Student Activism Quotes

The student is to read history actively not passively.

I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created.

In our studies we keep seeing how difficult it is for traumatized people to feel completely relaxed and physically safe in their bodies. We measure our subjects’ HRV by placing tiny monitors on their arms during shavasana, the pose at the end of most classes during which practitioners lie face up, palms up, arms and legs relaxed. Instead of relaxation we picked up too much muscle activity to get a clear signal. Rather than going into a state of quiet repose, our students’ muscles often continue to prepare them to fight unseen enemies. A major challenge in recovering from trauma remains being able to achieve a state of total relaxation and safe surrender.

I remembered what Morrie said during our visit: “The culture we have does not make people feel good about themselves. And you have to be strong enough to say if the culture doesn’t work, don’t buy it.” "Morrie true to these words, had developed his own culture – long before he got sick. Discussion groups, walks with friends, dancing to his music in the Harvard Square church. He started a project called Greenhouse, where poor people could receive mental health services. He read books to find new ideas for his classes, visited with colleagues, kept up with old students, wrote letters to distant friends. He took more time eating and looking at nature and wasted not time in front of TV sitcoms or “Movies of the Week.” He had created a cocoon of human activities– conversations, interaction, affection–and it filled his life like an overflowing soup bowl.

critical pedagogy becomes a project that stresses the need for teachers and students to actively transform knowledge rather than simply consume it.

In Japan, a number of time-honored everyday activities (such as making tea, arranging flowers, and writing) have traditionally been deeply examined by their proponents. Students study how to make tea, perform martial arts, or write with a brush in the most skillful way possible to express themselves with maximum efficiency and minimum strain. Through this efficient, adroit, and creative performance, they arrive at art. But if they continue to delve even more deeply into their art, they discover principles that are truly universal, principles relating to life itself. Then, the art of brush writing becomes shodo—the “Way of the brush”—while the art of arranging flowers is elevated to the status of kado—the “Way of flowers.” Through these Ways or Do forms, the Japanese have sought to realize the Way of living itself. They have approached the universal through the particular.

Indefinite attitudes to the future explain what’s most dysfunctional in our world today. Process trumps substance: when people lack concrete plans to carry out, they use formal rules to assemble a portfolio of various options. This describes Americans today. In middle school, we’re encouraged to start hoarding “extracurricular activities.” In high school, ambitious students compete even harder to appear omnicompetent. By the time a student gets to college, he’s spent a decade curating a bewilderingly diverse résumé to prepare for a completely unknowable future. Come what may, he’s ready—for nothing in particular.

Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.

As I see it, the aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.

Students who excel in active listening also contribute much to the formation of community. This is also true of students who may not speak often but when they speak (sometimes only when reading required writing) the significance of what they have to say far exceeds those of other students who may always openly discuss ideas. And of course there are times when an active silence, one that includes pausing to think before one speaks, adds much to classroom dynamics.

All the people I ever admired and respected led balanced lives—studying hard, partying hard, as well as being involved in activities and getting a decent amount of sleep each night. I really think this is the only logically defensible way of doing things.” Chris, a straight-A college student

Even the most motivated and intelligent student will advance more quickly under the tutelage of someone who knows the best order in which to learn things, who understands and can demonstrate the proper way to perform various skills, who can provide useful feedback, and who can devise practice activities designed to overcome particular weaknesses.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

The third leg of critical pedagogy's three-legged stool involves something called "affective learning." How students feel in class shapes so much of how they receive content as well as their ability to develop critical thinking. Emotions matter for students and teachers alike. Social inequalities become important here via all the classroom practices that create privilege and penalty in the classroom, with all the feelings of empowerment and hurt that go with them. When we set up our classes such that some people dominate classroom discussions and others never say anything, we are actually teaching inequality and the emotions that it engenders. Social hierarchy is quite crucial to how students feel about learning, regardless of content and critical thinking.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

You can’t just do whatever you feel like.” “You can’t just do anything you want.” “You have to learn self-restraint.” “You’re only interested in gratifying your desires.” “You don’t care about anything but your own pleasure.” Can you hear the judgmentality in these admonitions? Can you see how they reproduce the mentality of domination that runs our civilization? Goodness comes through conquest. Health comes through conquering bacteria. Agriculture is improved by eliminating pests. Society is made safe by winning the war on crime. On my walk today, students accosted me, asking if I wanted to join the “fight” against pediatric cancer. There are so many fights, crusades, campaigns, so many calls to overcome the enemy by force. No wonder we apply the same strategy to ourselves. Thus it is that the inner devastation of the Western psyche matches exactly the outer devastation it has wreaked upon the planet. Wouldn’t you like to be part of a different kind of revolution?

In testing, being required to supply an answer rather than select from multiple choice options often provides stronger learning benefits. Having to write a short essay makes them stronger still. Overcoming these mild difficulties is a form of active learning, where students engage in higher-order thinking tasks rather than passively receiving knowledge conferred by others.

Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity-- to pose their own problems, to make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs-- you deny them mathematics itself.

The main student body had been told to report at a quarter to eight, so the early birds consisted of the active mentors and a few Avoxes tidying the hall.

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. “The Japanese want their kids to struggle,” said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. “Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding.

My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple.

How to study wisely: (1) don't skip classes; (2) study early in the day; (3) study in isolation; (4) keep your energy levels high; (5) actively recall the material and quiz yourself until you're completely satisfied.

Franz shook his head. "When a society is rich, its people don't need to work with their hands;they can devote themselves to activities of the spirit. We have more and more universities and more and more students. If students are going to earn degrees, they've got to come up with dissertation topics. And since dissertations can be written about everything under the sun, the number of topics is infinite. Sheets of paper covered with words pile up in archives sadder than cemeteries, because no one ever visits them, not even on All Souls' Day. Culture is perishing in overproduction, in an avalanche of words, in the madness of quantity. That's why one banned book in your former country means infinitely more than the billions of words spewed out by our universities.

The key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

Politics of Friendship is, in other words, only a book between covers. For the real text, you must enter the classroom, put yourself to school, as a preview of the formation of collectivities. A single “teacher's” “students,” flung out into the world and time, is, incidentally, a real-world example of the precarious continuity of a Marxism “to come,” aligned with grassroots counterglobalizing activism in the global South today, with little resemblance to those varieties of “Little Britain” leftism that can take on board the binary opposition of identity politics and humanism, shifting gears as the occasion requires.

This was in [Orwell's] 1946 'Politics and the English Language,' an essay that despite its date (and its title's basic redundancy) remains the definitive SNOOT statement on Academese. Orwell's famous AE translation of the gorgeous 'I saw under the sun that the race is not to the swift' in Ecclesiastes as 'Objective consideration of contemporary phenomena compels the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with innate capacity, but that a considerable element of the unpredictable must invariably be taken into account' should be tattooed on the left wrist of every grad student in the anglophone world.

