Specific Education Quotes

The greatest mistake of the movement has been trying to organize a sleeping people around specific goals. You have to wake the people up first, then you'll get action.

The unborn” are a convenient group of people to advocate for. They never make demands of you; they are morally uncomplicated, unlike the incarcerated, addicted, or the chronically poor; they don’t resent your condescension or complain that you are not politically correct; unlike widows, they don’t ask you to question patriarchy; unlike orphans, they don’t need money, education, or childcare; unlike aliens, they don’t bring all that racial, cultural, and religious baggage that you dislike; they allow you to feel good about yourself without any work at creating or maintaining relationships; and when they are born, you can forget about them, because they cease to be unborn. You can love the unborn and advocate for them without substantially challenging your own wealth, power, or privilege, without re-imagining social structures, apologizing, or making reparations to anyone. They are, in short, the perfect people to love if you want to claim you love Jesus, but actually dislike people who breathe. Prisoners? Immigrants? The sick? The poor? Widows? Orphans? All the groups that are specifically mentioned in the Bible? They all get thrown under the bus for the unborn.

We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.

Schools train you to be ignorant with style [...] they prepare you to be a usable victim for a military industrial complex that needs manpower. As long as you're just smart enough to do a job and just dumb enough to swallow what they feed you, you're going to be alright [...] So I believe that schools mechanically and very specifically try and breed out any hint of creative thought in the kids that are coming up.

Every man has a specific skill, whether it is discovered or not, that more readily and naturally comes to him than it would to another, and his own should be sought and polished. He excels best in his niche - originality loses its authenticity in one's efforts to obtain originality.

To reiterate: not all things need to be finished, and free reading is a prime example of this. Writing – or the composition of words which are intended to be read – just like painting, sculpting, or composing music, is a form of art. Typically, not all art is able to resonate with each and every viewer – or, in this case, reader. If we walk through a museum and see a boring painting, or listen to an album we don’t enjoy, we won’t keep staring at said painting, nor will we listen to the album. So, if we don’t like a book, if we aren’t learning from it, dreaming about it, enjoying its descriptions, pondering its messages, or whatever else may be redeeming about a specific book, why would we waste our time to “just finish it?” Sure, we may add another book to the list of books read, but is more always better?

As a convinced atheist, I ought to agree with Voltaire that Judaism is not just one more religion, but in its way the root of religious evil. Without the stern, joyless rabbis and their 613 dour prohibitions, we might have avoided the whole nightmare of the Old Testament, and the brutal, crude wrenching of that into prophecy-derived Christianity, and the later plagiarism and mutation of Judaism and Christianity into the various rival forms of Islam. Much of the time, I do concur with Voltaire, but not without acknowledging that Judaism is dialectical. There is, after all, a specifically Jewish version of the eighteenth-century Enlightenment, with a specifically Jewish name—the Haskalah—for itself. The term derives from the word for 'mind' or 'intellect,' and it is naturally associated with ethics rather than rituals, life rather than prohibitions, and assimilation over 'exile' or 'return.' It's everlastingly linked to the name of the great German teacher Moses Mendelssohn, one of those conspicuous Jewish hunchbacks who so upset and embarrassed Isaiah Berlin. (The other way to upset or embarrass Berlin, I found, was to mention that he himself was a cousin of Menachem Schneerson, the 'messianic' Lubavitcher rebbe.) However, even pre-enlightenment Judaism forces its adherents to study and think, it reluctantly teaches them what others think, and it may even teach them how to think also.

Librarians on the other hand, were far more sympathetic. And flexible. And very soon, small learning communities, geared toward the specific educational needs for recently dragoned young women, began to form in libraries around the country.

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

To my Newly Forming Black Radical mind, women -- more specifically black women -- had a way of existing without being present. It's a natural result of consuming history and culture through the fables of masculine triumph.

A political movement that focuses on class and ignores the specific ways in which race determines financial health and well-being for people of color in this country will be a movement that maintains white supremacy, because it will not be able to identify or address the specific, race-based systems that are the main causes of inequality for people of color. Health care discrimination, job discrimination, the school-to-prison pipeline, educational bias, mass incarceration, police brutality, community trauma—none of these issues are addressed in a class-only approach. A class-only approach will lift only poor whites out of poverty and will therefore maintain white supremacy.

Few institutions are considered so universally to have failed as our schools, yet in spite of this dreary record a prescription of increased dosage is making its way to the national agenda. The specifics of this proposal: a) Schools should be open year-round, avoiding long summer holidays for children. b) Schools should extend from 9 to 5, not dismissing students in mid-afternoon as is currently the case. c) Schools should provide recreation, evening meals, and a variety of family services so that working-class parents will be free of the "burden" of their own children. The bottom line of these proposals is reduction of the damaging effects of "freedom" and "family" on a subject population.

Exploitation thrives when it comes to the essentials, like housing and food. Most of the 12 million Americans who take out high-interest payday loans do so not to buy luxury items or cover unexpected expenses but to pay the rent or gas bill, buy food, or meet other regular expenses. Payday loans are but one of many financial techniques—from overdraft fees to student loans for for-profit colleges—specifically designed to pull money from the pockets of the poor.46 If the poor pay more for their housing, food, durable goods, and credit, and if they get smaller returns on their educations and mortgages (if they get returns at all), then their incomes are even smaller than they appear. This is fundamentally unfair.

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the absolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The school boy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle.

It became such a recurring experience during this period when I was twenty -- to be starving and afraid of running out of money -- as I wandered from Brussels to Burma and everywhere in between for months on end, that I later came to see it as a part of my training as a cook. I came to see hunger as being as important a part of a stage as knife skills. Because so much starving on that trip led to such an enormous amount of time fantasizing about food, each craving became fanatically particular. Hunger was not general, ever, for just something, anything, to eat. My hunger grew so specific I could name every corner and fold of it. Salty, warm, brothy, starchy, fatty, sweet, clean and crunchy, crisp and water, and so on.

There are several specific things that the church can do. First, it should try to get to the ideational roots of race hate, something that the law cannot accomplish. All race prejudice is based upon fears, suspicions, and misunderstandings, usually groundless. The church can be of immeasurable help in giving the popular mind direction here. Through its channels of religious education, the church can point out the irrationality of these beliefs. It can show that the idea of a superior or inferior race is a myth that has been completely refuted by anthropological evidence. It can show that Negroes are not innately inferior in academic, health, and moral standards. It can show that, when given equal opportunities, Negroes can demonstrate equal achievement.

I call it the spots theory. It seems to me that every person has one spot he’s connected to. But I’m starting to think it isn’t the country that keeps us rooted. Nor our education, friends or family. It’s something a lot more specific, much more precise. A spot in the world that pulls us in like a magnet…

Go to every IEP with a plan of your own. Be the expert. Teachers and therapists know general information only. You, on the other-hand, know the specifics about your child – you are your child’s only real expert. Pop in unexpectedly to observe. Keep educators on their toes. Be kind and push gently. If needed, push hard.

I hope I’m being clear, I didn’t say I hate feminists, that would be weird. I said I hate feminist. I’m talking about the word. I have the privilege living my life inside of words and part of being a writer is creating entire universes, and that's beautiful, but part of being a writer is also living in the very smallest part of every word. ...But the word feminist, it doesn't sit with me, it doesn't add up. I want to talk about my problem that I have with it. ...Ist in it's meaning is also a problem for me. Because you can't be born an ist. It's not natural... So feminist includes the idea that believing men and women to be equal, believing all people to be people, is not a natural state. That we don't emerge assuming that everybody in the human race is a human, that the idea of equality is just an idea that's imposed on us. That we are indoctrinated with it, that it's an agenda... ...My problem with feminist is not the word. It's the question. "Are you now, or have you ever been, a feminist?" The great Katy Perry once said—I'm paraphrasing—"I'm not a feminist but I like it when women are strong."...Don't know why she feels the need to say the first part, but listening to the word and thinking about it, I realize I do understand. This question that lies before us is one that should lie behind us. The word is problematic for me because there's another word that we're missing... ...When you say racist, you are saying that is a negative thing. That is a line that we have crossed. Anything on the side of that line is shameful, is on the wrong side of history. And that is a line that we have crossed in terms of gender but we don't have the word for it... ...I start thinking about the fact that we have this word when we're thinking about race that says we have evolved beyond something and we don't really have this word for gender. Now you could argue sexism, but I'd say that's a little specific. People feel removed from sexism. ‘I'm not a sexist, but I'm not a feminist.' They think there's this fuzzy middle ground. There's no fuzzy middle ground. You either believe that women are people or you don't. It's that simple. ...You don’t have to hate someone to destroy them. You just have to not get it. ...My pitch is this word. ‘Genderist.’ I would like this word to become the new racist. I would like a word that says there was a shameful past before we realized that all people were created equal. And we are past that. And every evolved human being who is intelligent and educated and compassionate and to say I don't believe that is unacceptable. And Katy Perry won't say, "I'm not a feminist but I like strong women," she'll say, "I'm not a genderist but sometimes I like to dress up pretty." And that'll be fine. ...This is how we understand society. The word racism didn't end racism, it contextualized it in a way that we still haven't done with this issue. ...I say with gratitude but enormous sadness, we will never not be fighting. And I say to everybody on the other side of that line who believe that women are to be bought and trafficked or ignored...we will never not be fighting. We will go on, we will always work this issue until it doesn't need to be worked anymore. ...Is this idea of genderist going to do something? I don't know. I don't think that I can change the world. I just want to punch it up a little.

