide and the houses far apart, but not even for thunder or rain did he neglect to visit the farthest, great or small, in sickness or misfortune, going on foot, a staff in his hand… He would not farm out his benefice, nor leave his sheep stuck fast in the mire, while he ran to London to St. Paul’s, to get an easy appointment as a chantry-priest, or to be retained by some guild, but dwelled at home and guarded his fold well, so that the wolf would not make it miscarry… There was nowhere a better priest than he. He looked for no pomp and reverence, nor yet was his conscience too particular; but the teaching of Christ and his apostles he taught, and first he followed it himself." As we can see, the distinction between the work of worship and the work of ministry becomes clear. We worship God via the Eucharist. We serve God via our ministry to others. Large congregations make it possible for clergy and congregation to worship anonymously (even with strangers) while often omitting ministry altogether. No wonder Satan wants to discredit house churches and make them “odd things”! Thus, while the actual house church may only boast a membership in the single digits, the house church parish is much larger—perhaps into the hundreds as is the case with my own—and the overall ministry is more like that of Christ’s own—feeding, healing, forgiving, engaging in all the cycles of community life, whether the people attend
Alan L. Andraeas (Sacred House: What Do You Need for a Liturgical, Sacramental House Church?)