Solitude takes time, and caregivers to children have no time. Our children demand attention and need care. They ask questions and parents must answer. The number of decisions that go into a week of parenting astonishes me. Women have known for centuries what I have just discovered: going to work every day is far easier than staying home raising children...thoughtful parenting requires time to think, and parents of young children do not have time to think...One middle-aged female writing student spoke to me of feeling she lacked the freedom to "play hooky in nature"; it is an act of leisure men indulge in while women stay at home, keeping domestic life in order. Men often can justify poking around in the woods as a part of their profession, or as part of an acceptably manly activity like hunting or fishing. Women, for generations circumscribed by conventional values, must purposefully create opportunities for solitude, for exploration of nature or ideas, for writing.

only a few handfuls of students now enter Yale with an authentic passion for reading. You cannot teach someone to love great poetry if they come to you without such love. How can you teach solitude? Real reading is a lonely activity and does not teach anyone to become a better citizen.

The very definition of what it means to be alone has changed. To be physically alone is still relatively easy, but many of us struggle daily to turn off e-mail, computers, or cell phones... Our students...find requests not to text during these activities strange, annoying, and downright silly.

The single problem plaguing all students in all schools everywhere is the crisis of disconnection. Meaningful Student Involvement happens when the roles of students are actively re-aligned from being the passive recipients of schools to becoming active partners throughout the educational process.

What would happen if some invisible gas leak in the school cafeteria caused diminished brain activity in students? Can we safely assume district officials would evacuate the school until further notice? That parents would be up in arms? That media and lawyers would descend in droves to collect statements from the innocent victims? Can we assume that the community would not gather together en masse on Friday nights to eat hot dogs and watch the gas leak?

Now, preschools are having Active Shooter Drills. Now, more high schools are installing metal detectors. Now, we’re talking about giving guns to the teachers so they can protect the students, but that’s like burning all the trees in the spring so the forest fire won’t take them in the summer. America, this is climate change.

You became conscious of precisely what you unconsciously intended to say only when you said it. You modify your speech depending on wether you are talking to child, a colleague, a student, or a dean. Not consiously, most probably. Paradoxically, speech is usually considered the case of conscious behavior - behavior for which we hold people responsoble. Certainly, it require consciousness: you cannot have a conversation while in deep sleep or in coma. Nevertheless, the activities that organize your speech output are not conscious activities. Speaking is a highly skilled business, relyling on uncounscious knowledge of precisely what to say and how.

I was no longer capable of either enthusiasm or fear. Once an ecstatic idealist […], I had now passed - like the rest of my contemporaries who had survived thus far - into a permanent state of numb disillusion. Whatever part of my brief adulthood I chose to look back upon — the restless pre-War months at home, the naïve activities of a college student, the tutelage to horror and death as a V.A.D. nurse, the ever-deepening night of fear and suspense and agony in a provincial town, in a university city, in London, in the Mediterranean, in France — it all seemed to have meant one thing, and one thing only, ‘a striving, and a striving, and an ending in nothing.’ Now there were no more disasters to dread and no friends left to wait for; with the ending of apprehension had come a deep, nullifying blankness, a sense of walking in a thick mist which hid all sights and muffled all sounds. I had no further experience to gain from the War; nothing remained except to endure it.

The information and knowledge enters in your mind and grows on your head like a horn. You can use that horn to fight, argue, impress and compete with others. The spiritual knowledge is supposed to activate your Inner roots but your mind starts growing this too as a horn. That is why a student can never progress on spiritual path, only a disciple can.

When students learn to wrestle with questions about purpose, audience, and genre, they develop a conceptual view of writing that has lifelong usefulness in any communicative context.

I withdrew from active work among deficients, and began a more thorough study of the works of Itard and Séguin. I felt the need of meditation. I did a thing which I had not done before, and which perhaps few students have been willing to do,—I translated into Italian and copied out with my own hand, the writings of these men, from beginning to end, making for myself books as the old Benedictines used to do before the diffusion of printing.

I will be responsible for educating at least five students for three years. I will activate at least one water pond in my neighbourhood or nearest village. I will remove all enmity within my family and withdraw any court cases. I will plant five fruit bearing trees. I will not gamble and succumb to any addiction. I will treat male and female children in my family equally in education. I will lead from now onwards a righteous life free from corruption.

Ignore this advice and some people will discard your work as amateurish. You’ll never know because they won’t tell you; they’re too busy editing books, or teaching their creative writing students or reading better quality books.

And we're not just talking high school students; this practice of hovering often begins before they've learned how to write. Kids used to grow up in a neighborhood-- on the block or in the parks, playing games with other kids. These games had rules, but the kids themselves determined them, flexing their imaginations. Social scientists called these activities -- capture the flag, bike races, pickup baseball games -- "free play, " and it's been steadily decreasing since the 1950s. Scientists have also noted a correlation between the decreasing amount of childhood free play—any play not directed by adults—and the increasing rates of anxiety and depression among kids. As free play decreases, anxiety increases.

As the American Library Association presciently concluded in their 1989 report Presidential Committee on Information Literacy, students must be taught to play an active role in knowing, identifying, finding, evaluating, organizing, and using information.

The complex tactile movement of writing by hand stimulates our mind more effectively than typing. It activates multiple regions of the brain simultaneously, thereby imprinting what we learn on a deeper level. As a result, we retain information longer than we would by tapping it into an app.18 In one study, college students who were asked to take lecture notes by hand tested better on average than those who had typed out their notes. They were also able to better retain this information long after the exam.

Using your wealth to purchase other people’s loyalty is a game as old as humanity itself. Rich men use their wealth to attract women, unscrupulous employers use material incentives and disincentives to manipulate their workers, and wealthy countries like the USA use their national wealth to keep their citizens loyal to the cause of aggressive and genocidal Imperialism. But historical longevity and common practice don’t make the manipulation or exploitation morally or ethically right. Organized religions are inherently POLITICAL organizations. There is a fundamental difference between the financial enterprise and political machinations of an organized religion versus a mass of independent unaffiliated believers, philosophers, and mystics who do not support any organized religion. Christianity and Islam are known as proselytizing religions because they make an organized and systemic effort to gain converts, and they often provide services, products, or employment to attract converts. Judaism, Hinduism, and Buddhism show far less zeal about gaining converts, which is why you almost never hear about Jewish, Hindu, or Buddhist missionaries. Modern medical and nursing schools usually teach their students the moral principle that the provision of medical services should never be used as a means to proselytize or promote a religion, but that does not deter many Christian health care providers from doing exactly that. Most of the medical and charitable organizations based in Christian countries are fronts for Christian proselytizing activities.