The political merchandisers appeal only to the weak­nesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this pur­pose all the resources of psychology and the social sciences are mobilized and set to work. Carefully se­lected samples of the electorate are given "interviews in depth." These interviews in depth reveal the uncon­scious fears and wishes most prevalent in a given so­ciety at the time of an election. Phrases and images aimed at allaying or, if necessary, enhancing these fears, at satisfying these wishes, at least symbolically, are then chosen by the experts, tried out on readers and audiences, changed or improved in the light of the information thus obtained. After which the political campaign is ready for the mass communicators. All that is now needed is money and a candidate who can be coached to look "sincere." Under the new dispen­sation, political principles and plans for specific action have come to lose most of their importance. The person­ality of the candidate and the way he is projected by the advertising experts are the things that really mat­ter. In one way or another, as vigorous he-man or kindly father, the candidate must be glamorous. He must also be an entertainer who never bores his audience. Inured to television and radio, that audience is accustomed to being distracted and does not like to be asked to con­centrate or make a prolonged intellectual effort. All speeches by the entertainer-candidate must therefore be short and snappy. The great issues of the day must be dealt with in five minutes at the most -- and prefera­bly (since the audience will be eager to pass on to something a little livelier than inflation or the H-bomb) in sixty seconds flat. The nature of oratory is such that there has always been a tendency among politicians and clergymen to over-simplify complex is­sues. From a pulpit or a platform even the most con­scientious of speakers finds it very difficult to tell the whole truth. The methods now being used to merchan­dise the political candidate as though he were a deo­dorant positively guarantee the electorate against ever hearing the truth about anything.

A Checklist is an Externalized, predefined Standard Operating Procedure for completing a specific task. Creating a Checklist is enormously valuable for two reasons. First, Checklisting will help you define a System for a process that hasn’t yet been formalized—once the Checklist has been created, it’s easier to see how to improve or Automate the system. Second, using Checklists as a normal part of working can help ensure that you don’t forget to handle important steps that are easily overlooked when things get busy.

I enjoyed my formal education but I appreciate my acquired specific knowledge alot.

We must not only exist but find and fulfill our specific mission on earth.

when ordinary people are exposed to intensive political education and conversation on specific policy issues, they often change their mind

The law on basic education in Finland specifically states that after school and homework, students should still be allowed time for hobbies and rest.

You ought to recognise your special talent, for your specific purpose.

The Court has a special responsibility to ensure that the Constitution works in practice. While education, including the transmission of our civic values from one generation to the next, must play the major role in maintaining public confidence in the Court's decisions, the Court too must help maintain public acceptance of its own legitimacy. It can do this best by helping ensure that the Constitution remains "workable" in a broad sense of the term. Specifically, it can and should interpret the Constitution in a way that works for the people of today.

When virtually the whole of a society, including supposedly thoughtful, educated, intelligent persons, commits itself to belief in propositions that collapse into absurdity upon the slightest exami­nation, the reason is not hallucination or delusion or even simple hypocrisy; rather, it is ideology. And ideology is impossible for anyone to analyze rationally who remains trapped on its terrain. That is why race still proves so hard for historians to deal with historically, rather than in terms of metaphysics, religion, or socio-(that is, pseudo-) biology. Nothing so well illustrates that impossibility as the convic­tion among otherwise sensible scholars that race "explains" historical phenomena; specifically, that it explains why people of African descent have been set apart for treatment different from that accorded to others. But race is just the name assigned to the phenomenon, which it no more explains than judicial review "explains" why the United States Supreme Court can declare acts of Congress unconstitutional, or than Civil War "explains" why Americans fought each other between 1861 and 1865.

At least part of Pakistan’s quality of education problem stems from its ideological orientation. The goal of education in Pakistan is not to enable critical thinking but to produce skilled professionals capable of applying transferred information instead of being able to think for themselves. To produce soldiers, engineers and doctors indoctrinated with a specifically defined Islamic ideology, the country has ignored liberal arts and social sciences.

His father was a sergeant major, his mother was a Korean woman whose people had been mine slaves in Nippon, and Hiro didn't know whether he was black or Asian or just plain Army, whether he was rich or poor, educated or ignorant, talented or lucky. He didn't even have a part of the country to call home until he moved to California, which is about as specific as saying that you live in the Northern Hemisphere. In the end, it was probably his general disorientation that did them in.

If you design a system to do something specific, don't be surprised if it does it. If you run an education system based on standardization and conformity that suppresses individuality, imagination, and creativity, don't be surprised it that's what it does.

WE MAY FEEL...BUT WE DON'T We may feel the need to change employment, but we don’t. We may feel the need to start a specific project, but we don’t. We may feel the need to pursue higher education, but we don’t We may feel the need to heal a broken relationship, but we don’t. We may feel the need to work to improve our spiritual lives, but we don’t. We may feel the need to take steps toward a healthier physical or emotional life for ourselves and/or our family, but again, we don’t. (This list could likely go on for eternity.) The desire for progression is innate, but the problem we face is that the actual act of progression is also a choice. Without embracing our inherent need for progress, for positive growth and/or change, we’ll still go on living. ...But at what cost?

The bartender is Irish. Jumped a student visa about ten years ago but nothing for him to worry about. The cook, though, is Mexican. Some poor bastard at ten dollars an hour—and probably has to wash the dishes, too. La Migra take notice of his immigration status—they catch sight of his bowl cut on the way home to Queens and he’ll have a problem. He looks different than the Irish and the Canadians—and he’s got Lou Dobbs calling specifically for his head every night on the radio. (You notice, by the way, that you never hear Dobbs wringing his hands over our border to the North. Maybe the “white” in Great White North makes that particular “alien superhighway” more palatable.) The cook at the Irish bar, meanwhile, has the added difficulty of predators waiting by the subway exit for him (and any other Mexican cooks or dishwashers) when he comes home on Friday payday. He’s invariably cashed his check at a check-cashing store; he’s relatively small—and is unlikely to call the cops. The perfect victim. The guy serving my drinks, on the other hand, as most English-speaking illegal aliens, has been smartly gaming the system for years, a time-honored process everybody at the INS is fully familiar with: a couple of continuing education classes now and again (while working off the books) to get those student visas. Extensions. A work visa. A “farm” visa. Weekend across the border and repeat. Articulate, well-connected friends—the type of guys who own, for instance, lots of Irish bars—who can write letters of support lauding your invaluable and “specialized” skills, unavailable from homegrown bartenders. And nobody’s looking anyway. But I digress…

As you read, you should follow this three-part process: jot down specific phrases, sentences, and paragraphs as you come across them; when you’ve finished your reading, go back and write a brief summary about what you’ve learned; and then write your own reactions, questions, and thoughts.

We are committed to involving as many people as possible, as young as possible, as soon as possible. Sometimes too young and too soon! But we intentionally err on the side of too fast rather than too slow. We don’t wait until people feel “prepared” or “fully equipped.” Seriously, when is anyone ever completely prepared for ministry? Ministry makes people’s faith bigger. If you want to increase someone’s confidence in God, put him in a ministry position before he feels fully equipped. The messages your environments communicate have the potential to trump your primary message. If you don’t see a mess, if you aren’t bothered by clutter, you need to make sure there is someone around you who does see it and is bothered by it. An uncomfortable or distracting setting can derail ministry before it begins. The sermon begins in the parking lot. Assign responsibility, not tasks. At the end of the day, it’s application that makes all the difference. Truth isn’t helpful if no one understands or remembers it. If you want a church full of biblically educated believers, just teach what the Bible says. If you want to make a difference in your community and possibly the world, give people handles, next steps, and specific applications. Challenge them to do something. As we’ve all seen, it’s not safe to assume that people automatically know what to do with what they’ve been taught. They need specific direction. This is hard. This requires an extra step in preparation. But this is how you grow people. Your current template is perfectly designed to produce the results you are currently getting. We must remove every possible obstacle from the path of the disinterested, suspicious, here-against-my-will, would-rather-be-somewhere-else, unchurched guests. The parking lot, hallways, auditorium, and stage must be obstacle-free zones. As a preacher, it’s my responsibility to offend people with the gospel. That’s one reason we work so hard not to offend them in the parking lot, the hallway, at check-in, or in the early portions of our service. We want people to come back the following week for another round of offending! Present the gospel in uncompromising terms, preach hard against sin, and tackle the most emotionally charged topics in culture, while providing an environment where unchurched people feel comfortable. The approach a church chooses trumps its purpose every time. Nothing says hypocrite faster than Christians expecting non-Christians to behave like Christians when half the Christians don’t act like it half the time. When you give non-Christians an out, they respond by leaning in. Especially if you invite them rather than expect them. There’s a big difference between being expected to do something and being invited to try something. There is an inexorable link between an organization’s vision and its appetite for improvement. Vision exposes what has yet to be accomplished. In this way, vision has the power to create a healthy sense of organizational discontent. A leader who continually keeps the vision out in front of his or her staff creates a thirst for improvement. Vision-centric churches expect change. Change is a means to an end. Change is critical to making what could and should be a reality. Write your vision in ink; everything else should be penciled in. Plans change. Vision remains the same. It is natural to assume that what worked in the past will always work. But, of course, that way of thinking is lethal. And the longer it goes unchallenged, the more difficult it is to identify and eradicate. Every innovation has an expiration date. The primary reason churches cling to outdated models and programs is that they lack leadership.

A number of ethical, aesthetic, psychiatric or forensic classfications that are produced by the "institutional sciences",not to mention those produced and inculcated by the educational system, are similarly subordinated to social functions, although they derive their specific efficacy from their apparent neutrality. They are produced in accordance with the specific logic, and in the specific language, of relatively autonomous fields, and they combine a real dependence on the classificatory schemes of the dominant habitus (and ultimately on the social structures of which these are the product) with an apparent independence.

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school.

I had seen so many cities leveled, so many people killed, and yet so little really changed. That didn’t mean that some wars weren’t worth fighting. It just meant that the goals needed to be more specific and perhaps less idealistic, grounded in the reality of how parts of the world see us and not just the ideal of how we see ourselves.

When the clowns of British politics - arch-Brexiteer cartoon characters 'Boorish Johnson' and 'JackOff Grease-Smug' advocate ad infinitum that Britain should leave the EU in order to be free to sign her own trade deals; they seem to have overlooked the towering elephant in the room, namely the current occupant of the White House (another clown) - who appears hell-bent on destabilising world trade via crude protectionist policies. Both Tories, despite receiving the best British education money can buy, would do well to revisit their post war history books and be reminded of one of the key objectives of the European Project and in due course the European Union - specifically to promote peace and prosperity amongst previously warring neighbours by forming a unified trading bloc which in time, due to its effective size, also acted as a useful counterweight to US hegemony. Go find another circus for your buffoonery and leave the deadly serious business of politics to principled individuals with the true national interest at heart !

I came to see hunger as being as important a part of a stage as knife skills. Because so much starving on that trip led to such an enormous amount of time fantasizing about food, each craving became fanatically particular. Hunger was not general, ever, for just something, anything, to eat. My hunger grew so specific I could name every corner and fold of it.

There is a deeper point to be made here, however, having to do with the specificity of everything. One of the great failings of our culture is the nearly universal belief that there can be anything universal. We as a culture take the same approach to living in Phoenix as in Seattle as in Miami, to the detriment of all these landscapes. We turn wild trees to standardized two-by-fours. We turn living fish into fish sticks. But every fish is different from every other fish. Every student is different from every other student. Every place is different from every other place. If we are ever to hope to begin to live sustainably in place (which is the only way to live sustainably), we will have to remember specificity is everything.

What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines. But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ... What if education wasn't first and foremost about what we know, but about what we love?

Another "advanced" educational method does not mark examination papers for their accuracy; instead, grades are given indicating that the child has done well in relation to his capacities. That is, the teacher assumes divine omniscience, and pretends to know the child's innate capacities absolutely, by some supernal means, instead of judging the specific result of a specific examination.

MAN: Mr. Chomsky, I’m wondering what specific qualifications you have to be able to speak all around the country about world affairs?   None whatsoever. I mean, the qualifications that I have to speak on world affairs are exactly the same ones Henry Kissinger has, and Walt Rostow has, or anybody in the Political Science Department, professional historians—none, none that you don’t have. The only difference is, I don’t pretend to have qualifications, nor do I pretend that qualifications are needed. I mean, if somebody were to ask me to give a talk on quantum physics, I’d refuse—because I don’t understand enough. But world affairs are trivial: there’s nothing in the social sciences or history or whatever that is beyond the intellectual capacities of an ordinary fifteen-year-old. You have to do a little work, you have to do some reading, you have to be able to think, but there’s nothing deep—if there are any theories around that require some special kind of training to understand, then they’ve been kept a carefully guarded secret. In fact, I think the idea that you’re supposed to have special qualifications to talk about world affairs is just another scam—it’s kind of like Leninism [position that socialist revolution should be led by a “vanguard” party]: it’s just another technique for making the population feel that they don’t know anything, and they’d better just stay out of it and let us smart guys run it. In order to do that, what you pretend is that there’s some esoteric discipline, and you’ve got to have some letters after your name before you can say anything about it. The fact is, that’s a joke.   MAN: But don’t you also use that system too, because of your name-recognition and the fact that you’re a famous linguist? I mean, would I be invited to go somewhere and give talks?   You think I was invited here because people know me as a linguist? Okay, if that was the reason, then it was a bad mistake. But there are plenty of other linguists around, and they aren’t getting invited to places like this—so I don’t really think that can be the reason. I assumed that the reason is that these are topics that I’ve written a lot about, and I’ve spoken a lot about, and I’ve demonstrated a lot about, and I’ve gone to jail about, and so on and so forth—I assumed that’s the reason. If it’s not, well, then it’s a bad mistake. If anybody thinks that you should listen to me because I’m a professor at M.I.T., that’s nonsense. You should decide whether something makes sense by its content, not by the letters after the name of the person who says it. And the idea that you’re supposed to have special qualifications to talk about things that are common sense, that’s just another scam—it’s another way to try to marginalize people, and you shouldn’t fall for it.

It opens the mind toward an understanding of human nature and destiny. It increases wisdom. It is the very essence of that much misinterpreted concept, a liberal education. It is the foremost approach to humanism, the lore of the specifically human concerns that distinguish man from other living beings. . . . Personal culture is more than mere familiarity with the present state of science, technology, and civic affairs. It is more than acquaintance with books and paintings and the experience of travel and of visits to museums. It is the assimilation of the ideas that roused mankind from the inert routine of a merely animal existence to a life of reasoning and speculating. It is the individual’s effort to humanize himself by partaking in the tradition of all the best that earlier generations have bequeathed.

I often encounter great hesitancy about, and impatience with, discussing race when talking about the American past. The obvious difficulty with those kinds of complaints is that people in the past—in the overall American context and in the specific context of Texas—talked a lot about, and did a lot about, race. It isn’t some newly discovered fad topic. Race is right there in the documents—official and personal. It would take a concerted effort not to consider and analyze the subject, and I realize that evasion is exactly what happened in many of the textbooks that Americans used in their school social studies and history classes. This, in part, accounts for the pained accusations about “revisionist” history when historians talk about things that people had never been made aware of in their history educations.

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

(Nicholas)"Am I dead?" An odd question, but then she rememberd her mourning attire. "No sir, you are not." He relaxed a moment, then turned his head slightly as if searching for other passengers. His brows dived in a scowl. Am I married?" She wasn't sure how to answer. His kid gloves hid any evidence of his matrimonial state, but his expression of instantaneous alarm and regret suggested he was referring specifically to her. No sir, we are not.