On September 11, 1973, General Augusto Pinochet led a successful coup that overthrew the elected socialist government of President Salvador Allende in Chile. Ruling in the name of economic liberty, the Pinochet junta became one of the most notorious authoritarian regimes in recent history. With mass killings, widespread torture, and systematic intimidation, Pinochet’s forces crushed the trade union movement, vanquished the rural farmers seeking land reform, stifled student activism, and imposed radical and unpopular changes in schooling, health care, social security, and more. As Orlando Letelier, the soon-to-be-assassinated Chilean ambassador to the United States, explained in The Nation, the economic program and the repression were inseparable: social and political “regression for the majorities and ‘economic freedom’ for small privileged groups” went together.1 The military coup obliterated the citizen-led organizing that had made Chile a beacon to the rest of Latin America of what might be achieved by democratic, electoral means.2

As students cross the threshold from outside to insider, they also cross the threshold from superficial learning motivated by grades to deep learning motivated by engagement with questions. Their transformation entails an awakening--even, perhaps, a falling in love.

Reading is like skiing. When done well, when done by an expert, both reading and skiing are graceful, harmonious, activities. When done by a beginner, both are awkward, frustrating, and slow. Learning to ski is one of the most humiliating experiences an adult can undergo (that is one reason to start young). After all, an adult has been walking for a long time; he knows where his feet are; he knows how to put one foot in front of the other in order to get somewhere. But as soon as he puts skis on his feet, it is as though he had to learn to walk all over again. He slips and slides, falls down, has trouble getting up, gets his skis crossed, tumbles again, and generally looks- and feels- like a fool. Even the best instructor seems at first to be of no help. The ease with which the instructor performs actions that he says are simple but that the student secretly believes are impossible is almost insulting. How can you remember everything the instructors says you have to remember? Bend your knees. Look down the hill Keep your weight on the downhill ski. Keep your back straight, but nevertheless lean forward. The admonitions seem endless-how can you think about all that and still ski? The point about skiing, of course, is that you should not be thinking about the separate acts that, together, make a smooth turn or series of linked turns- instead, you should merely be looking ahead of you down the hill, anticipating bumps and other skiers, enjoying the feel of the cold wind on your cheeks, smiling with pleasure at the fluid grace of your body as you speed down the mountain. In other words, you must learn to forget the separate acts in order to perform all of them, and indeed any of them, well. But in order to forget them as separate acts, you have to learn them first as separate acts. only then can you put them together to become a good skier.

Kids “knew” the TCM was involved because witnesses and news anchors had said so on TV. They confirmed it with friends watching similar reports. Word spread fast—conversation was the only teen activity in south Jeffco Tuesday afternoon. Pretty soon, most of the students had multiple independent confirmations. They believed they knew the TCM was behind the attack as a fact. From 1:00 to 8:00 P.M., the number of students in Clement Park citing the group went from almost none to nearly all. They weren’t making it up, they were repeating it back.

The capacities that develop in the earliest years may be harder to measure on tests of kindergarten readiness than abilities like number and letter recognition, but they are precisely the skills, closely related to executive functions, that researchers have recently determined to be so valuable in kindergarten and beyond: the ability to focus on a single activity for an extended period, the ability to understand and follow directions, the ability to cope with disappointment and frustration, the ability to interact capably with other students.

I always start my class with a coloring assignment using crayons to color three pages from a variety of coloring pages pinned to the wall. Pick 3. Color them densely, trying to get as much of the crayon on the paper as possible. Students find it frustrating because crayons are surprisingly hard to work with, but they usually have some fun doing it. Until...when the finished pages were pinned to the wall, all of the pages were colored just the way I assigned— but all the joy was gone. Something went wrong. What was it? This: I told them to color hard in order to do it right. And go straight to using force— thinking I was showing them a short-cut—— this took away the way of coloring they would have found on their own. By telling them just how to do it, I took the playing-around away, the gradual figuring out that brings something alive to this activity, makes it worth-while, and is transferable to other activities. I realize now the best results came when I gave no instructions except, “spend time on this assignment.” That was 3 years ago. Why did it take me so long to figure this out?

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

Like mismatched minority students, mismatched minority faculty have sought refuge in non-intellectual pursuits, such as community activities and campus political activism, in denunciations of standards they do not meet, and in complaints about the moral shortcomings of colleagues, or of American society in general. Given the stark alternatives of (1) losing one’s self-respect by accepting the prevailing academic standards and values, and (2) protecting one’s self-respect by repudiating those standards and values, it can hardly be surprising that many have chosen the latter. Clearly,

To avoid being mistaken for a sellout, I chose my friends carefully. The more politically active black students. The foreign students. The Chicanos. The Marxist professors and structural feminists and punk-rock performance poets. We smoked cigarettes and wore leather jackets. At night, in the dorms, we discussed neocolonialism, Franz Fanon, Eurocentrism, and patriarchy. When we ground out our cigarettes in the hallway carpet or set our stereos so loud that the walls began to shake, we were resisting bourgeois society’s stifling constraints. We weren’t indifferent or careless or insecure. We were alienated. But

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

He offered a less diabolic likeness of a complex and many-sided personality, and one that is both more plausible and more attractive. He said: Catilina had many excellent qualities, not indeed maturely developed, but at least sketched out roughly in outline.… There was a good deal about him that exercised a corrupting effect on other people; and yet he also undeniably possessed a gift for stimulating his associates into vigorous activity. Catilina was at one and the same time a furnace of inordinate sensual passions and a serious student of military affairs. I do not believe that the world has ever seen such a portent of divergent, contrary, contradictory tastes and appetites.

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Finally, (and controversially) there might be a case – in monolingual classes – for allowing the learners to conduct some speaking activities, initially at least, in their mother tongue. Allowing learners to use their L1 in the interests of promoting talk and a sense of community may well be a necessary stage in the transition from a monolingual (L1) through a bilingual (L1 and L2) to finally a monolingual (L2) culture again. Certainly, if students are not used to having conversations in the classroom (in whatever language), they may become more disposed to the idea if there is an initial transition period of ‘L1 permissiveness’, or if tasks are first performed in the L1 (as a kind of rehearsal) before moving into the L2.

Today's offended students often show a marked degree of over-reaction to words that make them feel uncomfortable. They equate speech itself, and often the most innocuous comments, with physical violence. In this, they are simply extending how they were taught as children to respond disproportionately to damaging words. That's because the child protection narrative they have been raised on makes a particular feature of blurring the line between physical and psychological harm. For example, children's charities and NGOs constantly broaden definitions of abuse this way and, in doing so, actively encourage children to be suspicious of entirely harmless, informal, emotional interactions and tensions, even within their own families.

Sylvester says they sold their lefty student principles, if they ever had them, as soon as they left university and accepted an overpaid starter-salary in a morally objectionable corporate job offering lucrative career prospects and inflated annual bonuses which soon turned them into filthy-rich Tories with a hatred of the social welfare infrastructures they’re actively not contributing to through tax avoidance and evasion while hypocritically scorning the underclasses as the scourge of society who sponge off the state when they’re the ones who are the biggest scroungers on society with no sense of community responsibility other than a very self-aggrandizing, tax-deductible form of fashionable charity they like to call philanthropism!