There are also generational knowledges in play, accessed and skilled within a history of televisual experiments in educational entertainment. For US academics schooled in the fifties, sixties, and seventies some old TV shows haunt this vignette as well. Two are Walter Cronkite’s You Are There (CBS, 1953–57) and Steve Allen’s Meeting of Minds (PBS, 1977–81). During the mid-century decades either or both could be found on the TV screen and in US secondary school classrooms. Even now the thoughtfully presentist You are There reenactments can be viewed on DVDs from Netflix; you can be personally addressed and included as Cronkite interviews Socrates about his choice to poison himself with hemlock rather than submit to exile after ostracism in ancient Athens. Cronkite’s interviews, scripted by blacklisted Hollywood writers, were specifically charged with messages against McCarthy-style witch hunts that were “felt” rather than spoken out.

As Kolenda saw it, none of what he was doing had anything to do with being warmhearted. In his opinion, counterinsurgency was a pretty damned cold-blooded strategy, all about being out there with specific goals—establishing stability and defeating the insurgency—and intelligently using the full range of available leverage, from cash, clean water, and education for local children to bullets, when appropriate, to get the desired results. There was an element of manipulation involved. Sure, he wanted the Afghans to have better lives—how could anyone not, after seeing that kind of impoverishment? But there was also something transactional about American promises of clean water, construction jobs, and a brighter future for Afghan kids. This wasn’t charity; the bottom line was, these offers were made to save American lives and help destroy anyone who hoped to hurt ISAF troops. Kolenda could never understand why some folks viewed the carrots as being somehow inferior to the sticks.

Let us set ourselves free from this worry about time. There's no specific time for anything. It shall manifest on its own, if it is bound to. The only correct timing is the timing of whispers of your heart with the reality that you want to beget, be it, education or marriage or other stuff. Don’t allow that timing to get lost in the social fabric of your existence and limit your expanse. We have always existed in timelessness. Get free from the clutches of Time for it is the cause of anxiety in us.

After all, the media have been and are the major dispenser of the ideals and norms surrounding motherhood: Millions of us have gone to the media for nuts-and-bolts child-rearing advice. Many of us, in fact, preferred media advice to the advice our mothers gave us. We didn't want to be like our mothers and many of us didn't want to raise our kids the way they raised us (although it turns out they did a pretty good job in the end). Thus beginning in the mid-1970s, working mothers became the most important thing you can become in the United States: a market. And they became a market just as niche marketing was exploding--the rise of cable channels, magazines like Working Mother, Family Life, Child, and Twins, all supported by advertisements geared specifically to the new, modern mother. Increased emphasis on child safety, from car seats to bicycle helmets, increased concerns about Johnny not being able to read, the recognition that mothers bought cars, watched the news, and maybe didn't want to tune into one TV show after the next about male detectives with a cockatoo or some other dumbass mascot saving hapless women--all contributed to new shows, ad campaigns, magazines, and TV news stories geared to mothers, especially affluent, upscale ones. Because of this sheer increase in output and target marketing, mothers were bombarded as never before by media constructions of the good mother. The good mother bought all this stuff to stimulate, protect, educate, and indulge her kids. She had to assemble it, install it, use it with her child, and protect her child from some of its features.

[Harriet Tubman] also looked out for other African-Americans in town, opening the first home in the country for elderly and indigent blacks. When Dorothy and Ros were small, the elderly Tubman rode a bicycle up and down South Street, stopping to ask for food donations. If she had specific needs, she sat on the back porch and waited for the lady of the house, with whom she would chat and ask for bedding or clothing for her residents. One of Ros's nieces said, "Mother had coffee with Harriet and would always leave a ham or turkey for her for the holiday.

Below is a short (and non-exhaustive) list of laws, situations, attitudes, and issues that can and do specifically target and negatively affect asexual people, followed by discussion of each: 1.   Consummation laws 2.   Adoption denial 3.   Employment discrimination and housing discrimination 4.   Discrimination by mental health professionals 5.   Lack of marriage equivalent for non-romantic relationships 6.   Religious pressure/discrimination 7.   “Corrective” rape 8.   Lack of representation in media and sex education 9.   Internalized oppression/self-hate

Fixate on whole cultures, not specific pieces of poverty. No specific intervention is going to turn around the life of a child or an adult in any consistent way, but if you can surround a person with a new culture, and different web of relationships, then they will absorb new habits of thought and behavior in ways you will never be able to measure or understand. And if you do surround that person with a new, enriching culture, then you had better keep surrounding them with it, because if they slip back into a different culture, and most of the gains will fade away.

The general consensus of both liberal and conservative scholars is that Luke is very accurate as a historian,” I was told by Dr. John McRay, who earned his doctorate at the University of Chicago and wrote the respected textbook Archaeology and the New Testament. “He’s erudite, he’s eloquent, his Greek approaches classical quality, he writes as an educated man and archaeological discoveries are showing over and over again that Luke is accurate in what he has to say.” In fact, there have been several instances in which scholars initially dismissed Luke as being inaccurate in a specific reference, only to have later discoveries

Many doctors and educators have not yet reached this understanding. They assume that a high level of intelligence confers protection against attention problems, and they do not recognize that a student can be very bright and focus very well for a few specific activities, including standardized tests, and still have significant difficulty in deploying his impressive intelligence for most activities of daily life, including some that the student himself considers quite important. Often these difficulties are taken as problems resulting from boredom or lack of willpower, when they are actually problems with chemical dynamics of the brain.

What I have said about the newspapers and the movies applies equally to the radio, to television, and even to bookselling. Thus we are in an age where the enormous per capita bulk of communication is met by an ever-thinning stream of total bulk of communication. More and more we must accept a standardized inoffensive and insignificant product which, like the white bread of the bakeries, is made rather for its keeping and selling properties than for its food value. This is fundamentally an external handicap of modern communication, but it is paralleled by another which gnaws from within. This is the cancer of creative narrowness and feebleness. In the old days, the young man who wished to enter the creative arts might either have plunged in directly or prepared himself by a general schooling, perhaps irrelevant to the specific tasks he finally undertook, but which was at least a searching discipline of his abilities and taste. Now the channels of apprenticeship are largely silted up. Our elementary and secondary schools are more interested in formal classroom discipline than in the intellectual discipline of learning something thoroughly, and a great deal of the serious preparation for a scientific or a literary course is relegated to some sort of graduate school or other.

So the real question for me as an educator is, if I go out and tell people that I think they are eating too much sugar, if I go out and tell mothers I think they should stop their kids from eating so much sugar because it is bad for them, am I going to get flak from the scientists? Or am I going to be allowed to make that statement without travail, on the grounds that even though we do not have hard evidence to link sugar with a specific disease, we do know that a dietary pattern containing considerably less sugar, in which sugar is replaced by a complex carbohydrate, would be a much healthier diet? JOAN GUSSOW, chairman, Columbia University nutrition department, 1975 I

Goals Must Be Specific and Goals Must Be Measurable Goals cannot be vague. Vague goals are not goals; they are dreams and wishes, and you don’t want to end up being one of those dreamers who do nothing. You can’t simply say I want to lose weight; that is not specific enough. You can’t say you want to be better educated; that is not measurable or specific. “I want to make more money” is a dream and won’t happen, because while “more money” is measurable, it is not specific. So you should set goals by saying things such as: 1. I want to lose thirty pounds. 2. I want a waist that is four inches smaller. 3. I want to make $100,000 per year. 4. I want a college degree in ________.

I have spoken of reinventing marriage, of marriages achieving their rebirth in the middle age of the partners. This phenomenon has been called the 'comedy of remarriage' by Stanley Cavell, whose Pursuits of Happiness, a film book, is perhaps the best marriage manual ever published. One must, however, translate his formulation from the language of Hollywood, in which he developed it, into the language of middle age: less glamour, less supple youth, less fantasyland. Cavell writes specifically of Hollywood movies of the 1930s and 1940s in which couples -- one partner is often the dazzling Cary Grant -- learn to value each other, to educate themselves in equality, to remarry. Cavell recognizes that the actresses in these movie -- often the dazzling Katherine Hepburn -- are what made them possible. If read not as an account of beautiful people in hilarious situations, but as a deeply philosophical discussion of marriage, his book contains what are almost aphorisms of marital achievement. For example: ....'[The romance of remarriage] poses a structure in which we are permanently in doubt who the hero is, that is, whether it is the male or female who is the active partner, which of them is in quest, who is following whom.' Cary grant & Katherine Hepburn "Above all, despite the sexual attractiveness of the actors in the movies he discusses, Cavell knows that sexuality is not the ultimate secret in these marriage: 'in God's intention a meet and happy conversation is the chiefest and noblest end of marriage. Here is the reason that these relationships strike us as having the quality of friendship, a further factor in their exhilaration for us.' "He is wise enough, moreover, to emphasize 'the mystery of marriage by finding that neither law nor sexuality (nor, by implication, progeny) is sufficient to ensure true marriage and suggesting that what provides legitimacy is the mutual willingness for remarriage, for a sort of continuous affirmation. Remarriage, hence marriage, is, whatever else it is, an intellectual undertaking.

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

All of these seemingly benign organizations [American Family Association, Focus on the Family, Family Research Council] had the specific purpose of lobbying government on evangelical concerns about the family, marriage, abortion, and education. They were also important in fostering an evangelical culture that promoted color-blindness and conservatism. The groups were not overtly racist, and all would at times feature African Americans in promotional materials, on radio shows, and as speakers at conferences. Yet the underlying message of these groups was that morality was essential to preserving the nation and that the sexual immorality of America, including race mixing, would be its downfall.

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

In adopting these attitudes and practices, a parent will accomplish a large part of educating a child for responsibility. And yet, example alone is not enough. A sense of responsibility is attained by each child through his or her own efforts and experience. While the parents' example creates the favorable attitude and climate for learning, specific experiences consolidate the learning to make it part of the child's character. Therefore, it is important to give specific responsibilities to children matched to their different levels of maturity. In most homes children present problems, but parents find the solutions. If children are to mature, they must be given the opportunity to solve their own problems.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities.

But when is a rule really just a suggestion? And when do suggestions morph into rules? Every day, physical signs tell all of us what to do, written instructions direct us how to behave, and social guidelines urge us to act within specific parameters. In fact, we also make lots of rules for ourselves, in large part encouraged by others. These rules become woven into our individual fabric as we go through life. We draw imaginary lines around what we think we can do—lines that often limit us much more than the rules imposed by society at large. We define ourselves by our professions, our income, where we live, the car we drive, our education, and even by our horoscope. Each definition locks us into specific assumptions about who we are and what we can do.

Title IX opened a door fifty years ago that can never be closed again, but equality doesn’t end at the equal right to play. True equality in sports, like any other industry, requires rebuilding the systems so there’s an equal chance to thrive. I’m just one person telling a story to bring an embodied experience of the female athlete to life. I can’t create policy or NCAA best practices, or medical guidelines, but I have some ideas of where to start. We need policies like those created around concussions that specifically protect the health of the female body in sport. We need to create a formal certification to work with female athletes that mandates education on female physiology, puberty, breast development, menstrual health, and the female performance wave.

Dryden was a highly prolific literary figure, a professional writer who was at the centre of all the greatest debates of his time: the end of the Commonwealth, the return of the monarch, the political and religious upheavals of the 1680s, and the specifically literary questions of neoclassicism opposed to more modern trends. He was Poet Laureate from 1668, but lost this position in 1688 on the overthrow of James II. Dryden had become Catholic in 1685, and his allegorical poem The Hind and the Panther (1687) discusses the complex issues of religion and politics in an attempt to reconcile bitterly opposed factions. This contains a well-known line which anticipates Wordsworth more than a century later: 'By education most have been misled … / And thus the child imposes on the man'. The poem shows an awareness of change as one grows older, and the impossibility of holding one view for a lifetime: My thoughtless youth was winged with vain desires, My manhood, long misled by wandering fires, Followed false lights… After 1688, Dryden returned to the theatre, which had given him many of his early successes in tragedy, tragi-comedy, and comedy, as well as with adaptations of Shakespeare. ...... Dryden was an innovator, leading the move from heroic couplets to blank verse in drama, and at the centre of the intellectual debates of the Augustan age. He experimented with verse forms throughout his writing life until Fables Ancient and Modern (1700), which brings together critical, translated, and original works, in a fitting conclusion to a varied career.

Imaginary Lives Imaginary Lives is a thought experiment I have adapted from two important career-change thinkers, Julia Cameron and John Williams, which aims to take your ideas a stage closer towards specific job options.55 It’s simple but potentially powerful. • Imagine five parallel universes, in each of which you could have a whole year off to pursue absolutely any career you desired. Now think of five different jobs you might want to try out in each of these universes. Be bold in your thinking, have fun with your ideas and your multiple selves. Your five choices might be food photographer, member of parliament, tai chi instructor, social entrepreneur running a youth education project, and wide-achieving Renaissance generalist. One person I know who did this activity – a documentary film maker who was having doubts about her career – listed massage therapist, sculptor, cellist, screen-play writer, and owner of her own bar on a tiny, old-fashioned Canarian island. Now come back down to earth and look hard at your five choices. Write down what it is about them that attracts you. Then look at them again, and think about this question: • How does each career measure up against the two motivations in the previous activity that you chose to prioritize in the future? If you decided, for instance, that you want a combination of making a difference and high status, check whether your five imaginary careers might provide them. The point is to help you think more deeply about exactly what you are looking for in a career, the kind of experiences that you truly desire.

Fifty years ago, I published a study2 devoted to a specific type of depression I had diagnosed in cases of young patients suffering from what I called “unemployment neurosis.” And I could show that this neurosis really originated in a twofold erroneous identification: being jobless was equated with being useless, and being useless was equated with having a meaningless life. Consequently, whenever I succeeded in persuading the patients to volunteer in youth organizations, adult education, public libraries and the like—in other words, as soon as they could fill their abundant free time with some sort of unpaid but meaningful activity—their depression disappeared although their economic situation had not changed and their hunger was the same. The truth is that man does not live by welfare alone.

Fifty years ago, I published a study devoted to a specific type of depression I had diagnosed in cases of young patients suffering from what I called "unemployment neurosis." And I could show that this neurosis really originated in a twofold erroneous identification: being jobless was equated with being useless, and being useless was equated with having a meaningless life. Consequently, whenever I succeeded in persuading the patients to volunteer in youth organizations, adult education, public libraries and the like - in other words, as soon as they could fill their abundant free time with some sort of unpaid but meaningful activity - their depression disappeared although their economic situation had not changed and their hunger was the same. The truth is that man does not live by welfare alone

The traumas associated with colonization that lasted almost 400 years scarred us all, regardless of our nativity, language, class, or gender. Trauma fragments and fractures the essence of our being and self-knowledge; it disconnects us from each other.” Regardless of your nativity, your memories are colonized. You are born into trauma without an initial understanding of or hermeneutic for your fragmented self and you must work diligently just to explain your own life—to recognize and name your scars, to educate yourself about your specific cultural history and uncover its connections to your subjectivity. The ideologies of your family are colonized, and even your own thoughts and actions are colonized, despite your initial unawareness of the systematic forces at work in the simple procedures of your daily life.

When it comes to assessment, the traditional model of assessment is assessment for learning. What people like to talk about now is that the twenty-first-century model is assessment of learning. But if assessment is merely the way we are able to determine how much learning has occurred, then the ultimate goal is assessment as learning, where assessment occurs in real time and is the process by which people reflect on their own thinking and diagnose how they’ve changed. There are schools that do this. There’s a remarkable school in New Hampshire that, for them, the thing that matters the most is that people who graduate from their school have seventeen specific habits of mind and work—everything from collaboration and leadership to curiosity and wonder. They’ve developed these really thoughtful behavioral rubrics that break down each of those habits by subskills.

In particular, I think of the mass of people who are today unemployed. Fifty years ago, I published a studyfn3 devoted to a specific type of depression I had diagnosed in cases of young patients suffering from what I called “unemployment neurosis.” And I could show that this neurosis really originated in a twofold erroneous identification: being jobless was equated with being useless, and being useless was equated with having a meaningless life. Consequently, whenever I succeeded in persuading the patients to volunteer in youth organizations, adult education, public libraries and the like—in other words, as soon as they could fill their abundant free time with some sort of unpaid but meaningful activity—their depression disappeared although their economic situation had not changed and their hunger was the same. The truth is that man does not live by welfare alone.

The ability to explain graphic design is fundamentally different from the ability to create graphic design, and it relies on different faculties. In the explanation process, the designer must deconstruct his or her work and place it in a logical sequence so one can understand its components and see how they collectively create an entity that has a specific idea, spirit, and look. The act of designing is more ephemeral; it is an intuitive process informed by external forces that direct the intuition. Whereas a solution can be explained, the process that created it can never adequately be understood. That’s why the process is so mistrusted, misunderstood, even resented. It is not scientific or democratic, cannot be learned by following an appropriate course of study, and cannot even be equally understood or appreciated by people of similar intellects and levels of education.