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

Universities today loudly proclaim their commitment to diversity. But in the meantime, democratization through public investment has been replaced by democratization through consumer credit, effectively transferring the costs of diversity back to the individual student and her family. The beauty of securitized credit is that it excludes no one a priori. By abstracting from class stratification in the present, it can accommodate all differences preemptively simply by pricing them at variable rates and deferring repayment to some barely imaginable point in the future. In principle, we all have access to a college education, no matter how much we or our parents earn. Yet, private credit does not merely obscure the effects of class; it also actively exacerbates inequality by forcing those without income or collateral to pay higher rates for the same service. When the long-term costs of credit begin to materialize and accumulate, students are once again confronted with the intractable resistances of class, race, and gender stratification. The divisions of family wealth reassert themselves with all their historical force.

I had a strong bias in favor of Russian scientists; many can be put to active use as chess coaches (I also got a piano teacher out of the process). In addition, they are extremely helpful in the interview process. When MBAs apply for trading positions, they frequently boast “advanced” chess skills on their résumés. I recall the MBA career counselor at Wharton recommending our advertising chess skills “because it sounds intelligent and strategic.” MBAs, typically, can interpret their superficial knowledge of the rules of the game into “expertise.” We used to verify the accuracy of claims of chess expertise (and the character of the applicant) by pulling a chess set out of a drawer and telling the student, now turning pale: “Yuri will have a word with you.

The new Anti-Drug Abuse Act authorized public housing authorities to evict any tenant who allows any form of drug-related criminal activity to occur on or near public housing premises and eliminated many federal benefits, including student loans, for anyone convicted of a drug offense. The act also expanded use of the death penalty for serious drug-related offenses and imposed new mandatory minimums for drug offenses, including a five-year mandatory minimum for simple possession of cocaine base—with no evidence of intent to sell. Remarkably, the penalty would apply to first-time offenders. The severity of this punishment was unprecedented in the federal system. Until 1988, one year of imprisonment had been the maximum for possession of any amount of any drug.

Whether blatant or subtle, brainwashing has become a major, time-consuming activity in American education at all levels. Some zealots have not hesitated to use the traditional brain-washing technique of emotional trauma in the classroom to soften up children for their message. Gruesome and graphic movies on nuclear war, for example, have reduced some school children to tears—after which the teacher makes a pitch for whatever movement claims to reduce such dangers. Another technique is the ambush shock: A seventh-grade teacher in Manhattan, for example, innocently asked her students to discuss their future plans—after which she said: “Haven’t any of you realized that in this world with nuclear weapons no one in this class will be alive in the year 2000?”75 These

Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training. Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.

When you have done some programming then you'll know how satisfying it can be to use a program that you made yourself, one that does exactly what you want it to do. Creating a Sugar Activity takes that enjoyment to the next level. A useful Sugar Activity can be translated by volunteers into every language, be downloaded hundreds of times a week and used every day by students all over the world.

More often than not, these attempts at sociability ended in painful silence. His old friends, who remembered him as a brilliant student and wickedly funny conversationalist, were appalled by what had happened to him. Tom had slipped from the ranks of the anointed, and his downfall seemed to shake their confidence in themselves, to open the door onto a new pessimism about their own prospects in life. It didn't help matters that Tom had gained weight, that his former plumpness now verged on an embarrassing rotundity, but even more disturbing was the fact that he didn't seem to have any plans, that he never spoke about how he was going to undo the damage he'd done to himself and get back on his feet. Whenever he mentioned his new job, he described it in odd, almost religious terms, speculating on such questions as spiritual strength and the importance of finding one's path through patience and humility, and this confused them and made them fidget in their chairs. Tom's intelligence had not been dulled by the job, but no one wanted to hear what he had to say anymore, least of all the women he talked to, who expected young men to be full of brave ideas and clever schemes about how they were going to conquer the world. Tom put them off with his doubts and soul-searchings, his obscure disquisitions on the nature of reality, his hesitant manner. It was bad enough that he drove a taxi for a living, but a philosophical taxi driver who dressed in army-navy clothes and carried a paunch around his middle was a bit too much to ask. He was a pleasant guy, of course, and no one actively disliked him, but he wasn't a legitimate candidate?not for marriage, not even for a crazy fling.

Since no one can know everything, and most people know almost nothing, rationality consists of outsourcing knowledge to institutions that specialize in creating and sharing it, primarily academia, public and private research units, and the press. That trust is a precious resource which should not be squandered. Though confidence in science has remained steady for decades, confidence in universities is sinking. A major reason for the mistrust is the universities’ suffocating left-wing monoculture, with its punishment of students and professors who question dogmas on gender, race, culture, genetics, colonialism, and sexual identity and orientation. Universities have turned themselves into laughingstocks for their assaults on common sense (as when a professor was recently suspended for mentioning the Chinese pause word ne ga because it reminded some students of the racial slur). On several occasions correspondents have asked me why they should trust the scientific consensus on climate change, since it comes out of institutions that brook no dissent. That is why universities have a responsibility to secure the credibility of science and scholarship by committing themselves to viewpoint diversity, free inquiry, critical thinking, and active open-mindedness.

It matters little whether you are the mother of active children who drain away your energy, an important executive in a major multinational corporation, a graduate student cramming for impending comprehensives, a plumber working overtime to put your children through college, or a pastor of a large church putting in ninety-hour weeks: at the end of the day, if you are too busy to pray, you are too busy. Cut something out.

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.

As with everything she did, Aimi excelled. Academically, she was in the top one percent of students in the state and was in the track team that had just won the nationals. She said she only went in for cheerleading because she liked the physical activity. It made sense though, Sam thought. Because of her bright, cheerful attitude, she was also incredibly popular. At times Sam felt slightly jealous of her, but mostly he was just immensely proud.

I was starting to remember the whole problem now: I hate these fucking people [people at Tea Party rallies, ed]. It's never been just political, it's personal. I'm not convinced anyone in this country except the kinds of weenies who thought student council was important really cares about large versus small government or strict constructionalism versus judicial activism. The ostensible issues are just code words in an ugly snarl of class resentment, anti-intellectualism, old-school snobbery, racism, and who knows what else - grudges left over from the Civil War, the sixties, gym class. The Tea Party likes to cite a poll showing that their members are wealthier and better educated than te general populace, but to me they mostly looked like the same people I'd had to listen to in countless dive bars railing against "edjumicated idiots" and explaining exactly how Nostradamus predicted 9/11, the very people I and everyone I know fled our hometowns to get away from. So far all my interactions at the rally were only reinforcing my private theory - I suppose you might call it a prejudice - that liberals are the ones who went to college, moved to the nearest city where no one would call them a fag, and now only go back for holidays; conservatives are the ones who married their high school girlfriends, bought houses in their hometowns, and kept going to church and giving a shit who won the homecoming game. It's the divide between the Got Out and the Stayed Put. This theory also account for the different reactions of these two camps when the opposition party takes power, raising the specter of either fascist or socialist tyranny: the Got Outs always fantasize about fleeing the country for someplace more civilized - Canada, France, New Zealand; the Stayed Put just di further in, hunkering down in compounds, buying up canned goods and ammo.