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

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The schoolboy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle. Fortunately for us, whose minds have been so overwhelmingly sophisticated by literature, what produces all these treatises and poems and scriptures of one sort or another is the struggle of Life to become divinely conscious of itself instead of blindly stumbling hither and thither in the line of least resistance. Hence there is a driving towards truth in all books on matters where the writer, though exceptionally gifted is normally constituted, and has no private axe to grind.

Montessori believed that if children were exposed to a safe, experiential learning environment (as opposed to a structured classroom), with access to specific learning materials and supplies, and if they were supervised by a gentle and attentive teacher, they would become self-motivated to learn. She discovered that, in this environment, older children readily worked with younger children, helping them to learn from, and cooperate with, each other. Montessori advocated teaching practical skills, like cooking, carpentry, and domestic arts, as an integrated part of a classical education in literature, science, and math. To her surprise, teenagers seemed to benefit from this approach the most; it built confidence, and the students became less resistant to traditional educational goals. Through this method, each child could reach his or her potential, regardless of age and intellectual ability.

New bureaucracy takes the form not of a specific, delimited function performed by particular workers but invades all areas of work, with the result that – as Kafka prophesied – workers become their own auditors, forced to assess their own performance. Take, for example, the ‘new system’ that OFSTED (Office for Standards in Education) uses to inspect Further Education colleges. Under the old system, a college would have a ‘heavy’ inspection once every four years or so, i.e. one involving many lesson observations and a large number of inspectors present in the college. Under the new, ‘improved’ system, if a college can demonstrate that its internal assessment systems are effective, it will only have to undergo a ‘light’ inspection. But the downside of this ‘light’ inspection is obvious – surveillance and monitoring are outsourced from OFSTED to the college and ultimately to lecturers themselves, and become a permanent feature of the college structure (and of the psychology of individual lecturers). The difference between the old/heavy and new/light inspection system corresponds precisely to Kafka’s distinction between ostensible acquittal and indefinite postponement, outlined above. With ostensible acquittal, you petition the lower court judges until they grant you a non-binding reprieve. You are then free from the court, until the time when your case is re-opened. Indefinite postponement, meanwhile, keeps your case at the lowest level of the court, but at the cost of an anxiety that has never ends. (The changes in OFSTED inspections are mirrored by in the change from the Research Assessment Exercise to the Research Excellence Framework in higher education: periodic assessment will be superseded by a permanent and ubiquitous measurement which cannot help but generate the same perpetual anxiety.)

Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

Hiro would have chalked it all up to class differences, except that her parents lived in a house in Mexicali with a dirt floor, and his father made more money than many college professors. But the class idea still held sway in his mind, because class is more than income -- it has to do with knowing where you stand in a web of social relationships. Juanita and her folks knew where they stood with a certitude that bordered on dementia. Hiro never knew. His father was a sergeant major, his mother was a Korean woman whose people had been mine slaves in Nippon, and Hiro didn't know whether he was black or Asian or just plain Army, whether he was rich or poor, educated or ignorant, talented or lucky. He didn't even have a part of the country to call home until he moved to California, which is about as specific as saying that you live in the Northern Hemisphere. In the end, it was probably his general disorientation that did them in.

They will not ask what brings you alive in this world, but will demand instead that their world lives in you. They will not ask what is the specific good that you must do to live into your full humanity. Instead they will empower you to do only the good that keeps their specific processes alive and well, running seven days a week, twenty-four hours a day. To be sure, the powers behind these processes will work hard to make you happy to do these “good” things. They will reward you financially, or at least promise financial gain. They will create endless amounts of entertainment that will shape your desires in such a way that their values become your ideals. They’ll shape business, politics, education, even the arts and religion, to support these values and they will make you feel “righteous” or “patriotic” for supporting them, too. Then they will own you. Your life will serve the lowest common denominator, whose only “high” comes from drinking the cheap beer of the Adversary.

There is a specific variant of the principle of the guaranteed income which, although not likely to be accepted at present, constitutes an important principle. I am referring to the principle that the minimal requirements for a dignified life are not obtained on a cash basis, but as free commodities and services which do not require payment. We have accepted this principle for elementary schooling, nor does anyone have to pay for the air he or she breathes. One could begin to extend this principle to all higher education, which could be completely free, with a stipend for every student, making it possible for him to enjoy free access to education. We could also extend the principle in another direction, namely, have basic commodities free, beginning perhaps with free bread and free transportation. Eventually it could be extended to all commodities inasmuch as they constitute the minimum material basis for a dignified life. Needless to add, this vision is utopian as far as its realization in the near future is concerned. But it is rational, both economically and psychologically, for a much more advanced state of society.

We are paying for and even submitting to the dictates of an ever-increasing, unceasingly-spawning class of human beings who should never have been born at all.1 —Margaret Sanger, The Pivot of Civilization In 2009, Hillary Clinton came to Houston, Texas, to receive the Margaret Sanger award from Planned Parenthood. Sanger was the founder of Planned Parenthood and the award is its highest prize. In receiving the award, Hillary said of Sanger, “I admire Margaret Sanger enormously, her courage, her tenacity, her vision. I am really in awe of her. There are a lot of lessons we can learn from her life and the cause she launched and fought for and sacrificed so greatly.”2 What was Margaret Sanger’s vision? What was the cause to which she devoted her life? Sanger is known as a champion of birth control, of providing women with the means to avoid unwanted pregnancies. But the real Margaret Sanger was very different from how she’s portrayed in Planned Parenthood brochures. The real Margaret Sanger did not want women in general to limit their pregnancies. She wanted white, wealthy, educated women to have more children, and poor, uneducated, black women to have none. “Unwanted” for Sanger didn’t mean unwanted by the mother—it meant unwanted by Sanger. Sanger’s influence contributed to the infamous Tuskegee experiments in which poor blacks were deliberately injected with syphilis without their knowledge. Today the Tuskegee Project is falsely portrayed as an example of southern backwardness and American bigotry; in fact, it was a progressive scheme carried out with the very eugenic goals that Margaret Sanger herself championed. In 1926, Sanger spoke to a Women’s Chapter of the Ku Klux Klan in New Jersey about her solution for reducing the black birthrate. She also sponsored a Negro Project specifically designed, in her vocabulary, to get rid of “human beings who should never have been born.” In one of her letters Sanger said, “We do not want word to get out that we are trying to exterminate the Negro population.”3 The racists loved it; other KKK speaking invitations followed. Now it may seem odd that a woman with such views would be embraced by Planned Parenthood—even odder that she would be a role model for Hillary Clinton. Why would they celebrate Sanger given her racist philosophy? In

Nature vs. nurture is part of this—and then there is what I think of as anti-nurturing—the ways we in a western/US context are socialized to work against respecting the emergent processes of the world and each other: We learn to disrespect Indigenous and direct ties to land. We learn to be quiet, polite, indirect, and submissive, not to disturb the status quo. We learn facts out of context of application in school. How will this history, science, math show up in our lives, in the work of growing community and home? We learn that tests and deadlines are the reasons to take action. This puts those with good short-term memories and a positive response to pressure in leadership positions, leading to urgency-based thinking, regardless of the circumstance. We learn to compete with each other in a scarcity-based economy that denies and destroys the abundant world we actually live in. We learn to deny our longings and our skills, and to do work that occupies our hours without inspiring our greatness. We learn to manipulate each other and sell things to each other, rather than learning to collaborate and evolve together. We learn that the natural world is to be manicured, controlled, or pillaged to support our consumerist lives. Even the natural lives of our bodies get medicated, pathologized, shaved or improved upon with cosmetic adjustments. We learn that factors beyond our control determine the quality of our lives—something as random as which skin, gender, sexuality, ability, nation, or belief system we are born into sets a path for survival and quality of life. In the United States specifically, though I see this most places I travel, we learn that we only have value if we can produce—only then do we earn food, home, health care, education. Similarly, we learn our organizations are only as successful as our fundraising results, whether the community impact is powerful or not. We learn as children to swallow our tears and any other inconvenient emotions, and as adults that translates into working through red flags, value differences, pain, and exhaustion. We learn to bond through gossip, venting, and destroying, rather than cultivating solutions together. Perhaps the most egregious thing we are taught is that we should just be really good at what’s already possible, to leave the impossible alone.