Type I homework test by asking yourself three questions: • Am I offering students any autonomy over how and when to do this work? • Does this assignment promote mastery by offering a novel, engaging task (as opposed to rote reformulation of something already covered in class)? • Do my students understand the purpose of this assignment? That is, can they see how doing this additional activity at home contributes to the larger enterprise in which the class is engaged?

At her easiest, she was hard, because her brain was always working, working, working - I had to exert myself just to keep pace with her. I'd spend an hour crafting a casual e-mail to her, I became a student of arcana so I could keep her interested: the Lake poets, the code duello, the French Revolution. Her mind was both wide and deep, and I got smarter being with her. And more considerate, and more active, and more alive, and almost electric, because for Amy, love was like drugs or booze or porn: There was no plateau. Each exposure needed to be more intense than the last to achieve the same result. Amy made me believe I was exceptional, that I was up to her level of play. That was both our making and undoing. Because I couldn't handle the demands of greatness. I began craving ease and averageness, and I hated myself for it, and ultimately, I realized, I punished her for it. I turned her into the brittle, prickly thing she became.

Remember that, as the receiver is as bad as the thief, so the hearer of scandal is a sharer in the guilt of it. If there were no listening ears there would be no talebearing tongues. While you are a buyer of ill wares the demand will create the supply, and the factories of falsehood will be working full time. No one wishes to become a creator of lies, and yet he who hears slanders with pleasure and believes them with readiness will hatch many a brood into active life.

The Horatio Alger Association of Distinguished Americans, founded in 1947 and devoted to promoting and affirming individual initiative and “the American dream,” releases annual back-to-school surveys.48 Its survey for 1998 contrasted two groups of students: the “highly successful” (approximately 18 percent of American students) and the “disillusioned” (approximately 15 percent). The successful students work hard, choose challenging classes, make schoolwork a top priority, get good grades, participate in extracurricular activities, and feel that teachers and administrators care about them and listen to them. According to the association, the successful group in the 1998 survey is 63 percent female and 37 percent male. The disillusioned students are pessimistic about their future, get low grades, and have little contact with teachers. The disillusioned group could accurately be characterized as demoralized. According to the Alger Association, “Nearly seven out of ten are male.”49

Congress would later find that though bureau officials undertook COINTELPRO in the name of national security, its purpose was “preventing or disrupting the exercise of First Amendment rights.” The program took tactics developed for use against foreign adversaries during war and applied them to citizens: leaking phony allegations, sending anonymous poison-pen letters, interfering with jobs, having people arrested on drug charges, distributing misinformation, and encouraging violence. “In essence, the Bureau took the law into its own hands, conducting a sophisticated vigilante operation against domestic enemies,” the committee said. “Many of the techniques used would be intolerable in a democratic society even if all of the targets had been involved in violent activity, but COINTELPRO went far beyond that. The unexpressed major premise of the programs was a law enforcement agency has the duty to do whatever is necessary to combat perceived threats to the existing social and political order.

In the case of Tunisia, it was indeed this single act that sparked what had been long-standing active protest movements and moved them forward. But that's not so unusual. Let's look at our own history. Take the civil rights movement. There had been plenty of concern and activism about violent repression of blacks in the South, and it took a couple of students sitting in at a lunch counter to really set it off. Small acts can make a big difference when there is a background of concern, understanding, and preliminary activism.

In the Vassar study, there was a group of students who, in Senior year, neither suffered conflict to the point of breakdown, nor stopped their own growth to flee into marriage. These were students who were preparing for a profession. They gained in college interests deep enough to commit themselves to a career. The study revealed that virtually all such students with professional ambitions plan to marry, but marriage is for them an activity in which they will voluntarily choose to participate, rather than something that is necessary for any sense of personal identity. Such students have a clear sense of direction, a greater degree of independence and self-confidence than most. They maybe be engaged or deeply in-love, but they do not feel they must sacrifice their own individualities or their career ambitions if they wish to marry. With these girls, the psychologists did not get the impression --as they did with so many-- that interest in men and in marriage is a kind of defense against intellectual development. Their interest in a particular man was real.

Merrill Meewee knew his stones. As a boy in Kenya, skipping stones was his favorite free-time activity. There had been an abundance of saucer-shaped missiles on the banks of his father’s own fishpond. Fat, river-smoothed disks, they skipped ten, twelve, sixteen times before slipping beneath the surface with a watery plop. His father, a man of little wealth but great forbearance, was not pleased with his boy’s solitary pastime, but he never ordered him to stop. Instead, he asked the boy how many stones he thought the pond could hold. I don’t know, Meewee remembered answering. A hundred thousand? Oh, such a big number! And how many stones do you suppose you’ve thrown already? Merrill, who was an excellent student, calculated the number of stones he might have tossed in an hour and how many free hours were left each day after school and chores, how many afternoons in how many years since he first discovered the sport. I would estimate 14,850, he informed his father with a certain amount of swagger. His father was impressed. So many? And all of them have gone to the bottom? Of course they’ve gone to the bottom, he had said, embarrassed by his father’s apparent ignorance. They’re stones. They’re heavier than water. And heavier than fishes? Of course heavier than fishes. Good, good, his father concluded, patting him on the head. Keep at it, son, and soon I won’t have to work so hard. Father? It’s true. When you fill up my pond with your stones, I won’t need nets and plungers to harvest the fish. I’ll simply wade up to my ankles and pick them like squash. It was a lesson in diplomacy, as much as aquaculture, and it stayed with him all these years.

It seems obvious that throughout history, as one of the few professions open to women, midwifery must have attracted women of unusual intelligence, competence, and self-respect§. While acknowledging that many remedies used by the witches were “purely magical” and worked, if at all, by suggestion, Ehrenreich and English point out an important distinction between the witch-healer and the medical man of the late Middle Ages: . . . the witch was an empiricist; She relied on her senses rather than on faith or doctrine, she believed in trial and error, cause and effect. Her attitude was not religiously passive, but actively inquiring. She trusted her ability to find ways to deal with disease, pregnancy and childbirth—whether through medication or charms. In short, her magic was the science of her time. By contrast: There was nothing in late mediaeval medical training that conflicted with church doctrine, and little that we would recognize as “science”. Medical students . . . spent years studying Plato, Aristotle and Christian theology. . . . While a student, a doctor rarely saw any patients at all, and no experimentation of any kind was taught. . . . Confronted with a sick person, the university-trained physician had little to go on but superstition. . . . Such was the state of medical “science” at the time when witch-healers were persecuted for being practitioners of “magic”.15 Since asepsis and the transmission of disease through bacteria and unwashed hands was utterly unknown until the latter part of the nineteenth century, dirt was a presence in any medical situation—real dirt, not the misogynistic dirt associated by males with the female body. The midwife, who attended only women in labor, carried fewer disease bacteria with her than the physician.