Cooking’s a more popular hobby than fencing.” “They don’t have a Great British Fence-Off,” muttered Dante. There was a thoughtful pause. “Oh, that sounds like such a good show,” Nicholas murmured. “I like your idea for a television show as well,” Seiji told Dante. “Why do you picture it being British specifically?” Dante’s mouth opened and closed. No sound came out. “Could be because of the European history of dueling?” Nicholas suggested, and looked to Seiji. “Like in the book you let me borrow. Did you know that if you killed someone in a duel back in the old days, you could run away to France, because in France, dueling was still a totally cool and legal way to kill someone you had beef with?” Seiji nodded, pointing at Nicholas for emphasis. “I did know that, but clearly not everybody does. You’re right; the show would be educational for many people. Perhaps they could hold fencing displays in old manor houses and castles and châteaux? And, of course, in colleges such as Cambridge, Oxford, and Trinity, where the legacy of fencing students is so illustrious.” Breakfast conversation was so awesome now that Seiji had joined them! Nicholas bet nobody else had as much fun as they did. Dante had clearly given up on talking and was giving Bobby a silent, pleading look. Nicholas guessed Dante was shy. Seiji was pretty famous, so maybe Dante was overwhelmed.

Pull approaches differ significantly from push approaches in terms of how they organize and manage resources. Push approaches are typified by "programs" - tightly scripted specifications of activities designed to be invoked by known parties in pre-determined contexts. Of course, we don't mean that all push approaches are software programs - we are using this as a broader metaphor to describe one way of organizing activities and resources. Think of thick process manuals in most enterprises or standardized curricula in most primary and secondary educational institutions, not to mention the programming of network television, and you will see that institutions heavily rely on programs of many types to deliver resources in pre-determined contexts. Pull approaches, in contrast, tend to be implemented on "platforms" designed to flexibly accommodate diverse providers and consumers of resources. These platforms are much more open-ended and designed to evolve based on the learning and changing needs of the participants. Once again, we do not mean to use platforms in the literal sense of a tangible foundation, but in a broader, metaphorical sense to describe frameworks for orchestrating a set of resources that can be configured quickly and easily to serve a broad range of needs. Think of Expedia's travel service or the emergency ward of a hospital and you will see the contrast with the hard-wired push programs.

(i) Social benefits. When we first started writing about higher education, we had a good deal of sympathy for the first justification. We no longer do. In the interim we have tried to induce the people who make this argument to be specific about the alleged social benefits. The answer is almost always simply bad economics. We are told that the nation benefits by having more highly skilled and trained people, that investment in providing such skills is essential for economic growth, that more trained people raise the productivity of the rest of us. These statements are correct. But none is a valid reason for subsidizing higher education. Each statement would be equally correct if made about physical capital (i.e., machines, factory buildings, etc.), yet hardly anyone would conclude that tax money should be used to subsidize the capital investment of General Motors or General Electric. If higher education improves the economic productivity of individuals, they can capture that improvement through higher earnings, so they have a private incentive to get the training. Adam Smith's invisible hand makes their private interest serve the social interest. It is against the social interest to change their private interest by subsidizing schooling. The extra students—those who will only go to college if it is subsidized—are precisely the ones who judge that the benefits they receive are less than the costs. Otherwise they would be willing to pay the costs themselves.

The future of democracy in developed countries will depend on their ability to deal with the problem of a disappearing middle class. In the wake of the financial crisis there has been a rise of new populist groups from the Tea Party in the United States to various anti-EU, anti-immigrant parties in Europe. What unites all of them is the belief that elites in their countries have betrayed them. And in many ways they are correct: the elites who set the intellectual and cultural climate in the developed world have been largely buffered from the effects of middle-class decline. There has been a vacuum in new approaches to the problem, approaches that don’t involve simply returning to the welfare state solutions of the past. The proper approach to the problem of middle-class decline is not necessarily the present German system or any other specific set of measures. The only real long-term solution would be an educational system that succeeded in pushing the vast majority of citizens into higher levels of education and skills. The ability to help citizens flexibly adjust to the changing conditions of work requires state and private institutions that are similarly flexible. Yet one of the characteristics of modern developed democracies is that they have accumulated many rigidities over time that make institutional adaptation increasingly difficult. In fact, all political systems—past and present—are liable to decay. The fact that a system once was a successful and stable liberal democracy does not mean that it will

[[ ]] K-tactics. The bacterial or xenogenetic diagram is not restricted to the microbial scale. Macrobacterial assemblages collapse generational hierarchies of reproductive wisdom into lateral networks of replicator experimentation. There is no true biological primitiveness – all extant bio-systems being equally evolved – so there is no true ignorance. It is only the accumulative-gerontocratic model of learning that depicts synchronic connectivity deficiency as diachronic underdevelopment. Foucault delineates the contours of power as a strategy without a subject: ROM locking learning in a box. Its enemy is a tactics without a strategy, replacing the politico-territorial imagery of conquest and resistance with nomad-micromilitary sabotage and evasion, reinforcing intelligence. All political institutions are cyberian military targets. Take universities, for instance. Learning surrenders control to the future, threatening established power. It is vigorously suppressed by all political structures, which replace it with a docilizing and conformist education, reproducing privilege as wisdom. Schools are social devices whose specific function is to incapacitate learning, and universities are employed to legitimate schooling through perpetual reconstitution of global social memory. The meltdown of metropolitan education systems in the near future is accompanied by a quasi-punctual bottom-up takeover of academic institutions, precipitating their mutation into amnesiac cataspace-exploration zones and bases manufacturing cyberian soft-weaponry. To be continued.

The spectrum of hatred against “irregardless” might be unmatched. Everyone claims to hate the word “moist,” but the dislike is general and jokey: ew, gross, “moist,” bleh. People’s hatred of “irregardless” is specific and vehemently serious: it cannot mean “without regard to” but must mean “with regard to,” so it’s nonsensical and shouldn’t exist; it’s a double negative and therefore not allowable by anyone with sense and judgment; it’s a redundant blend of “irrespective” and “regardless,” and we don’t need it; it is illogical and therefore not a word; it is a hallmark of uneducated speech and shouldn’t be entered into the dictionary. All of these complaints point in one direction: “irregardless” is evidence that English is going to hell, and you, Merriam-Webster, are skipping down the easy path, merrily swinging the handbasket. The truth is I felt for the complainant. “Irregardless” was just wrong, I thought—I knew this deep down at a molecular level, and no dictionary entry was going to convince me otherwise. But sharing my personal linguistic beef with the world was not part of the job, so I buttoned my yap and answered the correspondence. Yes, it’s entered, I said, but please note that it’s marked “nonstandard” (which is a fancy way of saying it’s not accepted by most educated speakers of English) and we have a very long usage paragraph after the one-word definition that explains you should use “regardless” instead. We are duty-bound to record the language as it is used, I concluded, gritting my teeth and mentally sprinkling scare quotes throughout the entire sentence.

In June 1981, a strike shuttered the major leagues for fifty days, the first time in baseball history that players walked out during the season. Determined to make his people earn their keep, George Steinbrenner ordered his major-league coaches into the minors to scout and help mentor the organization’s prospects. Berra drew Nashville, where Merrill was the manager. Merrill was a former minor-league catcher with a degree in physical education from the University of Maine. He began working for the Yankees in 1978 at West Haven, Connecticut, in the Eastern League and moved south when the Yankees took control of the Southern League’s Nashville team in 1980. Suddenly, in mid-1981, the former catcher who had never made it out of Double-A ball had the most famous and decorated Yankees backstop asking him, “What do you want me to do?” Wait a minute, Merrill thought. Yogi Berra is asking me to supervise him? “Do whatever you want,” Merrill said. “No,” Berra said. “Give me something specific.” And that was when Merrill began to understand the existential splendor of Yogi Berra, whom he would come to call Lawrence or Sir Lawrence in comic tribute to his utter lack of pretense and sense of importance. “He rode buses with us all night,” Merrill said. “You think he had to do that? He was incredible.” One day Merrill told him, “Why don’t you hit some rollers to that lefty kid over there at first base?” Berra did as he was told and later remarked to Merrill, “That kid looks pretty good with the glove.” Berra knew a prospect when he saw one. It was Don Mattingly, who at the time was considered expendable by a chronically shortsighted organization always on the prowl for immediate assistance at the major-league level.