Assembly-line instruction is what hap-pens in many schools. Learning is separated from productive activity. Kids are separated from families and most other adults and have little agency to decide how and when they’ll plug into the learning process. The content is decided by experts far removed from the community. Kids may have no idea why they’re learning this content, nor any idea how to apply it, but the broader society has deemed it important. Students are expected to ingest the content and later they are sorted ac-cording to how accurately they can parrot back this content on exams.

Some parents resist the idea of ADD for fear of seeing their children labeled and categorized. They do not like the idea of pinning a medical diagnosis on a child who, except in certain areas of functioning, seems quite well. Such fears are not baseless. Too often ADD seems no more than a judgment that characterizes a child as a problem student, incapable of normal activity. How people use language is quite revealing. People commonly say that this adult or that child “is ADD.” That, indeed, is labeling, identifying the whole person with an area of weakness or impairment. No one is ADD, and no one should be defined or categorized in terms of it or any other particular problem. Recognizing a child’s ADD should be simply a way of understanding that helping him calls for some knowledgeable and creative approaches, not a judgment that there is anything fundamentally or irretrievably wrong with him. This recognition should enable us to support the child in fullfilling his potential, not to further limit him. That even open-minded people may have difficulty coming to terms with this diagnosis is only to be expected. Our usual mode of thinking about illness (or anything else, for that matter) is not comfortable with ambiguity. A patient either has pneumonia or does not; she either has some illness affecting the mind or does not. There is a popular discomfort with any condition of the mind perceived as “abnormal.” But what if illness is not a separate category, if there is no line of distinction between the “healthy” and the “nonheaithy,” if the “abnormality” is just a greater concentration in an individual of disturbed brain processes found in everyone? Then perhaps there are no fixed, immutable brain disorders, and we could all be vulnerable to mental breakdowns or malfunctions under the pressure of stressful circumstances. We could all go crazy. Maybe we already have.

Where does South Africa find herself now in the post-apartheid dilemma? Is this country still a believer in the country of blood, milk and honey, does she seek perfection in the reports of minorities, the land of thirst, of afro and political activists who were active in ‘the struggle’ what happened to their children, their wives and their husbands? There are no longer straitjackets and cold showers in the lunatic asylum. Banging their heads against the walls. Banging, banging and banging away like an empty drum. Every generation wants to change the world. There must be unification of some kind. Students brought together by protest marches.

Quick. Don’t think about it. Imagine an English professor in your head. No, a male English professor. What do you see? Tweeds? Elbow patches? A high pale forehead with thinning hair combed over? Eyeglasses with designer frames? Oh God, do you see a cravat? His fingernails are clean and white. His palms are silky and uncalloused. If you grip him by his upper arm, your fingers plunge to the bone. He prefers wine to beer. But when he drinks beer, he favors pretentious microbrews that he sniffs and swirls, while waxing on about oaky hints and lemony essences. You are imagining a man, yes, but one whose masculinity is so refined, so sanded down and smoothed away, that it’s hard to see how it differs from femininity. It has been said that the humanities have been feminized. In English departments, where the demographics of professors and students now skew strongly female, this is literally so. But English departments have also been feminized in spirit. There’s a sense in which if you are a guy who wants to be a literature professor, it’s wise to actively suppress all of the offensive cues that you are actually a guy. Or at least that’s how it has always seemed to me. And I think that’s how it seems to most people. In the public mind, teaching English is about as manly as styling hair.

I’d fallen in love with Amy because I was the ultimate Nick with her. Loving her made me superhuman, it made me feel alive. At her easiest, she was hard, because her brain was always working, working, working—I had to exert myself just to keep pace with her. I’d spend an hour crafting a casual e-mail to her, I became a student of arcana so I could keep her interested: the Lake poets, the code duello, the French Revolution. Her mind was both wide and deep, and I got smarter being with her. And more considerate, and more active, and more alive, and almost electric, because for Amy, love was like drugs or booze or porn: There was no plateau. Each exposure needed to be more intense than the last to achieve the same result. Amy made me believe I was exceptional, that I was up to her level of play. That was both our making and undoing. Because I couldn’t handle the demands of greatness. I began craving ease and average-ness, and I hated myself for it, and ultimately, I realized, I punished her for it. I turned her into the brittle, prickly thing she became. I had pretended to be one kind of man and revealed myself to be quite another. Worse, I convinced myself our tragedy was entirely her making. I spent years working myself into the very thing I swore she was: a righteous ball of hate.

Training is, quite simply, one of the highest-leverage activities a manager can perform. Consider for a moment the possibility of your putting on a series of four lectures for members of your department. Let’s count on three hours preparation for each hour of course time—twelve hours of work in total. Say that you have ten students in your class. Next year they will work a total of about twenty thousand hours for your organization. If your training efforts result in a 1 percent improvement in your subordinates’ performance, your company will gain the equivalent of two hundred hours of work as the result of the expenditure of your twelve hours.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

When I say my wound became political in the years that followed, I don't mean that my involvement in the anti-war movement was somehow insincere or that I have any regrets about my activism. As a champion of the downtrodden, the disenfranchised, the poor, and the oppressed, I found a new outlet for the somewhat irrational but nevertheless strong sense I had of being an outsider in a group - uncomfortable, awkward, and quick to feel a slight. Political feeling can't exist without identification, and mine inevitably went to people without power, In contrast, right-wing ideologies often appeal to those who want to link themselves to authority, people for whom the sight of military parades or soldiers marching off to war is aggrandizing, not painful. Inevitably, there is sublimation in politics, too. It becomes an avenue for suppressed aggression and anger, and I was no exception. And so it was that armed with passion and gorged on political history, I became a firebrand at fourteen. For three years, I read and argued and demonstrated. I marched against the Vietnam War, helped print strike T-shirts at Carleton College after the deaths of four students at Kent State, attended rallies, raised money for war-torn Mozambique, signed petitions, licked envelopes for the American Indian Movement, and turned into a feminist. But even then, I didn't believe all the rhetoric.

someone told me at the beginning of that summer that I would come face-to-face with death because of a Romeo and Juliet romance, I would never have believed it. But it wasn't like that summer went at all like I had planned in the first place. The Columbia recruiter sat across from me, her dark bushy eyebrows rising as high as they could go while she stared down at my application. "So, Alex, I see that you don't have any extracurricular activities." I shrugged. I was sitting in one of those uncomfortable orange plastic chairs in the guidance counselor's office, wishing I could just disappear. I was the first student in all of Winnebago High School's history to have a recruiter from an Ivy League school visit. By the way she looked at our tiny school with its ancient, chipped walls and rusted lockers, I could see why nobody had wanted to visit in the past.

To avoid being mistaken for a sellout, I chose my friends carefully. The more politically active black students. The foreign students. The Chicanos. The Marxist professors and structural feminists and punk-rock performance poets. We smoked cigarettes and wore leather jackets. At night, in the dorms, we discussed neocolonialism, Franz Fanon, Eurocentrism, and patriarchy. When we ground out our cigarettes in the hallway carpet or set our stereos so loud that the walls began to shake, we were resisting bourgeois society’s stifling conventions. We weren’t indifferent or careless or insecure. We were alienated. But this strategy alone couldn't provide the distance I wanted, from Joyce or my past. After all, there were thousands of so-called campus radicals, most of them white and tenured and happily tolerant. No, it remained necessary to prove which side you were on, to show your loyalty to the black masses, to strike out and name names.

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)

He begins talking to Himself inside of Himself, playing two parts as the student and the teacher or as Shiva and Shakti. ‘Hmm, why are things like this?’ ‘Well here’s why’. Becoming both, He has a dialogue within Himself. When we turn within we can still hear that rumbling, vibratory monologue. It is the fundamental vibration of the mind within. Whatever is in Shiva is in you, whatever divine powers are in God are in you. To truly get there you have to become unlimited. You have to let go of limitation, you have to let go of ego, you have to let go of ignorance. It is not a trivial process. The Mahartamanjari says: This is the way that the error of ordinary persons who think, ‘I am not the Lord’, is dissipated. This is an error with respect to the Self who shines always as the ‘I’. One repeats to them, ‘You are Shiva, gifted with the free power of Consciousness and activity: this world depends on you as a kingdom on its king. It is in you that the world shines, in you that it resides. It is you as Consciousness that the world has as its basis: from which it arises and into which it is reabsorbed. There is no world here without you. Only your awareness makes the world so for you. Contemplate this until conviction dawns. The Shiva Sutras say that such conviction is realisation of the Self. Shivo’ham. I am Shiva. All this arises and has its being in my awareness!

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

More than anything, we have lost the cultural customs and traditions that bring extended families together, linking adults and children in caring relationships, that give the adult friends of parents a place in their children's lives. It is the role of culture to cultivate connections between the dependent and the dependable and to prevent attachment voids from occurring. Among the many reasons that culture is failing us, two bear mentioning. The first is the jarringly rapid rate of change in twentieth-century industrial societies. It requires time to develop customs and traditions that serve attachment needs, hundreds of years to create a working culture that serves a particular social and geographical environment. Our society has been changing much too rapidly for culture to evolve accordingly. There is now more change in a decade than previously in a century. When circumstances change more quickly than our culture can adapt to, customs and traditions disintegrate. It is not surprising that today's culture is failing its traditional function of supporting adult-child attachments. Part of the rapid change has been the electronic transmission of culture, allowing commercially blended and packaged culture to be broadcast into our homes and into the very minds of our children. Instant culture has replaced what used to be passed down through custom and tradition and from one generation to another. “Almost every day I find myself fighting the bubble-gum culture my children are exposed to,” said a frustrated father interviewed for this book. Not only is the content often alien to the culture of the parents but the process of transmission has taken grandparents out of the loop and made them seem sadly out of touch. Games, too, have become electronic. They have always been an instrument of culture to connect people to people, especially children to adults. Now games have become a solitary activity, watched in parallel on television sports-casts or engaged in in isolation on the computer. The most significant change in recent times has been the technology of communication — first the phone and then the Internet through e-mail and instant messaging. We are enamored of communication technology without being aware that one of its primary functions is to facilitate attachments. We have unwittingly put it into the hands of children who, of course, are using it to connect with their peers. Because of their strong attachment needs, the contact is highly addictive, often becoming a major preoccupation. Our culture has not been able to evolve the customs and traditions to contain this development, and so again we are all left to our own devices. This wonderful new technology would be a powerfully positive instrument if used to facilitate child-adult connections — as it does, for example, when it enables easy communication between students living away from home, and their parents. Left unchecked, it promotes peer orientation.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

A Life like Mine: Round and round, round and round, this is how life is feeling at the very moment. Why on earth, would anyone want to live in a life that is never ending chaos? Not me, she thought to herself. Gloria Jacobson, 19 years old, was on her way to a life of success when she was finally looking into a life of school, love, and a family that could look up to her for being the next honor roll student. Well, ok, technically speaking, she wasn’t an “Honor roll” Student, and she wasn’t in love yet. But she did have one thing, and that was a family that loved her. Skeptical or not, as she was, she was headed to sleep after a long day’s journey through thoughts and school. She went to a College Prep school, so it wasn’t exactly the easiest. In fact, sometimes school to her could become one of the toughest things. She rolled up her jean legs and through on her purple hooded jacket then slipped out the door. “Mom will hopefully allow her to go to the school ball tomorrow night”; she thought as she crossed her fingers. It was going to be a school formal, and all the way through elementary and middle school, she wasn’t ever allowed to go. Why on earth wouldn’t her parents ever let her just be a normal teenage girl. After all she only turns 20, towards the end of graduation. Her entire life was devoted to school work, college apps, and volunteer work at different places after school, and church activities. She never seemed to have any time for boys or even friendships at this time. She practically had to beg for the ones that she already had. ~part of my story. :)

It may seem paradoxical to claim that stress, a physiological mechanism vital to life, is a cause of illness. To resolve this apparent contradiction, we must differentiate between acute stress and chronic stress. Acute stress is the immediate, short-term body response to threat. Chronic stress is activation of the stress mechanisms over long periods of time when a person is exposed to stressors that cannot be escaped either because she does not recognize them or because she has no control over them. Discharges of nervous system, hormonal output and immune changes constitute the flight-or-fight reactions that help us survive immediate danger. These biological responses are adaptive in the emergencies for which nature designed them. But the same stress responses, triggered chronically and without resolution, produce harm and even permanent damage. Chronically high cortisol levels destroy tissue. Chronically elevated adrenalin levels raise the blood pressure and damage the heart. There is extensive documentation of the inhibiting effect of chronic stress on the immune system. In one study, the activity of immune cells called natural killer (NK) cells were compared in two groups: spousal caregivers of people with Alzheimer’s disease, and age- and health-matched controls. NK cells are front-line troops in the fight against infections and against cancer, having the capacity to attack invading micro-organisms and to destroy cells with malignant mutations. The NK cell functioning of the caregivers was significantly suppressed, even in those whose spouses had died as long as three years previously. The caregivers who reported lower levels of social support also showed the greatest depression in immune activity — just as the loneliest medical students had the most impaired immune systems under the stress of examinations. Another study of caregivers assessed the efficacy of immunization against influenza. In this study 80 per cent among the non-stressed control group developed immunity against the virus, but only 20 per cent of the Alzheimer caregivers were able to do so. The stress of unremitting caregiving inhibited the immune system and left people susceptible to influenza. Research has also shown stress-related delays in tissue repair. The wounds of Alzheimer caregivers took an average of nine days longer to heal than those of controls. Higher levels of stress cause higher cortisol output via the HPA axis, and cortisol inhibits the activity of the inflammatory cells involved in wound healing. Dental students had a wound deliberately inflicted on their hard palates while they were facing immunology exams and again during vacation. In all of them the wound healed more quickly in the summer. Under stress, their white blood cells produced less of a substance essential to healing. The oft-observed relationship between stress, impaired immunity and illness has given rise to the concept of “diseases of adaptation,” a phrase of Hans Selye’s. The flight-or-fight response, it is argued, was indispensable in an era when early human beings had to confront a natural world of predators and other dangers. In civilized society, however, the flight-fight reaction is triggered in situations where it is neither necessary nor helpful, since we no longer face the same mortal threats to existence. The body’s physiological stress mechanisms are often triggered inappropriately, leading to disease. There is another way to look at it. The flight-or-fight alarm reaction exists today for the same purpose evolution originally assigned to it: to enable us to survive. What has happened is that we have lost touch with the gut feelings designed to be our warning system. The body mounts a stress response, but the mind is unaware of the threat. We keep ourselves in physiologically stressful situations, with only a dim awareness of distress or no awareness at all.