A just society would be one in which liberty for one person is constrained only by the demands created by equal liberty for another. Such a society requires as a precondition an agreement excluding tools that by their very nature prevent such liberty. This is true for tools that are fundamentally purely social arrangements, such as the school system, as well as for tools that are physical machines. In a convivial society compulsory and open-ended schooling would have to be excluded for the sake of justice. Age-specific, compulsory competition on an unending ladder for lifelong privileges cannot increase equality but must favor those who start earlier, or who are healthier, or who are better equipped outside the classroom. Inevitably, it organizes society into many layers of failure, with each layer inhabited by dropouts schooled to believe that those who have consumed more education deserve more privilege because they are more valuable assets to society as a whole. A society constructed so that education by means of schools is a necessity for its functioning cannot be a just society. Power tools having certain Tools for Conviviality Page 18 Document developed using Purplestructural characteristics are inevitably manipulative and must also be eliminated for the sake of justice. In a modern society, energy inputs represent one of the major new liberties. Each man's ability to produce change depends on his ability to control low-entropy energy. On this control of energy depends his right to give his meaning to the physical environment. His ability to act toward the future lie chooses depends on his control of the energy that gives shape to that future. Equal freedom in a society that uses large amounts of environmental energy means equal control over the transformation of that energy and not just an equal claim to what has been done with it. 5

The steel faithfully taught me the correspondence between the spirit and the body: thus feeble emotions, it seemed to me, corresponded to flaccid muscles, sentimentality to a sagging stomach, and overimpressionability to an oversensitive, white skin. Bulging muscles, a taut stomach, and a tough skin, I reasoned, would correspond respectively to an intrepid fighting spirit, the power of dispassionate intellectual judgement, and a robust disposition. I hasten to point out here that I do not believe ordinary people to be like this. Even my own scanty experience is enough to furnish me with innumerable examples of timid minds encased within bulging muscles. Yet, as I have already pointed out, words for me came before the flesh, so that intrepidity, dispassionateness, robustness, and all those emblems of moral character summed up by words, needed to manifest themselves in outward, bodily tokens. For that reason, I told myself, I ought to endow myself with the physical characteristics in question as a kind of educative process. Beyond the educative process there also lurked another, romantic design. The romantic impulse that had formed an undercurrent in me from boyhood on, and that made sense only as the destruction of classical perfection, lay waiting within me. Like a theme in an operatic overture that is later destined to occur throughout the whole work, it laid down a definitive pattern for me before I had achieved anything in practice. Specifically, I cherished a romantic impulse towards death, yet at the same time I required a strictly classical body as its vehicle; a peculiar sense of destiny made me believe that the reason why my romantic impulse towards death remained unfulfilled in reality was the immensely simple fact that I lacked the necessary physical qualifications. A powerful, tragic frame and sculpturesque muscles were indispensable in a romantically noble death.

During the second half of the sixties, the center of the crisis shifted to the sprawling ghettos of the North. Here black experience was radically different from that in the South. The stability of institutional relationships was largely absent in Northern ghettos, especially among the poor. Over twenty years ago, the black sociologist E. Franklin Frazier was able to see the brutalizing effect of urbanization upon lower class blacks : ". . . The bonds of sympathy and community of interests that held their parents together in the rural environment have been unable to withstand the disintegrating forces in the city." Southern blacks migrated North in search of work, seeking to become transformed from a peasantry into a working class. But instead of jobs they found only misery, and far from becoming a proletariat, they came to constitute a lumpenproletariat, an underclass of rejected people. Frazier's prophetic words resound today with terrifying precision: ". . . As long as the bankrupt system of Southern agriculture exists, Negro families will continue to seek a living in the towns and cities of the country. They will crowd the slum areas of Southern cities or make their way to Northern cities, where their family life will become disrupted and their poverty will force them to depend upon charity." Out of such conditions, social protest was to emerge in a form peculiar to the ghetto, a form which could never have taken root in the South except in such large cities as Atlanta or Houston. The evils in the North are not easy to understand and fight against, or at least not as easy as Jim Crow, and this has given the protest from the ghetto a special edge of frustration. There are few specific injustices, such as a segregated lunch counter, that offer both a clear object of protest and a good chance of victory. Indeed, the problem in the North is not one of social injustice so much as the results of institutional pathology. Each of the various institutions touching the lives of urban blacks—those relating to education, health, employment, housing, and crime—is in need of drastic reform. One might say that the Northern race problem has in good part become simply the problem of the American city—which is gradually becoming a reservation for the unwanted, most of whom are black.

The Personal Job Advertisement These two activities are likely to have encouraged some clearer ideas about genuine career possibilities, but you should not assume that you are necessarily the best judge of what might offer you fulfilment. Writing a Personal Job Advertisement allows you to seek the advice of other people. The concept behind this task is the opposite of a standard career search: imagine that newspapers didn’t advertise jobs, but rather advertised people who were looking for jobs. You do it in two steps. First, write a half-page job advertisement that tells the world who you are and what you care about in life. Put down your talents (e.g. you speak Mongolian, can play the bass guitar), your passions (e.g. ikebana, scuba diving), and the core values and causes you believe in (e.g. wildlife preservation, women’s rights). Include your personal qualities (e.g. you are quick-witted, impatient, lacking self-confidence). And record anything else that is important to you – a minimum salary or that you want to work abroad. Make sure you don’t include any particular job you are keen on, or your educational qualifications or career background. Keep it at the level of underlying motivations and interests. Here comes the intriguing part. Make a list of ten people you know from different walks of life and who have a range of careers – maybe a policeman uncle or a cartoonist friend – and email them your Personal Job Advertisement, asking them to recommend two or three careers that might fit with what you have written. Tell them to be specific – for example, not replying ‘you should work with children’ but ‘you should do charity work with street kids in Rio de Janeiro’. You will probably end up with an eclectic list of careers, many of which you would never have thought of yourself. The purpose is not only to give you surprising ideas for future careers, but also to help you see your many possible selves. After doing these three activities, and having explored the various dimensions of meaning, you should feel more confident about making a list of potential careers that offer the promise of meaningful work. What should you do next? Certainly not begin sending out your CV. Rather, as the following chapter explains, the key to finding a fulfilling career is to experiment with these possibilities in that rather frightening place called the real world. It’s time to take a ‘radical sabbatical’.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities

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

In the contemporary world there are two classes of bad plans-the plans invented and put into practice by men who do not accept our ideal postulates, and the plans invented and put into practice by the men who accept them, but imagine that the ends proposed by the prophets can be achieved by wicked or unsuitable means. Hell is paved with good intentions, and it is probable that plans made by well-meaning people of the second class may have results no less disastrous than plans made by evil-intentioned people of the first class. Which only shows, yet once more, how right the Buddha was in classing unawareness and stupidity among the deadly sins. Let us consider a few examples of bad plans belonging to these two classes. In the first class we must place all Fascist and all specifically militaristic plans. Fascism, in the words of Mussolini, believes that "war alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have the courage to meet it." Again, "a doctrine which is founded upon the harmful postulate of peace is hostile to Fascism." The Fascist, then, is one who believes that the bombardment of open towns with fire, poison and explosives (in other words, modern war) is intrinsically good. He is one who rejects the teaching of the prophets and believes that the best society is a national society living in a state of chronic hostility towards other national societies and preoccupied with ideas of rapine and slaughter. He is one who despises the non-attached individual and holds up for admiration the person who, in obedience to the boss who happens at the moment to have grabbed political power, systematically cultivates all the passions (pride, anger, envy, hatred) which the philosophers and the founders of religions have unanimously condemned as the most maleficent, the least worthy of human beings. All fascist planning has one ultimate aim: to make the national society more efficient as a war machine. Industry, commerce and finance are controlled for this purpose. The manufacture of substitutes is encouraged in order that the country may be self-sufficient in time of war. Tariffs and quotas are imposed, export bounties distributed, exchanges depreciated for the sake of gaining a momentary advantage or inflicting loss upon some rival. Foreign policy is conducted on avowedly Machiavellian principles; solemn engagements are entered into with the knowledge that they will be broken the moment it seems advantageous to do so; international law is invoked when it happens to be convenient, repudiated when it imposes the least restraint on the nation's imperialistic designs. Meanwhile the dictator's subjects are systematically educated to be good citizens of the Fascist state. Children are subjected to authoritarian discipline that they may grow up to be simultaneously obedient to superiors and brutal to those below them. On leaving the kindergarten, they begin that military training which culminates in the years of conscription and continues until the individual is too decrepit to be an efficient soldier. In school they are taught extravagant lies about the achievements of their ancestors, while the truth about other peoples is either distorted or completely suppressed. the press is controlled, so that adults may learn only what it suits the dictator that they should learn. Any one expressing un-orthodox opinions is ruthlessly persecuted. Elaborate systems of police espionage are organized to investigate the private life and opinions of even the humblest individual. Delation is encouraged, tale-telling rewarded. Terrorism is legalized. Justice is administered in secret; the procedure is unfair, the penalties barbarously cruel. Brutality and torture are regularly employed.