Kashmir Shaivism also developed an integrated and effective method of spiritual practice that includes intense devotion, the study of correct knowledge, and a special type of yoga unknown to other systems of practical philosophy. These three approaches are meant to be carefully integrated to produce a strong and vibrant practice. Yoga is the main path that leads to Self-realization, theoretical knowledge saves yogins from getting caught at some blissful but intermediary level of spiritual progress, and devotion provides them the strength and focus with which to digest correctly the powerful results of yoga and so avoid their misuse. This is a practice for both the mind and the heart. The teachings offers offer a fresh and powerful understanding of life that develops the faculties of the mind, while the devotional aspects of Kashmir Shaivism expand the faculties of a student’s heart. Combined together, both faculties help students reach the highest goal to which Shaiva yoga can dead them. The yoga system of Kashmir Shaivism is known as the Trika system. It includes many methods of yoga, which have been classified into three groups known as sambhava, sakta, and anava. Sambhava yoga consists of practices in direct realization of the truth, without making any effort at meditation, contemplation, or the learning of texts. The emphasis is on correct being, free from all aspects of becoming. This yoga transcends the use of mental activity. Sakta yoga consists of many types of practices in contemplation on the true nature of one’s real Self. Anava yoga includes various forms of contemplative meditation on objects other than one’s real Self, such as the mind, the life-force along with its five functions (the five pranas), the physical form along with its nerve-centers, the sounds of breathing, and different aspects of time and space. Trika yoga teaches a form of spiritual practice that is specific to Kashmir Shaivism. This system, along with its rituals, has been discussed in detail in Abhinavagupta’s voluminous Tantraloka, which is one of the world’s great treatises on philosophy and theology. Unlike many other forms of yoga, the Trika system is free from all types of repression of the mind, suppression of the emotions and instincts, and starvation of the senses. It eliminates all self-torturing practices, austere vows or penance, and forcible renunciation. Shaiva practitioners need not leave their homes, or roam as begging monks. Indifference (vairagya) to worldly life is not a precondition to for practicing Trika yoga. Sensual pleasures automatically become dull in comparison with the indescribable experience of Self-bliss. This is a transforming experience that naturally gives rise to a powerful form of spontaneous indifference to worldly pleasures. Finally, regardless of caste, creed, and sex, Trika yoga is open to all people, who through the Lord’s grace, have developed a yearning to realize the truth, and who become devoted to the Divine. — B. N. Pandit, Specific Principles of Kashmir Shaivism (3rd ed., 2008), p. xxiii-xxiv

The process of receiving teaching depends upon the student giving something in return; some kind of psychological surrender is necessary, a gift of some sort. This is why we must discuss surrendering, opening, giving up expectations, before we can speak of the relationship between teacher and student. It is essential to surrender, to open yourself, to present whatever you are to the guru, rather than trying to present yourself as a worthwhile student. It does not matter how much you are willing to pay, how correctly you behave, how clever you are at saying the right thing to your teacher. It is not like having an interview for a job or buying a new car. Whether or not you will get the job depends upon your credentials, how well you are dressed, how beautifully your shoes are polished, how well you speak, how good your manners are. If you are buying a car, it is a matter of how much money you have and how good your credit is. But when it comes to spirituality, something more is required. It is not a matter of applying for a job, of dressing up to impress our potential employer. Such deception does not apply to an interview with a guru, because he sees right through us. He is amused if we dress up especially for the interview. Making ingratiating gestures is not applicable in this situation; in fact it is futile. We must make a real commitment to being open with our teacher; we must be willing to give up all our preconceptions. Milarepa expected Marpa to be a great scholar and a saintly person, dressed in yogic costume with beads, reciting mantras, meditating. Instead he found Marpa working on his farm, directing the laborers and plowing his land. I am afraid the word guru is overused in the West. It would be better to speak of one’s “spiritual friend,” because the teachings emphasize a mutual meeting of two minds. It is a matter of mutual communication, rather than a master-servant relationship between a highly evolved being and a miserable, confused one. In the master-servant relationship the highly evolved being may appear not even to be sitting on his seat but may seem to be floating, levitating, looking down at us. His voice is penetrating, pervading space. Every word, every cough, every movement that he makes is a gesture of wisdom. But this is a dream. A guru should be a spiritual friend who communicates and presents his qualities to us, as Marpa did with Milarepa and Naropa with Marpa. Marpa presented his quality of being a farmer-yogi. He happened to have seven children and a wife, and he looked after his farm, cultivating the land and supporting himself and his family. But these activities were just an ordinary part of his life. He cared for his students as he cared for his crops and family. He was so thorough, paying attention to every detail of his life, that he was able to be a competent teacher as well as a competent father and farmer. There was no physical or spiritual materialism in Marpa’s lifestyle at all. He did not emphasize spirituality and ignore his family or his physical relationship to the earth. If you are not involved with materialism, either spiritually or physically, then there is no emphasis made on any extreme. Nor is it helpful to choose someone for your guru simply because he is famous, someone who is renowned for having published stacks of books and converted thousands or millions of people. Instead the guideline is whether or not you are able actually to communicate with the person, directly and thoroughly. How much self-deception are you involved in? If you really open yourself to your spiritual friend, then you are bound to work together. Are you able to talk to him thoroughly and properly? Does he know anything about you? Does he know anything about himself, for that matter? Is the guru really able to see through your masks, communicate with you properly, directly? In searching for a teacher, this seems to be the guideline rather than fame or wisdom.